Transcript Highlights:

• , third grade reading, and algebra, because we know those are predictive not just of success in school
• So to tell you a little bit about that, in response to the Algebra 1 end-of-course exam that became a
• graduation requirement in that year, we brought about the video-based tutoring system, Algebra Nation
• We've also stepped into supporting beyond students with Algebra Nation, but also supporting educators
• All right, are you ready for the problem? Yes. There are 125 sheep and five dogs in a flock.

Committee: Senate Education Postsecondary

Summary: The Education Postsecondary Committee held its first meeting and focused on state university centers and institutes, with an overview from the Board of Governors on how the more than 500 centers and institutes across Florida’s public universities are categorized, overseen, and reported. The Board described three categories: state-level centers, legislatively established centers, and university-established centers. Members were told universities must maintain policies, notify the Board of changes, publish public inventories, and submit annual reports and compliance certifications. Senator Harrell asked about funding sources and whether underperforming centers are reviewed for elimination; the response was that funding varies by center and that universities decide whether to maintain or disband centers under their own policies, with annual reporting and audit findings shared with the Board. Four university presentations followed. Florida Atlantic University highlighted its Center of Excellence in Biomedical and Marine Biotechnology, describing research in marine-derived drug discovery, genomics, imaging, cancer, neurodegenerative disease, and ocean sustainability, along with spin-off institutes and partnerships that have generated significant grant and contract support. FIU presented its Center of Excellence for Hurricane Damage Mitigation and Product Development, emphasizing the Wall of Wind facility, hurricane and water intrusion testing, code and product innovation, insurance modeling, and future expansion toward higher wind speeds and flood simulation. Florida State University’s High-Performance Materials Institute described work in advanced materials, aerospace composites, sensors, nanocomposites, and AI-enabled materials development, along with patents, industry partnerships, and new facilities tied to economic development. The University of Florida’s Lastinger Center for Learning outlined its work on teacher professional learning, literacy, New Worlds Reading, tutoring, and mathematics supports, including microcredentials, statewide book distribution, and early results showing improved reading confidence and growth. Members generally praised the centers for their research, commercialization, workforce development, and education impacts. Senator Jones and Senator Harrell commended the Lastinger Center’s literacy work and the broader return on investment from these programs, while Senator Berman noted the value of the synergies across institutions. The chair emphasized that future funding requests should clearly show measurable success, commercialization, and statewide impact. The committee then adjourned without any formal votes on legislation.

Transcript Highlights:

• ready and we know that algebra readiness has a lot to do with their workforce success.
• ready and we know that algebra readiness has a lot to do with their workforce success.
• ready and we know that algebra readiness has a lot to do with their workforce success.
• ready and we know that algebra readiness has a lot to do with their workforce success.
• That making sure that our children are algebra ready, and we know that algebra readiness has a lot to

Committee: Joint Education

Transcript Highlights:

• Hopefully you all are prepped and primed and ready to go and fire off a bunch of questions.
• In the statute, you know, there was pretty much an algebra.
• We had an algebraic formula written in statutes.
• You know, there was, there's pretty much, it was algebra.
• We hired a private firm to help us figure out what this new algebraic formula should look like.

Summary: The Human Services Subcommittee met with a quorum present and took up a presentation from the Department of Children and Families on HB 7089, which revises how Florida’s community-based care (CBC) lead agencies for child welfare are funded. Representative McFarland described the bill’s background, arguing that the prior formula relied too heavily on outdated, static factors and produced inequities among CBCs. She emphasized that the new approach is intended to provide a more stable, transparent, and statute-based funding method that better supports prevention, case management, and family services while reducing year-to-year political uncertainty. DCF Chief of Staff Casey Penn explained that HB 7089 required an actuarially sound, reimbursement-based formula developed with CBC and provider input. The new model uses a cost-based structure with three tiers: Tier 1 for operational and administrative costs, Tier 2 for per-child/per-month service costs, and a possible Tier 3 incentive component for performance measures if the Legislature chooses to fund it. The model includes regional growth factors, inflation adjustments, a 2% risk corridor for Tier 2, a hold-harmless provision for agencies that would otherwise receive less than prior funding, and the ability for CBCs to retain some state general revenue savings. DCF said the model produced a total budget need of about $1.392 billion, roughly $28.6 million above the prior year after offsets, and that the department is also updating its child welfare case management system to improve data quality and future modeling. Members asked about whether prevention spending is captured, how Tier 3 incentives would work and how much they might cost, how the formula accounts for insurance, hurricanes, child acuity, and staffing costs, and whether CBC executives’ compensation is capped. DCF said prevention is included in the model but is not yet separately broken out due to data limitations, Tier 3 is optional and not yet costed, and the formula can incorporate additional growth factors if needed. On executive pay, DCF explained that compensation is limited by statute for CBC contracts, but multiple contracts and non-state funding sources can affect total compensation; staff later clarified that CBC CEOs with multiple contracts had been reviewed for compliance. The meeting ended after questions, and Representative Miller moved to adjourn; the subcommittee adjourned without any vote on the bill.

Transcript Highlights:

• The success-ready pathways you see here have been added for the 2024-25 year also.
• Success-ready generally is just identifying what students will be graduating with, which includes the
• And then we have algebra results and then 9th-grade and geometry results for 10th grade.
• work readiness certificate.
• So it'll be ready for us to review anytime you want to. Okay. Thank you.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy-related requirements. Staff reviewed the history of state curriculum and accreditation laws, the current standards for grades K-12, required high school units and graduation pathways, and recent changes such as career-ready pathways, embedded instruction requirements, and the distinction between courses required to be offered versus courses actually taken by students. Members asked for a chart comparing the 1997, 2003, 2015, 2017, and later law changes, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff summarized ESSA requirements, Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and recent data showing that 2025 proficiency rates remained well below the 80% goal, while English learner progress and graduation rates were also below long-term targets. The committee discussed school support and improvement, equitable access to educators, report cards, and the apparent lack of evidence that equity labs are currently being conducted. Members requested follow-up from the Department of Education on equity labs, report card data, and whether the ESSA plan can be changed. The presentation also covered state assessment results under the Arkansas Accountability Act, including ATLAS, DLM, ELPA 21, ACT, and NAEP data, along with teacher access measures and geographic shortage districts. Staff reported that Title I and high-poverty schools tend to have more emergency/provisional teachers and less experienced staff, and that shortage districts are concentrated in parts of the state. Members asked for additional information on test highs and lows, the number of assessments students take, dropout data, and whether higher teacher salaries have affected shortage areas. The committee also discussed district levels of support under the state accountability system, including the possibility of state intervention at the highest level of support.

Transcript Highlights:

• Ready? Representative Bowling.
• Ready?
• </c> comments at the end regarding algebra comments at the end regarding algebra algebra<01:26:12.000
• </c> algebra 1. algebra 1.
• It's ready to implement.

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• Currently, TOPS statutes require a specific math sequence: Algebra I, Geometry, and Algebra II, or Integrated
• So right now, and for years now, you've been able to take Algebra I, Geometry, Algebra II, or Integrated
• And you know how in the lower grade standards, algebra and geometry are just embedded in the standards
• So instead of having end-of-course exams for English I, English II, Algebra I, and Geometry, there'll
• And so now it makes more sense not to have to teach Algebra I and Geometry just to be ready for those

Committee: House Education

Summary: The committee heard several higher education and K-12 bills centered on TOPS, school accountability, and curriculum alignment. It first welcomed University of Louisiana at Lafayette’s new president, Ramesh Kuluru, who spoke about student success, workforce alignment, and the university’s financial recovery. The committee then adopted amendments and reported HR 17 favorably, directing a study of TOPS return on investment with the Board of Regents, Louisiana Works, LED, and the Blanco Public Policy Center. Testimony from business and policy groups supported the study as a way to assess whether state financial aid is producing workforce and retention outcomes. Members then considered HB 385 by Rep. Bamberg, which would require repayment of TOPS awards under certain circumstances when students lose eligibility, with exemptions for hardship and a pathway into LCTCS or career-technical programs. The bill drew strong debate over whether merit scholarships should ever be repaid; opponents argued TOPS is earned for the semester and should only be lost going forward, while supporters emphasized taxpayer accountability. After amendments, the committee narrowly approved the bill by roll call vote, with Chair Schlegel casting the deciding yes to report it favorably as amended. The committee also unanimously reported HB 1058 favorably, which requires the Board of Regents to maintain a uniform data system for state financial assistance; independent colleges and business groups supported the measure as a way to improve accountability and analysis. The committee next heard HB 406 by Speaker Pro Tem Johnson, which asks the Department of Education to study the feasibility of moving oversight of interscholastic athletics to a more accountable model after a legislative study found widespread complaints about the private LHSAA’s transparency and consistency. Supporters said the bill is a cautious step toward reform and a possible 2028–2029 transition, while an LHSAA representative defended current audits and governance and opposed the premise of the bill. Despite objections, the committee reported HB 406 favorably. It then heard HB 787 by Rep. McMakin, as substituted, which would exempt non-public high school students from the TOPS computer science requirement; BESE and the Department of Education opposed the bill, saying it would separate diploma and TOPS requirements and create scheduling confusion, while Catholic school representatives said the requirement conflicts with their theology curriculum. McMakin asked to defer the bill for two weeks. Finally, the committee unanimously reported HB 1059 favorably, which aligns TOPS math requirements with BESE’s integrated math pathways, and began hearing HB 1021 by Rep. Egan on repayment of certain TOPS awards, though the transcript cuts off before that bill was completed.

Transcript Highlights:

• Currently, Currently, TOPS statutes require a specific math sequence: Algebra I, Geometry, and Algebra
• So right now, and for years now, you've been able to take Algebra I, Geometry, Algebra II, or Integrated
• So you're dealing with statistics, probability, geometry, number sense—because you've got algebra and
• Then you kind of pause on the geometry, you focus in on algebra for a year, and then you stop all of
• So now it makes more sense not to have to teach Algebra I and Geometry just to be ready for those end-of-course

Bills: HR17 , HB385 , HB406 , HB787 , HB1021 , HB1058 , HB1059

Committee: House Education

Keywords: education, investment, workforce development, TOPS, higher education, repayment, scholarships, academic eligibility, financial aid, athletics, high school sports, state report, student wellness, computer science, scholarship, curriculum requirements, workforce training, education funding, data administration, financial assistance

Transcript Highlights:

• Well, and if you take algebra in eighth grade and send her great.
• Um, if you take algebra in eighth grade versus if you don't take algebra. in eighth grade, it changes
• That child is now ready for college.
• College and career readiness starts with a strong early education.
• I was too ready to say something. Thank you, Senator Parker.

Bills: SB451 , SB762 , SB1490 , SB1262 , SB1459 , SB1750 , SB1962 , SB2252 , SB2253 , SB2365

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• THE DISASTER READINESS, WE WORK HEAVILY IN LATIN AMERICA AND THE CARIBBEAN AND WE HAVE FOUR YEARS ON
• AND ALGEBRAIC BECAUSE THEY ARE PREDICTIVE NOT JUST OF SUCCESS IN SCHOOL BUT SUCCESS IN LIFE.
• KNOW THAT OUR SUPPORT AND SERVICE HAS BEGUN WELL BEFORE THIS TIMELINE BUT WITH THE INTRODUCTION OF ALGEBRA
• IT'S TO TELL YOU ABOUT THAT IN RESPONSE TO THE ALGEBRA ONE END OF COURSE EXAM THAT BECAME A GRADUATION
• REQUIREMENT WE BROUGHT ABOUT THE VIDEO-BASED TUTORING SYSTEM ALGEBRA NATION THAT QUICKLY GREW ACROSS

Transcript Highlights:

• class or an Algebra II class or a geometry class.
• class or an Algebra II class or a geometry class.
• We are currently working on two courses that will be aligned with Algebra I and Algebra II.
• We are ready to help. That this can be done responsibly.
• We are ready to help. Until your final report, which is due in 2026.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• Offering algebra in the middle school is very important for students who are ready for advanced coursework
• So, if I hadn't had algebra in junior high, I wouldn't have gone on to geometry, Algebra 2, trigonometry
• So, yes, I think it's very important. algebra in middle school. algebra in middle school.
• :45:58.080><c> algebra</c><00:45:58.440><c> 2,</c><00:45:58.720><c> trigonometry</c> gone geometry, algebra
• </c> kindergarten readiness. kindergarten readiness.

Committee: House Primary and Secondary Education

Transcript Highlights:

• our statewide assessments in science for grades 5, 8, our series of and of course, assessments in algebra
• And this mathematics figure includes not only progress monitoring but are algebra and geometry and of
• We have 3 years of data that also applies to algebra one and geometry.
• But at the end goal a vpk is kindergarten readiness that the students ready to enter kindergarten.
• There are, again, those other avenues to demonstrate readiness there.

Transcript Highlights:

• Now we're ready for our first presentation today. Mr.
• For whatever reason, you failed, we'll just say Algebra I.
• Taking Algebra I later with a teacher is almost impossible based on our scheduling.
• For whatever reason, you failed, we'll just say algebra one.
• That level of connection, then we won't be at a point where we're ready to implement that.

Committee: Senate Education

Transcript Highlights:

• The success-ready pathways you see here have also been added for the 2024-2025 year.
• Success-ready generally is just identifying what students will be graduating with, which includes the
• work readiness certificate.
• Meeting readiness benchmarks for English, math, reading, and science.
• So it'll be ready for us to review anytime you want to. Okay. Thank you.

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:

• Get ready. Important. And so, wrap it on. Get ready. Thank you, Mr. Chair. Very well.

Bills: SB151 , HB8 , SB177

Committees: Senate Senate Finance , Senate House Appropriations & Finance

Keywords: corporate income tax, franchise tax, gross receipts tax, tax credit, tax deduction, controlled foreign corporation, CFC, bonus depreciation, interest expense, apportionment, unitary group, high-wage jobs tax credit, local journalism, news media, newspaper printer, physician incentive, health care workforce, affordable housing, multifamily housing, construction materials

Bills: SB151 , HB8 , SB177

Committee: Senate Senate Finance

Keywords: corporate income tax, franchise tax, gross receipts tax, tax credit, tax deduction, controlled foreign corporation, CFC, bonus depreciation, interest expense, apportionment, unitary group, high-wage jobs tax credit, local journalism, news media, newspaper printer, physician incentive, health care workforce, affordable housing, multifamily housing, construction materials

Transcript Highlights:

• So you are ready to start whenever. Thank you, Madam Chair. Thank you, members.
• Senator Wirth, if you are ready, go ahead. Senator Lopez on Senate Bill 111. Thank you.
• She has it ready to go, where she will launch it and it will go online live.
• Please always feel welcome to, when you are ready.
• We also have several hundred million of jobs that are ready to go right now.

Bills: SB251 , SB150 , SB154 , SB73 , SB111 , SB172 , SB76 , SB181 , SB235

Committee: Senate Senate Tax, Business & Transportation

Keywords: horse racing, program training, program owning, state licensing, racehorses, regulation, local news, newspaper printing, journalism, media tax credit, print media, digital news, news publisher, newsprint, press operator, printing industry, local journalism, tax credit, income tax, corporate income tax

Bills: SB251 , SB150 , SB154 , SB73 , SB111 , SB172 , SB76 , SB181 , SB235

Committee: Senate Senate Tax, Business & Transportation

Keywords: horse racing, program training, program owning, state licensing, racehorses, regulation, local news, newspaper printing, journalism, media tax credit, print media, digital news, news publisher, newsprint, press operator, printing industry, local journalism, tax credit, income tax, corporate income tax

Bills: SB251 , SB150 , SB154 , SB73 , SB111 , SB172 , SB76 , SB181 , SB235

Committee: Senate Senate Tax, Business & Transportation

Keywords: horse racing, program training, program owning, state licensing, racehorses, regulation, local news, newspaper printing, journalism, media tax credit, print media, digital news, news publisher, newsprint, press operator, printing industry, local journalism, tax credit, income tax, corporate income tax

Transcript Highlights:

• not this person has actually done a number of things to indicate to the parole board that they are ready
• parole board is making the most informed decision about whether or not this person is prepared and ready
• parole board is making the most informed decision about whether or not this person is prepared and ready
• not this person has actually done a number of things to indicate to the parole board that they are ready
• Because if we're concerned about public safety, we want to make sure that the people who are ready and

Bills: HB88 , HB314 , SB46 , HB332 , HB86 , HB363 , HB88 , HB314 , SB46 , HB332 , HB86 , HB363

Committee: House Public Safety and Homeland Security

Keywords: driver license, English examinations, language requirement, immigration, testing standards, motor vehicles, window tint, law enforcement, prosecutors, vehicle regulations, medical condition, communication, first responder, invisible disabilities, anaphylaxis, day care centers, training, child safety, healthcare, parole