Transcript Highlights:

• They perform well in retention, attendance, and college and career readiness.
• They perform well in retention, attendance, and college and career readiness.
• So, of those 500 students, the matrix assumes an enrollment of 8% of students for kindergarten, 23% in

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

Transcript Highlights:

• take and contemplate before and after school programs at all with respect to, like, transition to kindergarten
• then the second one is also in person, so you might want to come up and sit in the first row and be ready
• And then in person, we've got Vita, Rick, and Rachel, ready to go. Okay, thank you.

Committee: Senate Early Learning & K-12 Education

Transcript Highlights:

• Or, as my daughter started kindergarten this fall, that alongside discussing her fear of automatic flushing
• Prioritization of CAP use of armories and readiness centers for local unit meetings and events, and we
• If you could get yourselves ready after the in-person testimony. Good afternoon, Mr.

Bills: SB6084 , SB6044 , SB5950 , SB6046 , SB5763 , SB5784

Committee: Senate State Government, Tribal Affairs & Elections

Keywords: elections, double voting, voting twice, multiple voting, same-day election, primary election, general election, special election, cross-state voting, ballot fraud, election fraud, voter misconduct, RCW 29A.84.660, State v. Padilla, civil infraction, class C felony, Secretary of State, Washington elections, election law, voter eligibility

Transcript Highlights:

• , you know, your second grade teachers know what they needed to teach so they could get their kids ready
• for third grade and get third graders ready for fourth grade.
• </c><00:28:32.159><c> third</c><00:28:32.480><c> grade</c><00:28:32.640><c> and</c> get their kids ready
• ><c> graders</c><00:28:33.679><c> ready</c><00:28:33.840><c> for</c><00:28:34.000><c> fourth</c> get
• third graders ready for fourth get third graders ready for fourth grade.<00:28:34.960><c> Um,</c><00:

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• I’ll let you know when we have an amendment ready brought to us by a Republican senator.
• I will note that the fiscal note is not ready yet.
• I will note that the fiscal note is not ready yet.
• The fiscal note is not ready yet.
• It is not yet ready as well.

Committee: Senate Taxes

Transcript Highlights:

• But the something ready and available.
• These farmers know how to produce, but we're not ready in many ways.
• These farmers know how to produce, but we're not ready in many ways.
• These farmers know how to produce, but we're not ready in many ways.
• </c> have in agriculture to a more ready have in agriculture to a more ready usable<00:56:37.280><c>

Summary: The Make America Healthy Kentucky Task Force met with a quorum, approved the minutes, and then heard a presentation on the state’s “food is medicine” work from Kentucky Hospital Association and Kentucky Department of Agriculture leaders, including Jim Muser, Holly Harris, and Commissioner Jonathan Shell. The chair framed the discussion around personal wellness, injury prevention, and the broader goal of improving health through better sleep, nutrition, and activity, then asked the presenters to describe current initiatives and any policy changes needed. The witnesses described a partnership linking hospitals and Kentucky farmers to improve health outcomes while supporting rural agriculture. They said the effort has moved beyond the pilot stage and now includes more than 40 hospitals statewide, with programs such as healthier hospital cafeterias, grab-and-go options, farmers markets at hospital sites, subsidized CSA boxes for employees, and medically tailored meals or groceries for patients with chronic conditions. ARH was highlighted as a leading model, with local food procurement, employee wellness efforts, and measurable outcome pilots, including a Russell County Hospital project focused on diabetes, heart disease, and obesity. They also emphasized barriers to scaling the model, including fragmented short-term funding, lack of reimbursement for food-as-medicine programs, and burdensome procurement and testing requirements that can make it difficult for small farmers to participate. The presenters said hospitals are using their own funds or temporary grants to sustain programs and argued that policy changes are needed to simplify sourcing, expand reimbursement pathways, and support clinical measurement of outcomes. No votes or formal actions beyond approving the minutes were taken during the portion provided.

Transcript Highlights:

• Her family and my family have been friends for 50 years, since our daughters went to kindergarten and

Committee: Joint Joint Committee on Housing

Summary: The Joint Committee on Housing held a hybrid hearing on two bills: H. 5447, a home rule petition concerning the Town of West Tisbury’s affordable housing trust fund, and H. 5317/H. 5314, relating to condominium conversion or partition of co-owned two-unit buildings. Chair Richard Haggerty and Senate co-chair Julian Cyr opened the hearing and explained the format, including three-minute testimony limits and a July 31 deadline for written testimony. Peter Harrington testified in support of updating the partition law so courts could use condominium conversion when dividing co-owned property. He said the current law is rooted in medieval-era rules and can hinder preservation of middle-class housing, especially where a two-family home might otherwise be sold and redeveloped. He argued the change would give judges a modern tool to preserve existing housing stock and noted the issue arises in some partition cases, though not every day. Laura Silber testified for West Tisbury in support of H. 5447, saying the town wants its affordable housing trust fund expanded to serve households up to 180% of area median income and to support seasonal-community workforce needs, including public sector essential workers. She said the town and Martha’s Vineyard Commission also support broader seasonal-community housing tools and a future local option transfer fee. Senator Cyr questioned whether the home rule petition was necessary given the Seasonal Communities law, and Silber responded that the petition was a short-term measure while technical fixes and a pooled year-round housing trust are developed. No votes were taken, and the hearing ended with adjournment after testimony concluded.

Transcript Highlights:

• HB 2635, full-day kindergarten. HB 2637, school districts. HB 2638, school mental health.

Transcript Highlights:

• school district maintenance and operation of ad taxes and provide funding for the public school kindergarten

Transcript Highlights:

• We'll be ready.
• We'll be ready. We and Westchester. We'll be ready.
• We are resilient, and we are ready for the fight ahead.
• </c> foreign influence in kindergarten foreign influence in kindergarten classes.<03:19:31.200><c> You
• So, I'm ready to close. Yeah, Mr. Speaker, let me close with this.

Bills: HB4305 , HB2965 , HR916

Keywords: small business, regulatory burden, advocacy, government oversight, compliance assistance, Red Tape Hotline, regulatory budget, Small Business Administration, fiscal responsibility, rulemaking

Transcript Highlights:

• I'm ready. I'm ready.
• Chairman, let me know when you're ready.
• I mean, we talk about workforce readiness.
• Mitch, you ready? All right, Adam. We're ready to roll. Thanks. Good afternoon, Chairman Jonas.
• readiness.

Committees: Joint Education , Joint Education Committee

Transcript Highlights:

• Are you ready for the Coventry. Are you ready for the question? question? question?
• Are you ready for the question?
• We have three projects ready to go.
• Are you ready for the question? Are you ready for the question?
• Are you ready for the heard the motion. Are you ready for the question?

Transcript Highlights:

• And you may begin when you are ready. Great. Thank you.
• If you have a student who sits in more of a learning environment or is ready to be off their campus and
• You may start when you are ready. Thank you, Danny.
• And while you're coming up, we have a remote panel, so please be ready: Bethany Ari, Chris Wells, and
• So please be ready: Bethany Ari, Chris Wells, and Damien Doyle.

Summary: The committee began with a work session on dual credit, hearing first from the Council of Presidents and the State Board for Community and Technical Colleges, then from the Education Research and Data Center. The dual credit overview described Washington’s six dual credit programs, high participation rates, transferability, and recent efforts to improve transparency, pathways, and equity. Testimony emphasized both benefits and challenges, including access, funding, advising, and the need for clearer statewide coordination. ERDC outlined its annual report, dashboard, research briefs, and future work on school-level factors and possible causal effects of dual credit participation. No votes were taken during the work session. The committee then held public hearings on several bills. SB 6227 would direct WSAC to work with public higher education institutions to create formal data collection protocols for parenting students and convene a work group to recommend how to identify and support them. Senator Wilson and multiple student and advocacy witnesses supported the bill, citing the lack of consistent statewide data and the barriers parenting students face; WSAC testified that its research found significant food, housing, and child care insecurity among these students. SB 6235 would prohibit public colleges with athletics programs from entering certain private equity or sovereign wealth fund agreements involving athletics revenues or control. Senator Holy said the bill was intended to prevent loss of institutional control, while UW and WSU testified in opposition, warning it could limit flexibility and create competitive disadvantages. The committee also heard SB 6217, which would expand Washington College Grant eligibility to students in eligible non-degree credential programs beginning in 2027-28. Supporters from the community and technical college system, a community college president, and workforce representatives said the bill would help students access short-term training for family-wage jobs and address workforce shortages, especially in construction trades. Finally, SB 6209 would restore Washington College Grant and College Bound Scholarship eligibility for certain private four-year and career/vocational schools if they meet a gainful-employment standard. DigiPen, Evergreen Beauty College, Seattle Film Institute, and related students and administrators testified in support, arguing the bill would preserve access for low-income and nontraditional students in career-focused programs; some witnesses on the bill’s earlier panel also urged that certificate and two-year programs be included. The hearings were managed with shortened testimony times because of the large number of sign-ins, and no final committee action or votes were recorded in the transcript.

Transcript Highlights:

• You had a big graduation this week, graduated from kindergarten, so we had a big ceremony, so he's all
• going to make a motion in a moment that we adjourned, but with the caveat that Liam Murphy, recent kindergarten

Summary: The Special Commission on the future of credit card payments and their impacts on small businesses heard extensive testimony from credit unions, retailers, payment industry groups, and a credit card issuer. Much of the discussion focused on proposed state laws that would limit interchange fees on the tax and tip portions of transactions, especially Illinois’s Interchange Fee Prohibition Act and similar efforts in other states. Witnesses opposing the proposals argued that interchange helps fund fraud protection, cybersecurity, rewards, and access to credit, and warned that state-by-state rules would create a patchwork that could harm state-chartered banks and credit unions, raise compliance costs, and reduce consumer access to credit. Supporters of reform argued that swipe fees are a significant burden on merchants, especially small businesses, and that current pricing is opaque and often bundled with other processor charges. Several witnesses emphasized that the current payment system provides major benefits to merchants and consumers, including security, convenience, faster settlement, online commerce, and broader access to credit. One witness from Capital One said the industry’s losses from fraud and default are substantial and that interchange helps offset those risks; he also noted that merchants already have some tools, such as surcharging where allowed and negotiating clearer processor contracts. Retail representatives and the National Retail Federation countered that small businesses are under pressure from many costs and that interchange and related fees remain a real pain point, with some urging the commission to consider reforms that would return more money to businesses without disrupting the system. There was also discussion of the recent Visa/Mastercard antitrust settlement, with industry witnesses describing it as a significant merchant win that includes temporary rate reductions, more surcharge flexibility, and the ability to decline certain card tiers. No votes were taken. The meeting concluded after all scheduled testimony was heard, with the commission chair saying the session had been productive and that the committee would continue gathering testimony and written comments before making recommendations.

Transcript Highlights:

• You had a big graduation this week, graduated from kindergarten, so we had a big ceremony, so he's all
• going to make a motion in a moment that we adjourn, but with the caveat that Liam Murphy, recent kindergarten

Summary: The Special Commission on the future of credit card payments and their impacts on small businesses heard testimony from credit union, retail, banking, and payments industry representatives. Much of the discussion focused on proposals to exclude sales tax and tips from interchange fees, the Illinois Interchange Fee Prohibition Act and related litigation, and whether similar state action in Massachusetts would help small businesses or instead create a patchwork that burdens state-chartered institutions. Witnesses from defense and community credit unions argued interchange helps fund fraud prevention, cybersecurity, member services, and low-fee products, while retail and NRF representatives said merchants are paying significant swipe fees and that state laws like Illinois’s are aimed at reducing costs that are not being passed on to consumers. Several witnesses emphasized that the current payment system provides security, fraud protection, rewards, and access to credit, and that many of the costs merchants complain about are actually bundled processor or acquirer fees rather than interchange itself. Others countered that small businesses are struggling with rising overall costs and that Massachusetts should consider reforms such as allowing surcharging, improving transparency in merchant contracts, and studying collection costs. There was also discussion of the recent Visa/Mastercard antitrust settlement, with industry witnesses describing it as meaningful relief for merchants and opponents saying it is temporary and incomplete. No formal votes were taken on legislation. The commission accepted oral testimony, noted that written testimony would be accepted through July 31, and concluded the meeting by unanimously voting to adjourn. The chair and members said they would continue gathering testimony and work toward recommendations, with the chair stressing the need to find a fair middle ground that supports both small businesses and the broader payments ecosystem.

Transcript Highlights:

• actually have dyslexia, that they might have something else, or simply that they're coming in in kindergarten
• actually have dyslexia, that they might have something else, or simply that they're coming in in kindergarten

Summary: The joint education committee continued its adequacy study with a detailed Bureau of Legislative Research presentation on resource allocation, covering how Arkansas school districts and charters spend foundation and other funds on matrix and non-matrix items. Staff explained the methodology for mapping expenditures, the district and school categories used in the analysis, and key findings showing that districts spend more per student from all fund sources than the foundation amount alone. The presentation highlighted that classroom teachers account for the largest share of matrix spending, while operations and maintenance, student support staff, nurses, and other lines also drew significant attention. Members asked for additional breakdowns by district type, size, rural/urban status, and trend data, and several questions focused on how waivers affect funding and spending, especially for library media specialists and other positions. The committee then discussed non-matrix spending, including instructional aids, non-technology-related facilities, school safety, mental health services, dyslexia support, food service, gifted and talented, career and technical education, and other items not explicitly defined in the matrix. Staff reported that non-matrix spending exceeded $2 billion in 2025, with most of it coming from other fund sources, and that the top superintendent-identified unmet needs over recent surveys were mental health services, school safety, and dyslexia support. Members raised concerns about dyslexia identification and funding, possible over-identification, and whether some support costs are being coded in ways that obscure the true spending picture. There was also discussion of facilities funding, the building fund, and the Department of Education’s partnership program for school construction and maintenance, with staff agreeing to provide more information and potentially bring department officials back for a future meeting. Throughout the meeting, members repeatedly requested more granular data and clarifications, including waiver counts and funding impacts, trend lines for superintendent-reported needs, district-by-district spending spreadsheets, and definitions for certain matrix and accounting terms such as salary enhancement, LEA indebtedness, and other employee health insurance. The chair noted that the committee would continue the adequacy process over the coming months and use the worksheet in the binder to develop recommendations for the next biennium. No votes were taken during this portion of the meeting; instead, the committee received the report, asked for follow-up data, and agreed to continue the discussion at future meetings.

Transcript Highlights:

• role standards, evidence submitted by programs, and input from community constituents and pre-kindergarten
• prepared to meet the needs of the modern classroom, and this requires that programs engage with pre-kindergarten

Bills: SB6278

Committee: House Education

Keywords: teacher preparation, principal preparation, educator preparation, alternative route certification, teacher certification, principal certification, Washington Professional Educator Standards Board, PESB, field placement, student teacher, residency, mentoring, school district partnerships, K-12 education, preK-12, high-need schools, Title I, special education, English language learner, rural schools

Transcript Highlights:

• role standards, evidence submitted by programs, and input from community constituents and pre-kindergarten
• prepared to meet the needs of the modern classroom, and this requires that programs engage with pre-kindergarten

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:

• I'm ready. I'm ready.
• Chairman, let me know when you're ready.
• I mean, we talk about workforce readiness.
• Mitch, you ready? All right, Adam, we're ready to roll. Thanks.
• readiness.

Committee: Joint Education Committee

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• </c><02:16:00.280><c> through</c><02:16:00.480><c> 12,</c><02:16:01.320><c> sitting</c> from kindergarten
• through 12, sitting from kindergarten through 12, sitting there,<02:16:02.000><c> looking</c><02:16:
• I have been homeschooled from pre-kindergarten through 12th, achieving A grades throughout almost every
• I have been home<02:35:33.160><c> schooled</c><02:35:33.880><c> from</c><02:35:34.360><c> pre-kindergarten
• </c> home schooled from pre-kindergarten home schooled from pre-kindergarten through<02:35:35.560><c>

Committee: Senate Education