Transcript Highlights:

• Representative Janelle Anayanonu? Present. Representative... Representative Janelle Anyanonu?
• Representative Block? Present. Representative Borrego? Representative Lujan? Representative Mejia?
• Representative Szczepanski? Representative Zamora? Here. Madam Vice Chair. Madam Chair.
• Representative Block voted no. Representative Lujan voted yes. Representative Mejia voted no.
• Seeing none, Representative, Madam Floor Leader, and then Representative Block.

Keywords: 996, all

Transcript Highlights:

• for students.
• Yes, the students would be counted as a transfer student.
• **Agency Representative.** We collect data on students that are what we call affidavit students, so based
• How many affidavit students do we have? **Agency Representative.** Around 90.
• The same goes for Hispanic students and white students.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• per student.
• per student.
• per student.
• And then the students progress student.
• So any one of those tests would be representative of student proficiency in reading, writing, math, and

Keywords: 928, house, all

Summary: The committee first approved corrected minutes from October 6 after members noted and fixed several transcription and spelling errors, including a clarification that a comment about SAU numbers came from former Senator Jim Rubin. The vote to approve the corrected minutes was moved, seconded, and adopted with one abstention. The main presentation came from Chuck Bates of the New Hampshire Association of School Business Officials (ASBO), who described the organization, its certification program, and the role of school business administrators. He explained that ASBO members handle accounting and financial management, facilities, food service, HR, information systems, transportation, and risk management. He also outlined the certification program, which includes 21 courses, most online, plus four in-person workshops unique to New Hampshire, and noted that many members are not certified because the state licensure requirement was removed. Bates then addressed the committee’s interest in SAU consolidation and county-wide restructuring. He said business administrators often manage multiple budgets, attend school board meetings, and serve as a visible point of contact for the community. He argued that consolidation would create operational and financial challenges, including staff and facility relocation, differing accounting systems, lack of a standardized chart of accounts, and uncertain return on investment. He said the biggest obstacle would be local control, especially in small towns that do not want outside decisions affecting school closures, class sizes, or student transportation. Committee members questioned him about the distinction between administrative and academic control, the size of district offices in larger cities, and what might reduce administrative costs; Bates responded that many administrative costs stem from legislation and that consolidation would be difficult to implement without local support.

Transcript Highlights:

• Thank you, Representative.
• Thank you, Representative.
• <00:25:28.520> Scott<00:25:28.760> representative representative Scott representative representative
• Representative Nani thanked Mr.
• Representative Nani thanked Mr.

Keywords: 1183, house

Summary: The committee heard testimony from Amber Cameron of the University of Minnesota’s Office for Public Engagement about the University’s Outstanding Community Service Awards and, specifically, the community partner award given to Communities United Against Police Brutality in 2021 and 2024. Cameron explained that the awards program recognizes faculty, staff, students, and community partners, that nominations are reviewed by University selection committees using criteria such as positive societal impact, innovation, extraordinary results, and overall impression, and that the committee evaluates only the application materials. She said the nomination for Communities United Against Police Brutality described a long-standing partnership with the University through student learning, including work through the Center for Community-Engaged Learning and a student white paper connected to the passage of Travis’s Law. Committee members raised concerns about the organization’s history, its public messaging, and whether it was appropriate for the University to honor it. One member argued that the group’s IRS records showed it was formally organized in 2020, questioned claims that it had existed for 25 years, and objected to the organization’s letterhead and activism. Cameron responded that the award does not require formal tax status and that the selection process relies on the nomination packet rather than outside information. She also said the award nomination documented work with 130 course offerings across 17 academic departments and about 1,000 students over 24 years. Cameron further said the award program was being phased out and retooled into a new internal Engaged Scholar Awards program focused on community-engaged scholarship rather than volunteer service. No vote or formal action was taken during the exchange, and the discussion ended with questions about the nomination materials and how the University defines the organization’s work with students and faculty.

Transcript Highlights:

• Representative Hill: Thank you, Representative Benan.
• Representative Hill: Thank you, Representative Benan.
• Representative Hill: Yeah, I want students to first have the opportunity to turn to a counselor in times
• Hill and representative representative Hill and representative roach<01:39:10.159> who<01:39:
• Madam Chair, Representative Gilman, I believe you're referring to the Student Health Data provision in

Keywords: 1183, house

Transcript Highlights:

• ghost students funding students that ghost students funding students that used<01:05:48.079> to
• Most students when hundred students.
• Um, Representative Belcher, just in terms of recognizing students...
• Representative Cornell, yes. >> Representative Murray, yes. >> Representative Woodcock, yes. >> Representative
• Representative Cornell, no. >> Representative Murray, no. >> Representative Woodcock, no. >> Representative

Keywords: 1189, house, all

Transcript Highlights:

• . >> Representative Baker. >> Representative Bojanowski >> here. >> Representative Brer. >> Representative
• Josh Callaway. >> Representative Camuel. >> Representative Chester Burton. >> Representative Klein >
• >> representative Gber >> present. >> Representative Gracel >> present. >> [snorts] >> Representative
• Hail. >> Representative Jackson >> present. >> Representative Maseron. >> Representative Maseron. >>
• Representative Mcool. >> Representative Payne >> here. >> Representative Petri >> here. >> Representative

Keywords: 958, all

Transcript Highlights:

• Students.
• They represent what's best for students, educators, and neighborhoods.
• Each of those points actually represents a percentage of the students that attend charter.
• About 320 students.
• However, it is a sample, a representative sampling of the students assessed.

Keywords: 996, all

Transcript Highlights:

• Thank you, Representative Ray.
• Thank you, Representative Ray.
• Representative Brown?
• Therefore, it takes 500 students to fully Using 500 students as the basis.
• English learner students generate $366 per student, or $16 million in 25.

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:

• Student learning.
• Association, representing nearly half a million CSU students across the state, and I'm a student at
• Student...
• for more than a year to merge governance, ensuring that student voice and leadership are represented
• for more than a year to merge governance, ensuring that student voice and leadership are represented

Summary: The joint Assembly Higher Education and Budget Subcommittee hearing focused on the future of the California State University system, with opening remarks emphasizing CSU’s major role in California’s economy, workforce, and degree production. Chairs and members said the hearing was intended to inform 2026 budget decisions and to examine three main issues: declining enrollment at some campuses, cost controls and possible consolidation, and oversight of recent state investments at campuses such as Humboldt and Sonoma. The meeting was briefly delayed by microphone and sound problems before reconvening. The first panel featured CSU Academic Senate Chair Dr. Elizabeth Boyd and Cal State Student Association Vice President Katie Karam. Boyd urged the Legislature to protect academic freedom, strengthen faculty governance, provide stable ongoing funding, end unfunded mandates, support student food and housing security, fund flexible course schedules, improve transfer systems such as ASSIST, avoid over-centralizing academic programs, protect immigrant students, and expand intersegmental collaboration. Karam said students are feeling the effects of budget shortfalls through fewer course sections, reduced advising and services, longer time to degree, and tuition pressure, and she called for transparency, meaningful student involvement in budget decisions, and sustained state investment rather than cuts that harm the student experience. The second panel covered enrollment management and included CSU Chancellor’s Office and campus administrators from Chico State, Cal State L.A., and San Diego State. Dr. Delcy Perez said CSU Forward and the new systemwide enrollment plan are aimed at expanding access, aligning programs with workforce needs, and increasing resident enrollment; she reported systemwide enrollment gains and strong application numbers, including a direct-admissions pilot that expanded from Riverside to more campuses. Campus representatives described local recruitment and retention strategies, including early outreach to high school students, community college partnerships, guaranteed admission programs, and expanded advising and student support. San Diego State highlighted record enrollment and high demand, while Cal State L.A. described efforts to recover from impaction and rebuild enrollment. Members pressed CSU officials on the accuracy of enrollment data, the gap between funded targets and actual enrollment, and the system’s reallocation formula. CSU staff explained that campuses below target will see a 5% ongoing reallocation beginning in 2026-27, with one-time reserve funding also being directed to campuses that can grow, and that fiscal health reviews have been completed for 21 of 22 campuses. Legislators also asked about turnaround plans required by the budget act; CSU said those plans are being developed and will be shared in the spring after campus consultation. No formal votes were taken.

Transcript Highlights:

• I did, but I don't think... um, Representative... Okay. Representative. Oh, and Senator Pope.
• Madam Chair, Representative, yes, and we're continuously working with students to gather feedback.
• Yeah, Madam Chair, Representative.
• Thank you, Representative.
• Chair, Representative Ferrary.

Transcript Highlights:

• Representative Michael. Representative Nix. Representative Persons-Mulicka. Representative Rizo.
• REPRESENTATIVE PERSONS MULICKA.  50 REPRESENTATIVE RIZO. REPRESENTATIVE SAPP.
•   51 Representative Stark. Representative Trabulsy. Representative Valdes.
• . >> Representative Berfield. >> Representative Dunkley. >> Representative Edmonds. >> Representative
• Rizo. >> Representative Sapp. >> Representative Stark. >> Representative Trabulsy. >> Representative

Summary: The Education and Employment Committee met with a quorum and considered four measures. HB 409, which would require K-12 schools to observe Veterans Day, was presented briefly with no public testimony or debate and passed 18-0. The committee then took up HJR 583, a proposed constitutional amendment to codify religious liberty and expression in schools. Supporters argued it would strengthen existing protections and give voters the final say, while opponents from parent, atheist, interfaith, and church groups warned it could privilege dominant faiths, create coercion or confusion in schools, and reduce flexibility for districts. After extended debate, the resolution passed 18-1, with Rep. Harris voting no. The committee next heard CS/HB 453, which would allow students to substitute participation in Special Olympics for a PE credit and marching band for PE and arts credit under certain conditions. The sponsor and supporters said the bill recognizes the physical demands of these activities and would benefit students with disabilities and band students; school district and PTA representatives waived in support. The bill passed unanimously, 19-0. Finally, HB 127, requiring cursive writing instruction in grades 2 through 5, was presented as a literacy and heritage measure. Supporters said it would help students read historical documents and strengthen handwriting skills, while questions focused on grading, retention, and applicability to charter schools. It passed 17-0. The committee then adjourned.

Transcript Highlights:

• Uh, Representative Fugate. Mr. Chairman, thank you.
• Thank you, Representative Fugate.
• So what happens to those students that come to you, because what we're looking for is those students
• or elementary school student.
• I have a student that... Oh, does that make sense? Yeah, I have a student this year.

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• Representative Anaya: yes. Representative Block: no. Representative Brego: yes.
• Representative Lujan: yes. Representative Mejia: ... Representative Lujan: yes.
• Representative Mejia: ... Representative Sopansky: ... Representative Zamora: ...
• Representative Mejia. Representative Sopensky. Representative...
• Representative Mejia, Representative Sopensky, Representative Zamora, Representative Block. Yes.

Keywords: 996, all

Transcript Highlights:

• fell<00:29:15.039> yeah represent luno then represent fell yeah represent luno then represent
• Representative Damon: No. Representative Bricky: No. Representative Crian: No.
• Representative Damon: No. Representative Bricky: No. Representative Crian: No.
• Representative Damon: No. Representative Bricky: No. Representative Crian: No.
• Representative Spilsbury noted that statewide student enrollment since 2017 has declined from about 184,000

Keywords: 928, house, all

Summary: The committee first discussed HB 443, which would change terms and vacancy language for members of a higher education commission. Members raised concerns that the bill was too narrow to address broader issues with commission membership, including expired appointments, attendance expectations, and whether the Department of Education could replace the commission’s role. Several members suggested the bill was not ready for action and favored holding it for further work, possibly through a subcommittee or work session. One member suggested that if attendance standards were added, no more than two unexcused absences should trigger removal, given the commission’s meeting schedule. The chair said he would defer action and form a small subcommittee to report back before the committee deadline. The committee then moved to HB 484, dealing with repurposing Career and Technical Education classroom space after 20 years of exclusive use. The chair explained that the bill was aimed at the Milford CTE project, where shared use of space could allow a school to repurpose part of a CTE facility while still using it for CTE-related instruction. Members discussed other possible situations around the state, including Claremont, North Conway, and Jaffrey/Rindge, and whether the bill should be limited to Milford or broadened to allow local districts more flexibility. Some members favored passing the bill now to help CTE projects move forward, while others argued for an amendment removing the requirement that the space be vacated specifically to expand the CTE program occupying it. Testimony and discussion emphasized that the Milford project had state approval but reduced funding, requiring a smaller scope and repurposing of existing space. Supporters said the bill could help preserve CTE programs while also benefiting general education space needs, and that local districts should have flexibility after 20 years. Opponents or cautious members noted that the language might not fit every district situation and asked for feedback from Director Beard and Steve Rothenberg before final action. The committee did not take a final vote in the portion provided, and instead discussed waiting for an amendment and additional input before acting.

Transcript Highlights:

• . >> Representative Cornell, yes. >> Representative Murray, yes. >> Representative German, yes. >> Representative
• . >> Representative Cornell, yes. >> Representative Murray, yes. >> Representative German, yes. >> Representative
• I concur with<01:58:21.040> represent. with represent. with represent.
• Representative Sy, yes. Representative Kuger, yes. Representative Snass, yes.
• I respect what Representative Dry said about students that are homeschooled.

Keywords: 1189, house, all

Transcript Highlights:

• So we're going to go to Representative Peterson. Thank you, Representative.
• Are students who are not Are students who are not on grade level, are students who are not excelling
• Thank you, Representative Moss. We'll go to Representative Pierucci. Thank you.
• So is that all right, Representative? Okay, thank you, Representative.
• All right, we'll turn the time to Representative Hall for item number 10, survey results: student participation

Keywords: 985, all

Transcript Highlights:

• Representative Pense. Present. Representative Bratcher. Present. Representative Brown.
• Representative Gossel. Representative Gossel. Here. Representative Massaroni. Here.
• Representative McCool. Representative Payne. Representative Stocker. Present.
• Representative Thompson. Here. Representative Truitt. Representative Welner. Here.
• those students as other students have. those students as other students have.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education met for its fifth meeting and first took up House Bill 236, which would remove dual licensure requirements for certain Kentucky EMS education and training programs licensed by the Kentucky Board of EMS. The sponsor and witnesses said the change would reduce red tape and costs for small EMS training providers, help address workforce shortages, and preserve existing training standards. The committee adopted a committee substitute, then passed the bill with favorable expression and adopted a title amendment. Members noted support from the Council for Proprietary Education and the Council for Postsecondary Education. The committee then heard House Bill 298 for discussion only, with no vote taken. The bill would extend KEES scholarship eligibility to students from non-certified schools, including homeschool, parochial, church, and other private schools, using dual-credit coursework, AP exams, and ACT scores to determine merit. The sponsor and a homeschooling witness argued the measure would create fairness for high-achieving students who are currently limited to the ACT supplement, and said homeschool students often take advanced coursework and dual-credit classes. Members asked about instructional hours, certification, eligibility criteria, and the fiscal impact; the sponsor said the bill had a fiscal note of about $290,000 in the first year and about $3.9 million at full implementation, and that the policy would apply to lottery-funded KEES dollars. Several members expressed support for both bills, while also seeking clarification on how homeschool and non-certified school programs operate and why some do not seek certification. The discussion emphasized that homeschoolers are treated as private schools under Kentucky law, that certification can be costly and time-consuming, and that the bill would not change existing academic standards for KEES eligibility. The meeting ended after the discussion of HB 298, with no committee vote on that bill.

Transcript Highlights:

• The representative spoke about remote learning and the fears of schools displacing students for long
• uh representative Henry representative uh representative Henry is<03:42:08.880> it<03:42:09.439
• If enough students report something, the data can show that yes, Representative, thank you for taking
• In a sidebar, Representative C— you asked a question about the age of menstruating students.
• representative tenar yes representative moris<05:51:14.680> yes<05:51:15.478> representative

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• Uh, served special education students, students on IEP through the whole spectrum for more than 20 years
• Thank you, Representative and Representative Torres Velasquez and please introduce yourself.
• I want to know how many students or more students are kindergarten ready.
• I appreciate that you are inviting us and uh Senator, I mean, uh, Rep Representative Representative Ramon
• A tremendous difference in the lives of our students, all of our students, and the intent of the Martinez