Transcript Highlights:

• I'm joined today by the representative from the 105th District, the Well-Incate district, and we are
• True value and money, so that is the gentleman from the VanSkoik district district...
• And maybe sometimes these weren't in a small district. Maybe it was in a school district.
• You know, they want a fire district.
• This particular water district, Public Water Sewer District No. 12, does have federal money on their

Summary: The House convened with prayer and the Pledge of Allegiance, then approved the House Journal for February 10, 2026 by roll call vote, 120-0. Members then used personal privilege and guest introductions to recognize fraternity members, students, advocacy groups, and other visitors. One member delivered remarks honoring Alpha Phi Alpha Fraternity, and another gave a personal statement about a cousin who died in a domestic violence-related murder-suicide, followed by a moment of silence. The main floor action focused on House Committee Substitute for House Bills 2780 and 2668, a major property tax reform package. The sponsor described the bill as a broad effort to stabilize Missouri’s property tax system after extensive statewide hearings and testimony. The bill and amendments addressed issues including clearer ballot language for tax measures, moving tax-related ballot questions to November general elections, prohibiting “no tax increase” ballot descriptions, standardizing ballot wording, changes to assessed valuation and inspection rules, quarterly tax payment options in some counties, and a fix to a CPI-related provision. Members debated the size and scope of the bill, concerns about local control, election timing, voter fatigue, and possible litigation. Amendments were adopted to narrow the title, add clear ballot language, exempt township counties from the election timing requirement, and remove duplicative language. After the previous question was ordered, the committee substitute as amended was adopted and ordered perfected and printed. The House also perfected House Bill 1917, a Jefferson County-specific water district bill. Supporters said it would allow detachment of a ratepayer from a water district under certain conditions so a large manufacturing project could proceed, describing the district’s demands as obstructive to economic development. The bill passed committee unanimously and was ordered perfected and printed after discussion about the federal loan issue, the district’s refusal to cooperate, and whether the measure should be limited to one district or expanded later. The chamber then moved to announcements, including upcoming committee meetings, a property tax issues presentation by FFA students, birthday wishes, and a recess until 2 p.m.

Transcript Highlights:

• It can vary from district to district.
• Education for school districts.
• that exists on the Air Base, District 140, versus Grand Forks District 1.
• Public School District.
• to the other district.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• and district literacy leads is phenomenal.
• And again, just making sure that depending on the district, districts may already be levying 100% because
• , and one education district currently implementing Q Comp.
• I do want to say that I recognize the pressure on districts.
• The challenges districts are facing are significant.

Bills: HF2430 , HF2433

Committee: House Education Finance

Transcript Highlights:

• School districts have to have both diplomas.
• School districts have to have both diplomas.
• School districts have to have both diplomas.
• to school district.
• And Miami is the third largest school district.

Summary: The Pre-K through 12 Budget Subcommittee met during Budget Week and first considered three member bills. House Bill 1111, by Rep. Valdes, would eliminate the option for students to leave high school with a certificate of completion instead of a standard diploma. Valdes said the bill was inspired by students who met credit requirements but could not pass a required assessment, and argued the certificate does not provide access to college, trade school, or military service. The bill passed unanimously, 15-0. CS for House Bill 127, by Rep. Kendall, would support students with disabilities by using existing Florida Department of Education curriculum to create micro-credentials and coordinating with the Florida Center for Students with Unique Abilities and OSHA on workplace safety. Goodwill, the Florida Developmental Disabilities Council, Florida PTA, and others supported the bill, which also passed unanimously, 15-0. House Bill 1367, by Rep. Booth, addressed chronic absenteeism by requiring statewide definitions and more uniform attendance reporting, along with rules for excused and unexcused absences and early identification of chronically absent students. Testimony emphasized inconsistent district policies and the need for clearer data and interventions. The bill passed 13-0, with some members noting concerns about implementation details and future rulemaking. The committee then took up PCB-P-PKB-2501, the proposed conforming bill for the fiscal year 2025-2026 Pre-K through 12 budget. The chair said the bill was designed to align statutes with budget and scholarship funding procedures, especially around the Florida Education Finance Program and scholarship payments. The PCB would require Florida student ID numbers for scholarship students, standardize cross-checking against FTE survey data, set quarterly payment dates, and use one data source for both reporting and withholding scholarship-related FFP amounts. It also would reduce certain add-on weights by 50%, remove the budget stabilization program, and repeal the educational enrollment stabilization program. Several members raised concerns that the add-on weight reductions could hurt career and technical education, AICE, IB, and CAPE programs, while the sponsor argued the data showed too much spending in an “other” category and that the reductions were aimed at aligning funding with actual program costs. Public testimony was mixed: some supported tighter accountability and clearer payment rules, while others warned against undermining expensive career-readiness programs. The PCB passed 11-2. After the conforming bill, the chair presented the proposed fiscal year 2025-2026 Pre-K through 12 budget, totaling just under $21 billion, about $400 million below the current year. She said the budget reflects a need to slow spending growth and includes $20 million for New Worlds Scholarship Accounts, $7 million for security grants at Jewish day schools and preschools, $14 million for public school transportation stipends, an overall FEFP increase of about $747.7 million, $100 million for teacher salary increases, and increases in the base student allocation and funds per student. The committee did not vote on the budget recommendation at this meeting; it was distributed for review and will move to the Budget Committee next week.

Transcript Highlights:

• districts? districts?
• </c> district-level buildings. district-level buildings.
• It's one of those that we... these are kind of district by district these are kind of district by district
• by district.
• </c> school district itself. school district itself.

Committee: Joint Select Committee on School Facilities

Transcript Highlights:

• So now we're asking all school districts, public school districts, to suddenly become experts in the
• School District, many other school districts.
• What school district was that? It's in my district. Okay. I'm very interested.
• rural districts.
• districts to manage is the key.

Committees: House Education , House House Education Committee of Reference

Transcript Highlights:

• those districts if those districts<00:06:57.360><c> choose</c><00:06:57.680><c> to</c><00:06:57.840>
• It requires districts to use the commissioner's template for their local literacy plans and districts
• It requires districts to use the commissioner's template for their local literacy plans and districts
• It requires districts to use the commissioner's template for their local literacy plans and districts
• </c> replacement for all school districts. replacement for all school districts.

Bills: HF1388

Committee: House Education Finance

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• The districts need to take this seriously. Right, the districts need to take this seriously.
• Under current law, a school district or a community college district cannot use job order contracting
• every school and community college district in California.
• to maintain their schools, telling every district in California that they must adopt a district-wide
• Telling every district in California that they must adopt a district-wide PLA to access JOC is paternalism

Committee: Senate Education

Transcript Highlights:

• This is an option that districts can use when they're trying to protect This is an option that districts
• It's uniting our P.K. or TK–12 districts, along with our community college districts and schools.
• with Title I schools, small and rural districts, and districts serving English learners.
• with Title I schools, small and rural districts, and districts serving English learners.
• And for our district, as a small district, that equates to roughly $14 million.

Committee: Senate Education

Transcript Highlights:

• </c> district and school as school district. district and school as school district.
• district appears to performing districts district appears to be<01:24:24.960><c> under</c><01:24:25.199
• </c> Manchester School District. Manchester School District.
• </c> across our district. across our district.
• </c> the district of attendance. the district of attendance.

Committee: House Education Funding

Transcript Highlights:

• Many of the school districts are combining in my district, for instance, and in the district of 19, we
• Many of the school districts are combining in my district, for instance, and in the district of 19, we
• She and I shared the district in the Illinois Unified School District, Senator Gonzalez, and Dr.
• District Attorney Brooke Jenkins.
• So first and foremost is a school district... ...like on the ground for school districts.

Summary: The committee heard several education bills, beginning with AB 387 on youth sports safety and AED access. The author and supporters, including youth sports and cardiac safety advocates, said the bill would improve coordination between youth sports organizations and facilities to ensure AEDs are available and emergency response is better prepared. School administrators, county groups, and school business officials opposed unless amended, citing liability, cost, staffing, maintenance, and school security concerns. Members asked about AED portability, CPR training, and liability; the author said committee amendments were accepted, but the bill was held due to lack of quorum while negotiations continued. AB 467 would codify the California Center for Climate Change Education at West Los Angeles College, allowing it to seek multi-year grants and other outside funding after an initial state appropriation sunsets. Supporters said the center has already trained faculty, supported paid internships and fellowships, and reached thousands of Californians, while opponents were absent. Members questioned whether codification was premature before the required report is due in 2027; the author said the measure was needed now to stabilize fundraising. The bill was also placed on hold for lack of quorum. A major portion of the hearing focused on AB 664 and AB 2694, both dealing with community college bachelor’s degrees. AB 664 would authorize Southwestern College to seek up to four targeted bachelor’s programs to address local workforce shortages in South San Diego County; students, local officials, and community college advocates supported it, while CSU and UC opposed, arguing for a statewide solution and concern about the master plan. AB 2694 proposed a broader statewide framework for community college bachelor’s degrees with stronger workforce and partnership requirements, reduced program caps, and limits on duplication; it drew support from community college groups and students, but CSU and UC again opposed or opposed unless amended. Members discussed place-bound students, workforce needs, transfer pathways, and the need for a master-plan-level approach, but no votes were taken because the committee lacked a quorum. The committee then heard AB 917, which would require certificated employees in very small school districts and certain county-run programs to receive permanent status under the same rules as larger districts. CTA and many educators supported the bill as a fairness and retention measure, while small school district and ROP representatives opposed, saying the current flexibility is necessary to manage enrollment swings, staffing, and specialized regional programs. Testimony emphasized the tension between job security for educators and operational flexibility for small LEAs; the hearing continued with more opposition testimony after the excerpt ended.

Transcript Highlights:

• through the district.
• </c><00:12:23.600><c> so</c> all this runs through the district so all this runs through the district
• </c> for you know help from other districts for you know help from other districts or<00:13:55.079><c
• </c> process so when when the district process so when when the district district district district proposed
• I’m the state senator for District 19. Representative Tim Truett, District 89.

Summary: The Primary and Secondary Education Committee met and first considered Senate Concurrent Resolution 43, a proposal tied to the Southern Regional Education Board’s crisis recovery network. Senator West and Dr. Puit explained that, for an additional $10,000 in dues, Kentucky would help create a network of 40 trained counselors in each of the 16 Southern states to provide post-crisis stabilization and psychological first aid after events such as the Marshall County shooting. They emphasized that the effort would be complementary to local and state response, would run through the school district, would not replace therapeutic services, and would allow districts to coordinate parent notifications and other protocols as usual. Members asked about parent involvement and whether pastoral counselors could participate; the presenters said local districts would remain in charge and that pastors could be included if properly credentialed. The committee then voted, and SCR 43 passed with the expression of opinion that it should pass. The committee next took up Senate Bill 207, the School of Innovation Act, with a committee substitute. Senator West described the bill as creating an optional path for districts to contract with an outside education service provider for a three-year school-of-innovation model, aimed at turning around low-performing schools or supporting other schools that want to innovate. He said the model would preserve core district functions such as transportation, facilities, and SEEK funding, while allowing waivers from certain statutes and regulations inside the school building. The committee substitute also added a high-quality instructional materials component, creating a vendor-supported repository of vetted instructional materials that KDE would still control, with testing data used to evaluate whether the materials were improving outcomes. Members questioned how the proposal differed from existing district-of-innovation law and what safeguards would exist for students. Senator West said the bill would repeal the unused district-of-innovation framework and replace it with a clearer process and guardrails, including KDE oversight, attendance rules, and authority to shut down a school arrangement for financial malfeasance. He also said the model could work with local partners, including superintendents’ associations, and could be used by magnet or other schools, not only low-performing ones. The discussion also touched on whether the bill would allow more flexibility in choosing third-party providers and whether it could support longer-term recovery and even philanthropy in schools. The transcript ends during the discussion of SB 207, with no final vote shown in the excerpt.

Transcript Highlights:

• Cloud Area School District? District? About 9,500. If I may, Mr.
• school districts are all very different my<00:56:27.640><c> district</c><00:56:27.960><c> we</c><00:56
• </c><01:09:41.359><c> the</c> organizations um the the districts the organizations um the the districts
• </c><01:13:00.639><c> to</c> within their school district to within their school district to enforce<
• I called up my district, by the way.

Committee: Senate Education Policy

Transcript Highlights:

• So, that's one school district.
• </c><00:17:46.520><c> or</c> says that a public school district or says that a public school district
• </c> uh one of the former school districts uh one of the former school districts that<00:18:48.919><c
• District. District. And<00:27:03.640><c> Dr.</c> And Dr. And Dr.
• You know, for see in our districts.

Committee: Senate Education

Transcript Highlights:

• were in that district.
• were in that district.
• This is out-of-district tuition that districts are paying throughout the state.
• This is out-of-district tuition that districts are paying throughout the state.
• </c> &gt;&gt; parent, not the district." &gt;&gt; parent, not the district."

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• It’s not so much that the school district It’s not so much that the school district had an event for
• The district recovered $1.5 million from the bank, and the vendor agreed to reimburse the district $204,890
• Cedar Ridge School District, finding one.
• for Green County Technical School District.
• I know I have one in my district.

Committee: All LEGISLATIVE JOINT AUDITING-EDUCATIONAL INSTITUTIONS

Summary: The Legislative Audit Education Institution Subcommittee met to review 57 education audit reports, including 52 with no findings and five with findings. The committee adopted the previous meeting’s minutes and then heard staff summaries of the findings, which focused largely on school district spending and internal control issues. Two reports, Camden-Fairview and Forest City, involved district use of operating funds for staff end-of-year celebrations that staff said conflicted with the Arkansas Constitution and AG opinions. Camden-Fairview’s questioned costs totaled $10,668, including meals, door prizes, and facility rental, and Forest City’s totaled $33,436, including decorations, catering, entertainment, and rental fees. Members discussed whether district officials should attend to answer questions, and both reports were deferred to the June meeting with requests for district attendance. The committee also reviewed a referred finding at Nettleton School District involving a $1.9 million fraud scheme tied to emailed bank-account change requests; the district recovered $1.5 million from the bank and arranged for the vendor to reimburse the remaining $204,890 loss. Members questioned why the vendor would repay money it did not receive, and the report was also held over to the June meeting for further explanation. A separate referred case at Camden-Fairview noted unauthorized credit card charges of $2,140, with $262 remaining as a loss after bank reversals. Staff also presented non-referred findings at Cedar Ridge, including improper Title I payroll charges, salary overpayment and underpayment errors, and an unreconciled bank account variance, and at Green County Technical School District, where a $1,400 vendor check was fraudulently diverted but later recovered. Those reports were filed after no objections. During discussion, staff explained that Legislative Audit is trying to reduce recurring fraud and control problems by advising schools on verifying banking changes in person or through other direct contact, using bank controls such as positive pay, and monitoring accounts more frequently. Members encouraged schools to take audit training seriously and noted that clean reports should be recognized as a positive result. The remaining 52 reports with no findings were filed as reviewed, and the meeting adjourned with no new business.

Transcript Highlights:

• I'll start with districts.
• for a school district.
• , if you will, or optioned version as Clark County School District, which we think, if other districts
• are both districts and authorizers.
• are both districts and authorizers.

Committee: Assembly Education

Transcript Highlights:

• And I represent some small districts and I represent some large districts, and it was divided equally
• This does stem directly from my districts.
• We have to get districts to fall in line, because that child that beat her came from other districts.
• The goal will be for it to be portable from building to building, district to district.
• For example, we are allowing school districts to kind of build ...we are allowing school districts to

Summary: The committee took up a long agenda of education bills, with several measures passing on bipartisan votes. Early items included SB 1632 on career readiness assessments and college credit pathways, SB 1594 requiring principals to be trained in special education law, SB 2045 establishing 30 minutes of daily recess for younger grades, and SB 1630 allowing districts to count a day of virtual instruction when high school students are taking statewide assessments. Other bills passed addressed school security funds (SB 1251, adding licensed mental health services as an allowable use), teacher association access (SB 1884), library book complaints and penalties (SB 1250), human trafficking survivors’ access to higher education (SB 1262), reduced-price meals moving students into free meal status (SB 1374), high-dosage tutoring for early literacy (SB 1292), and the repeal of the sunset on the Innovative Pathways to Teaching Program (SB 1432). Votes were generally favorable, though SB 1251 and SB 1884 drew the most debate and both passed 8-3, while SB 1250 passed 7-3 and SB 1374 passed 9-1. Several bills generated extended discussion over local control, school safety, and teacher retention. SB 1251 drew concerns that school security funds were being broadened beyond physical security, while supporters argued mental health supports can also improve safety. SB 1884 prompted questions about whether it would open collective bargaining or negotiation meetings to other associations; the author said the intent was to prevent “closed shops” and ensure equal access, while opponents argued equal access already exists and the bill could create confusion. SB 1790, the Protected Learning Environments Act, drew testimony from educator Dr. Elizabeth Pleasant about classroom discipline, teacher burnout, and student behavior; the bill would direct SDE to provide guidance for a three-tier discipline matrix, and it passed 7-2. SB 1481, increasing recess to 40 minutes and prohibiting it as punishment, and SB 1614, limiting adjunct teachers in early grades, also passed after brief discussion. The committee also heard broader policy proposals on federal uncertainty and school leadership. SB 1489 would prepare Oklahoma for a possible federal block grant of IDEA funds, fold some parent-rights and principal-training provisions into state law, and address the cost and backlog of special education dispute resolution; it passed 9-0. SB 1718 proposed an Oklahoma Principal Leadership Development Program for new and early-career principals, with discussion focused on program structure, portability, and stipends. Throughout the meeting, members repeatedly emphasized teacher support, student safety, and the balance between state guidance and local district discretion.

Transcript Highlights:

• It actually enables the sending district and the receiving district, or particularly the receiving district
• > in</c><00:52:23.119><c> that</c> this district and that district in that this district and that district
• receiving district.
• </c> for the district. for the district.
• </c> district that are in an out of district district that are in an out of district placement.<04:11

Summary: The committee first took up SB 209, which would require schools seeking building aid for construction or reconstruction projects to use an owner’s project manager. The chair explained an amendment that would remove the bill’s requirement that the manager be engaged before application and instead revert to current law, while updating the project threshold from the older $1 million figure to a more current amount and clarifying that the manager’s role is to protect the project owner’s interests. Members asked about the cost of hiring a project manager over several years before a project is funded, the 1.5% fee in rule, and whether the rules already define the manager’s duties. The chair said the amendment addressed those concerns by leaving the timing to current law and relying on existing administrative rules for qualifications and responsibilities. The committee then voted 18-0 to adopt the amendment and 18-0 to recommend SB 209 OTPA, placing it on the consent calendar. The committee then moved to SB 99, which concerns allowing students enrolled in career and technical education programs at receiving comprehensive high schools to take additional academic courses there. The chair said the bill was intended to make it easier for students to access CTE without being blocked by scheduling conflicts in their sending schools, and to clarify how agreements between sending and receiving districts would work. He described concerns about the bill’s cost formula, transportation, part-time versus full-time status, and whether the proposal could unintentionally create open-enrollment or athletic-transfer issues. He said the amendment would mirror existing treatment for homeschool and charter school students, use a familiar funding model, and limit participation to students already enrolled in one or more CTE classes at the receiving school. The chair also emphasized that comprehensive high schools already have a statutory definition and that the bill would help more students participate in CTE, which he said currently reaches only a relatively small share of students statewide. He noted that transportation would be covered only when a CTE bus is available, otherwise students would be responsible for arranging travel as under current practice. After brief discussion, the committee voted 18-0 to adopt the amendment and 18-0 to recommend SB 99 OTPA, also placing it on the consent calendar.

Transcript Highlights:

• </c><00:54:38.080><c> by</c><00:54:38.200><c> district</c> spending threshold district by district spending
• . districts. districts.
• school districts are County districts school districts are going<01:23:18.240><c> to</c><01:23:18.280
• my district in my districts. districts. districts.
• </c> and pain in school districts. and pain in school districts.