Transcript Highlights:

• The position requested is a Supreme Court police chief at a grade LESO5, the salary range of $67,000
• The court police chief is at a grade LESO5, with a salary range of $67,000 to $100,000.
• But when you collapse everybody's existing pay grades... ...or titles, and you get rid of a whole bunch
• And then even if we get to the midpoint on those pay grades, ours are still falling way below.
• And so with that, getting onto these pay grades just gives the...”

Summary: The committee met to consider several requests related to constitutional offices and court security staffing, with opening remarks noting that the fringe-benefit percentage had been updated to 40–45% and that the bills already filed would be amended if the committee approved the requests. Item B, from the Supreme Court, requested one new Supreme Court police chief position at LESO5 with no appropriation change; the committee approved it. Item C, from the Secretary of State, requested five additional State Capitol Police corporal positions, a reclassification and consolidation of several job titles, and salary maximum adjustments, along with a $498,000 appropriation increase for salaries and matching funds; after questions about how the office would absorb the changes and whether the new security role would replace a contract, the committee approved the item. Item D, from the Lieutenant Governor’s Office, sought to move from line-item maximum salaries to state pay-plan grades, with no change in the number of positions but an estimated $349,000 increase in salaries and matching funds. Office representatives said the change was intended to align with other constitutional offices, address a long period without raises, and improve retention, but Senator Hill placed the item on hold until the next day for follow-up questions. Item E, from the Auditor’s Office, requested a realignment of classifications, salary maximum increases, one UCP claims examiner position, and one UCP compliance agent, for a total increase of $579,468; the auditor said the office had withdrawn a government relations position from the request, that the new positions were revenue-neutral or needed to handle increased workload, and that salary increases were based on market comparisons and long-term stagnation. The committee approved item E, and the meeting adjourned after no further business.

Transcript Highlights:

• There wasn't a placement for her, and they had to move her up to 5th grade.
• It's not just, you know, 5th grade, definitely, so, um.
• When I would have students come in that were outside of my, OK, 9th grade goes here, 10th grade goes
• here, blah, blah, blah, I had grades 6 through 12, uh, keep in mind.
• We will train every one of your teachers at the elementary grade.

Transcript Highlights:

• Today, only 37 percent of students are meeting grade level standards in mathematics.
• They begin in the early grades. We know that math is cumulative. It builds upon itself.
• who enter in older grades.
• When you have 37% at grade level, that is a failure, and we have to take ownership of that.
• Douglas Knapp, first grade teacher, West Sacramento, in full support. Dr.

Summary: The Assembly Education Committee heard a long slate of education bills, beginning with SB 685 on nonpublic schools for students with disabilities. Senator Cortese and the California Department of Education described the bill as a response to the Ninth Circuit’s Laughman decision, removing the obsolete “non-sectarian” requirement while preserving secular use of public funds, nondiscrimination protections, background checks, credentialing, and incident reporting. There was no opposition, and the bill later passed 7-0 to Appropriations. The committee also heard SB 1181, a pilot grant program for violence prevention, student wellness, and school safety in Central Valley and other schools. Supporters framed it as a prevention measure, while opponents from EFF, ACLU Cal Action, and community advocates warned it could increase law enforcement involvement, surveillance, and use of fusion centers; despite those concerns, it ultimately passed 5-0 to Appropriations. Members then considered SB 1067, which would create a statewide framework for annual K-2 math assessments starting in 2028-29 to identify students needing early intervention. The author and supporters argued California faces a serious math achievement crisis and that early assessment would help close gaps, while CTA and several educators and administrators sought additional clarity and amendments to ensure alignment with existing diagnostic practices and limits on high-stakes use. The bill drew broad support from educators, parents, and advocacy groups and passed 7-0 to Appropriations. SB 1107, a school shade-structure bill, would expand eligible shade projects and allow bundling through design-build to reduce costs; it received support from LAUSD, school boards, and climate-focused groups and passed 7-0. SB 1128, on take-home devices and screen time for kindergarteners, was presented as a modest first step to give families more flexibility and reduce early screen exposure, with support from early childhood advocates and no opposition, and it passed 7-0. The committee also approved SB 1048, creating a voluntary State Seal of Climate Literacy for students who complete climate coursework and hands-on projects. Supporters, including Ten Strands, students, teachers, and county offices, said it would recognize real-world climate learning and green career readiness; it passed 7-0. SB 1140, sponsored by CFT, would require LEA construction contractors to follow campus security provisions during school projects to reduce unauthorized access; it drew support from labor and gun violence prevention groups and passed 7-0. SB 930, requiring end-to-end encryption for proctoring companies handling K-12 exam data, was presented as a student privacy measure in response to cybersecurity risks and passed 6-0. Finally, SB 1083 was introduced by Senator Perez as a follow-up to last year’s Safe Learning Environments Act, with extensive committee amendments to refine the statewide misconduct data system, disclosure rules, contractor fingerprinting, and access requirements; the transcript cuts off before the bill’s full hearing and vote are shown.

Transcript Highlights:

• Additionally, districts and charters with a letter grade had more teachers Districts and charters with
• And then looking at letter grades, experience is actually highest in the B districts instead of A in
• More specifically, teachers can teach in a grade above or below the area or the grade that they were
• It's also highest in districts and decreases with lower letter grades.
• It was highest in the highest-rated districts and charters and decreased with lower letter grades.

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• The 17-year-old reads at an eighth-grade level. We looked at their records.
• They’ve been doing it...” “...at an eighth-grade level. We looked at their records.
• They’re mad at us because, age-wise, should be in the seventh, eighth grade, reads at a first-grade level
• Grades, as far as your districts are concerned, where do you fall as far as A, B...”
• , the one second grade, the one third grade, the one algebra, one teacher, the one biology.

Summary: The Senate Education Pre-K-12 Committee met to discuss the needs of rural school districts and the role of Florida’s three regional education consortia: the Panhandle Area Education Consortium, Northeast Florida Educational Consortium, and Heartland Educational Consortium. Executive directors and several rural superintendents described the consortia as member-led organizations that provide shared services, professional learning, leadership development, grant support, cooperative purchasing, risk management, IT/cybersecurity help, and back-office assistance that small districts could not afford to provide on their own. They emphasized that rural districts are often very small, have limited staff, and must still meet the same state reporting and compliance requirements as large urban systems. Testimony focused heavily on teacher recruitment and retention, alternative certification, and the difficulty of staffing specialized roles such as CFOs, MIS directors, IT staff, and content-area teachers. Superintendents said many new hires are career changers or alternatively certified teachers who need consortium-supported training, and several argued for more flexibility in funding so districts can raise salaries and compete with neighboring districts and nearby states. Members also asked about the impact of declining enrollment, homeschooling, and voucher-related school choice; superintendents said those trends are reducing FTE and creating budget instability, while also requiring districts to right-size staff and programs. Several speakers described the financial strain on rural districts, including rising insurance costs, transportation costs, and the challenge of forecasting budgets when enrollment changes after the school year begins. One superintendent recounted major hurricane damage and said consortium risk-management support was essential to recovery. Others said the consortia help districts pool resources for property and health insurance, payroll, student data systems, and procurement, and that this shared approach saves money and improves services. No votes or formal committee actions were taken during the meeting.

Transcript Highlights:

• We have grading plans.
• You can start grading the site. You can start putting in the utilities.
• Not everybody understands what you're talking about on the pads and the grading, so if you could just
• If you're going to build a house, you need to grade it. You need to make it flat.
• They would grade their own property. There's a portion of the state site.

Summary: The hearing focused on the long-delayed Southern California Veterans Cemetery project at Gypsum Canyon in Anaheim, with opening remarks from Assemblymember Sharon Quirk-Silva, Senator Tom Umberg, and Assemblymember Avelino Valencia emphasizing the project’s importance to Orange County veterans and families. Anaheim city leaders, including the mayor pro tem and council members, voiced strong support and described the city’s role in planning, utilities, and final approvals. Quirk-Silva reviewed the project history, including prior legislation, county and state funding commitments, and the recent federal determination that the site meets VA criteria for a state veterans cemetery. The first panel, representing the veterans community, included the American Legion, American Gold Star Mothers, and Valor. They argued that Orange County—home to a large veteran population—still lacks a local veterans cemetery, forcing families to travel long distances to Riverside or elsewhere. Testimony stressed the emotional and practical burden on aging veterans and grieving families, and called for immediate action and possession of the property. Some speakers were sharply critical of CalVet and the pace of the process, saying veterans have waited too long and that the project should move forward without further delay. The second panel, from Orange County, described the county’s and cemetery district’s support and the unique opportunity to develop a shared site for a public cemetery and a separate state veterans cemetery. County officials said the county has dedicated land and funding, and that shared infrastructure—roads, utilities, grading, and access—could reduce costs substantially if the two projects are coordinated. They also said the county is ready to transfer the property to CalVet when appropriate and that the project has already cleared major local approvals and litigation. The final panel from DGS and CalVet explained the state’s feasibility study and current planning work. DGS said the 2023 study estimated the state’s portion of phase one at about $126 million, largely driven by site work and grading, though that estimate may change as assumptions are updated. CalVet said it is working with DGS and the county on a revised concept plan to lower costs and refine the timeline, and that legislative budget action will be needed to authorize spending from the Southern California Veterans Cemetery fund. No formal vote was taken; the hearing was informational, and the main action was continued coordination among the state, county, city, and veterans groups, with public comment at the end overwhelmingly urging faster construction.

Transcript Highlights:

• So this is all of our kids, kindergarten through 12th grade.
• They have curriculum needs for all the grades.
• different kids at different ages in grade levels.
• They range from 2nd grade to 8th grade skill level. So we, we have the same problems, I think.
• at least our teachers are trained up to 6th grade.

Transcript Highlights:

• grade students at YNI elementary school. grade students at YNI elementary school.
• mentor, and fifth grade level chair. mentor, and fifth grade level chair.
• Kim began her teaching in ninth-grade ELA in 2012 at James Campbell High School.
• Kim began her teaching in ninth-grade ELA in 2012 at James Campbell High School.
• , from preschool through fifth grade, from preschool through fifth grade, earning<00:37:44.160>

Keywords: 912, senate, all

Transcript Highlights:

• Focuses on improving reading outcomes across all grade levels.
• So it's not that low across all grades.
• To collaborate, you know, with similar grade levels, et cetera.
• We moved her from teaching fifth grade.
• She moved the fifth-grade classroom up from—or not 5th grade, I think K-5—she moved to elementary school

Transcript Highlights:

• You know, they'll say, well, my child is in third grade, but they're doing fifth-grade work, so I'm fifth-grade
• You know, they'll say, well, my child is in third grade, but they're doing fifth-grade work, so I'm fifth-grade
• 25:07.680> cat grade work so I'm fifth grade cat grade work so I'm fifth grade cat testing<04:
• Grade four, grade five, grade seven, until they get to ninth grade, so they're just taking this money
• Grade four, grade five, grade seven, until they get to ninth grade, so they're just taking this money

Keywords: 928, house, all

Summary: The Finance Division 2 work session first took up HB 506, a bill dealing with the return of seized firearms. Members discussed how the measure would shift background-check processing for firearm returns through the Department of Safety, while the physical firearms would still remain with local police unless State Police had taken custody. The department said the bill would change which cases come to it, and members clarified that the bill concerns the background-check decision rather than possession of the firearms. The committee then voted OTP on HB 506 FN by a 7-0 roll call. The committee next discussed HB 671, establishing a kindergarten literacy readiness program. Department of Education staff explained that the bill grew out of a COVID-era Waterford contract that provided home-based early literacy support for families using federal relief funds, at a cost of about $600,000 per year, but that the program ended when those funds expired. Members raised concerns that the bill’s $1 appropriation was not realistic, that the prior program lacked sufficient outcome data, and that the references to ESSA tier-one benchmarks were unclear. The department said it was conducting a broader literacy needs assessment and updating the state literacy plan, including data from the zero-to-five range, K-5, and dyslexia-related work. Waterford representatives described the program as an early-literacy, pre-K readiness service for children ages zero to five, originally designed to work in homes with computers and internet provided where needed, and later expanded in some settings such as daycares and pre-K classrooms. They said the program used assessments at the beginning and end, had served hundreds of children, and was intended to support family engagement and kindergarten readiness. Despite that testimony, members remained concerned about funding and the lack of clear results, and one member moved to retain the bill for more information. The discussion ended with the bill retained rather than advanced.

Transcript Highlights:

• One of our consultants had a 5th grade child analyze her day.
• She said, "Mom, I think I'm on the screen three hours a day in a 5th grade classroom."
• Like, we don't have 11th graders recording, you know, first grade reading voices.
• I'm in the 11th grade. Me too.
• I'm Isaiah Sanchez; I'm in the 12th grade and I'm the treasurer for Staters.

Bills: SB194, SB200, SB203, SB204, SJR3

Keywords: appropriation, higher education, sports facilities, community college, Luna Community College, KANW, educational radio, rural news, public education, funding, education, documentary, historical figure, Padre Antonio Jose Martinez, cultural heritage, research funding, federal funding, New Mexico, University of New Mexico, New Mexico State University

Transcript Highlights:

• But my concern with that is that getting to the litter grades, it's unfortunate.
• But nonetheless, we realize that they're not able to read in third and fourth grade.
• compared to first grade for literacy scores.
• compared to first grade for literacy scores.
• I mentioned earlier that our kids are not able to read at third grade.

Keywords: 1182, all

Summary: The committee first heard Superintendent Tom Horn’s State of Education address, which focused on school safety, academic outcomes, teacher pay, school choice, and opposition to DEI/CRT in schools. Horn argued that students cannot learn unless schools are safe, cited increased funding for school police officers and a recent Tucson charter school incident as evidence for more officers, and said the department’s academic efforts have centered on Project Momentum, tutoring, cell phone restrictions, career and technical education partnerships, and support for Native American districts. He also urged direct teacher pay increases through Proposition 123 and said the state board should revise teaching standards and school grading practices. Members questioned him about DEI compliance, cell phone enforcement, ESA accountability, teacher preparation programs, school safety funding, and literacy outcomes; Horn said the department’s role is largely advisory in a local-control state, that it tracks school practices on a website, and that it lacks academic outcome data for ESA students because private schools are not tested by the state. The committee then took up House Bill 2008, which would prohibit public school libraries from using public funds to pay dues or memberships to professional library associations that advocate for libraries and information services. Representative Cooper, the sponsor, said the bill was intended to keep school libraries politically neutral and prevent taxpayer money from supporting ideological advocacy, while arguing that membership could still be paid privately and that free professional development options exist. Opponents, including former librarian Judy Schweber, Marana board member Hunter Holt, and the ACLU of Arizona, argued the bill would undermine professional development, local control, and constitutional rights of association and petition, and that there was little evidence public funds were actually being used this way. Supporters, including Adrienne Johnson, said some library materials and associations promote political viewpoints and should not be funded with public dollars. After public comment and debate, the committee voted 7-5 to give HB 2008 a do pass recommendation. Members who explained no votes said the bill targeted a non-issue, lacked data showing a problem, and would divert attention from funding and literacy needs. Members supporting the bill said it was a reasonable restriction on public spending and a way to keep school libraries ideologically neutral. The committee then announced it would move on to House Bill 2249, the Parents’ Bill of Rights and Remedies.

Transcript Highlights:

• <00:31:11.840> system, a maybe a different grading system, a maybe a different grading system
• Kindergarten through third grade first, and then followed by grades four and five if money is available
• Do you know what grade level? I do.
• <00:58:32.720> level Calloway, do you know what grade level Calloway, do you know what grade
• Do you know what grade level? about? Do you know what grade level?

Keywords: 958, all

Transcript Highlights:

• I, too, am very concerned about the third-grade reading level, and so when I'm thinking about what a
• wonderful way... ...third-grade reading level, and so when I'm thinking about what a wonderful way to
• You know, as we're talking about third-grade reading levels, one of the best indicators for third-grade
• by third grade.
• We're going to continue to see an increase in third-grade literacy scores.

Summary: The committee met to review the minutes and then held a workshop-style discussion with Arkansas Department of Education early childhood officials about the state’s early learning programs, funding, and access. Officials explained that the state-funded ABC program has been largely flat for years, rising from $11 million to about $14 million in 2018, while the federally funded SRA/CCDF side is much larger. They described differences between the programs, including ABC’s 10-month school-year structure, current enrollment of about 23,000 children in ABC and about 14,871 in SRA, and a SRA wait list that has grown to roughly 2,971 children. Members raised concerns about rural access, school-based versus community-based providers, reimbursement rates, and the need to align early childhood funding with K-12 and kindergarten readiness goals. A major topic was the recent $14.741 million PDG B-5 competitive grant. Officials said it is a one-year systems-building grant, not a direct services grant, and will support local leads, CLASS observations, workforce efforts, and data systems while helping offset some costs that otherwise would have been paid through CCDF. Members also discussed the end of a federal pre-K funding stream in June, with children either moving into ABC slots or requalifying for SRA, and the state’s new enrollment-based payment approach, which officials said saved about $576,000. The committee also heard that the current cost-of-care study is about three years old and that a new market-rate survey is being planned. Several members questioned dual enrollment in home visiting/HIPPY and ABC, with officials saying about 1,200 children are enrolled in both and that limiting double enrollment could save about $2.4 million and affect roughly 470 children. Members also asked about provider closures after rate changes; officials said eight providers cited funding as a reason for closing, while 26 new providers have been added under the new rates. The discussion ended with broad agreement that the committee should continue regular updates, keep providers and families informed, and explore policy changes, waivers, and possible state investments to improve stability, access, and quality in early childhood education.

Transcript Highlights:

• which is assigned to bus operators with less than five years of experience, and they are given a pay grade
• Operator 2, which is for bus operators between 5 and 10 years of experience, and they are assigned to pay grade
• Operator 2 is for bus operators with between 5 and 10 years of experience, and they are assigned to pay grade
• The bill also increases the pay grade for the cafeteria manager class title from pay grade D to pay grade
• Any change in those duties or just simply the pay grade?

Keywords: 994, senate, all

Summary: The committee first heard a presentation from Tom Franta, founding executive director of the Mountaineer Charter School Alliance. He described the new nonprofit’s goals of supporting West Virginia charter schools through advocacy, legal and compliance assistance, shared operational services, professional development, communications, and network-building. Franta emphasized that charter schools face major facility and financing challenges, and he urged use of existing public buildings, low-interest revolving loans, credit enhancement tools through the West Virginia Economic Development Authority, and federal matching funds to help level the playing field for charter schools, including both brick-and-mortar and virtual schools. Members asked about what he meant by “level the playing field,” and Franta said charter schools receive 99% of basic state aid but lack access to the full range of public education funding and dedicated facilities support, forcing them to divert dollars toward buildings rather than classrooms. He said the goal is to ensure parents choosing a public charter option can expect appropriate funding. After the presentation, the chair announced Senate Bill 171 was removed from the day’s agenda. The committee then considered Senate Bill 166, which creates an exception to West Virginia Invest grant eligibility so individuals who already have a post-secondary degree may still receive support if pursuing an associate degree or certificate in emergency medical services. The committee reported the bill to the full Senate with a recommendation that it do pass, and under the original double committee reference, first be referred to the Finance Committee. Next, the committee took up Senate Bill 428, with a committee substitute that splits the bus operator title into three pay grades based on years of service and raises the cafeteria manager title from pay grade D to E. Senators asked whether duties would change; counsel and the sponsor said the bill is intended as a retention incentive, with no change in responsibilities, and that the fiscal note would remain the same. The committee adopted the committee substitute and then reported the bill to the full Senate with a do-pass recommendation, again first referring it to the Finance Committee. The meeting then adjourned.

Keywords: 1191, senate, all

Transcript Highlights:

• We probably lived in 12 different places from from 9th grade to 12th grade and we moved because my mother
• and I don't know the the kid in Uvalde, if he had 100 absences, I'm almost certain he failed some grades
• because if you miss X number of grades, regardless of how good your grades are, they've got to fail
• Days of school in, in, I don't know, in 5th grade and then you come back and miss two days of school
• in 5th grade, you can add it up.

Transcript Highlights:

• the mayor a higher grade because of her efforts to try to turn this situation around.
• We should have gotten a much better grade than what we got.
• Well, it is an F grade. We don't control that grade.
• That's done by LDH, but it is a 37% out of 100, is what I saw in the last... ...grade.
• The fact that it's an F grade is enough.

Summary: The committee heard extensive testimony on the City of Tallulah’s water system and a request to appoint a limited fiscal administrator for the water utility. Senator Jackson and state officials described a long-running water crisis, including repeated failing grades from LDH, a public health emergency declaration, joint receivership efforts, and the need to expand the project beyond plant repairs to include the distribution system. They said the total cost is now estimated at about $26 million, with funding expected from USDA loans and grants, water sector funds, possible Delta Regional Authority assistance, and an emergency subfund that becomes available through limited fiscal administration. Chris Province of the Legislative Auditor’s Office explained that the system had received F grades from 2022 through 2025, that the city entered joint receivership in 2024, and that the governor declared a public health emergency in February 2025. He said the city adopted a resolution in April 2026 to enter limited fiscal administration, which was the basis for the committee’s action. Governor’s office staff and the mayor supported the request, saying the state partnership had improved water quality and that the limited administrator would help secure additional funding and move the project toward completion over roughly 24 months. Two residents spoke in opposition. One argued that Tallulah had recently elected a new council and that the committee should wait for new local leadership. Another said the state had mismanaged the project, questioned the use of funds and contracts, and argued that the city should receive the full amount of promised state funding without deductions. Committee members said the legal standard was met by the system’s failing grade and the emergency conditions, and they emphasized that the limited fiscal administrator would control only the water system finances. A motion to appoint a limited fiscal administrator for the Tallulah water system was made, seconded, and passed, followed by adjournment.

Transcript Highlights:

• at the end of fourth grade.
• at the end of fourth grade.
• at the end of fourth grade.
• at the end of fourth grade.
• ,<01:35:55.800> pre-kindergarten those early grades, pre-kindergarten those early grades,

Keywords: 0:00:03 - Call to Order and Roll Call 0:00:43 - Approval of October 14, 2025 and November 4, 2025 Minutes 0:01:15 - Acceptance of Office of Education Accountability Report: Analysis Of Student Discipline Data in Kentucky Schools 0:02:10 - Implementation Update on 26 RS HB 257 0:49:38 - Career and Technical Education in the Assessment and Accountability System 1:13:50 - Office of Education Accountability Annual Report 1:47:27 – Adjournment, 958, all

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• They are coming to us two or more grade levels below.
• They are coming to us two or more grade levels below.
• Since attending virtual school, my child is now testing two grades above their current grade level, having
• We struck out grade 6 through 12, and then...
• In line 16, we struck out grade 6 through 12 and then we just rewrote it 6th grade through 12th grade

Bills: HB2, SB204, SB241, HB34

Keywords: general appropriation, budget, Medicaid, education funding, public safety, higher education, research funding, federal funding, New Mexico, appropriation, University of New Mexico, New Mexico State University, New Mexico Institute of Mining and Technology, child care, child care assistance, child care subsidy, early childhood education, early childhood care, daycare, preschool