Transcript Highlights:

• I know one of the questions with these maximums and in the pay grades: the Lieutenant Governor does not
• meet with Miss Barnhill and her team at OPM, and we did get approval on every position and the pay grade
• So that's why it's not the, it depends on what grades are moving over there.
• I'd have to go looking at each grade that's going over there. Okay.
• At each grade that's going over there. Broadly, is it, am I reading that wrong?

Summary: The committee first considered the Lieutenant Governor’s Office budget and personnel request to move that office onto the state pay plan and increase salaries for its positions. Office representatives said the request was intended to make pay competitive with other constitutional offices and state agencies, that OPM had approved the grades, and that the office did not plan to max out any positions. Members questioned the size of the increase and the office’s workload. A motion to adopt the proposal failed on a tie vote, and the committee then voted to expunge the vote before moving on. The committee then approved a series of Governor’s letters and related personnel transfers, including cuts for Arkansas Educational Television Network, transfers within the Department of Health and several DHS divisions, and a DFA shared services reorganization. The committee also approved moving child nutrition and related nutrition programs from the Department of Education to the Department of Agriculture, with department officials explaining that the programs fit better under Agriculture because the grants come from USDA and the transfer would include the positions and funding tied to the programs. Members raised questions about how the appropriations and positions were split between state and federal funding, and about the broader implications of the transfer, but the committee ultimately approved both the Education and Agriculture sides of the move. The meeting also included extended discussion of the Educational Freedom Account program. Members questioned the $309 million appropriation, whether it matched current participation, and whether future demand could require additional funding. Department officials said the amount covered current participation and that the governor had set aside an additional $70 million in case applications increased, but that any amount beyond the appropriation would require returning to the committee. Some members argued the program’s growth could threaten funding for public schools and adequacy, while others noted that the program is governed by rules under the LEARNS Act. The committee also approved a technical title change at East Arkansas Community College from assistant to the president to assistant to the chancellor.

Transcript Highlights:

• House Bill 332 is a firearm safety education in schools for grades K through 12.
• So, what this is going to do is increase the amount of time and physical activity in grade school-aged
• Education and recess cannot be withheld from grades pre-K through 5 as a form of punishment.
• House Bill 3885 lays out some mandatory disciplinary actions for children in the 3rd to the 5th grade
• We're anticipating that the third grade kids should have the ability to be able to read when they get

Bills: HB4274, HB3076, HB4358, HB3312, HB3288, HB3885

Keywords: HB4274, Oklahoma schools, interdistrict transfer, open transfer, school enrollment, military families, active duty, National Guard, Reserve orders, military installation, residency requirements, district of choice, public school transfer, student transfer, special education, IEP, Section 504, military housing, base housing, electronic enrollment

Transcript Highlights:

• Their grades are fine. Like midterm grades, they were fine.
• Their grades are fine. Like midterm grades, they were fine.
• So it begins in 7th grade and ends obviously their senior year.
• We have about 282,000 of the roughly half a million students in grade 7 through 12 as actively rostered
• So it begins in 7th grade and ends obviously their senior year.

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• In math, fourth grade scores fell by five points and eighth grade scores fell by eight points.
• I went to four different elementary schools by the fourth grade.
• No, sorry. 99% of the kids cannot perform at grade level.
• to read, and then after the third grade reads to learn.
• I have three daughters who are in grade school in public schools.

Keywords: educational reform, federal grants, bureaucracy, wealth disparity, public testimony

Summary: The committee meeting engaged in discussions focused primarily on educational reform, the influence of federal grants on local education systems, and the growing disparities in wealth and access to quality education. Members expressed concerns about the bureaucracy surrounding federal funding that hampers schools' ability to obtain necessary resources for improvement. Several members highlighted personal anecdotes from constituents, emphasizing the urgent need for reform to help students succeed in both K-12 and higher education environments. The meeting included public testimonies that provided insights into various community perspectives on these pressing issues.

Transcript Highlights:

• Leach. in talking about kids that are under the second, under the third grade.
• Was that student under the second grade? Under the third grade. Under the third grade? Yes.
• He was under the third grade. third grade because the teacher had no ability whatsoever to discipline
• And on here, this section deals with kids under the third grade.
• entering into the next grade level.

Bills: HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, HB39, HB 102, HB 126, HB290, HB300, HB2143, HJR2, HB147, HJR6, HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, SB1

Keywords: career readiness, education reform, workforce training, public schools, financial aid, applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, cybersecurity, state command, information resources, data protection, incident response, mental health, telehealth

Transcript Highlights:

• See, I took typing in ninth grade.
• Nyl in the front of my ninth grade class would turn on the record player while we had to stare straight
• okay and I'm fast because in ninth grade okay and I'm fast because in ninth grade I<00:20:46.919
• if one ninth grade class can teach<00:21:38.080> me<00:21:38.559> keep<00:21:38.799>
• can learn that in one class in nth grade can learn that in one class in nth grade imagine<00:21:

Keywords: 912, senate, all

Transcript Highlights:

• Um, my first question is around the grades.
• Why not 12th grade?
• Why not 12th grade?
• Why not 12th grade?
• Why not 12th grade?

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its previous meeting by motion and vote. Members then began discussing a set of proposed recommendations submitted by Woodward, Havman, and Hull aimed at addressing concerns about the use of seclusion in special education settings. The recommendations focused on several areas: requiring a mental health professional on the IEP team before seclusion is added to a student’s plan; replacing passive parental consent with explicit written consent in the parent’s native language; limiting seclusion to students receiving setting 3 or setting 4 services; requiring annual review of seclusion frequency and duration data by the IEP team; and creating stronger monitoring and accountability through a reporting system modeled on Minnesota’s existing disproportionality process. The group also proposed mandatory annual staff training, more preventive crisis-intervention supports such as CPI and Ukeru, direct funding and technical assistance for districts, and incorporating restraint/seclusion data into disproportionality calculations. Members discussed how the proposed accountability system might work in practice, including whether a third party or parent reporting mechanism should be added. Woodward explained Minnesota’s current disproportionality framework, including year 1, year 2, and year 3 notifications and the possibility of required coordinated early intervening services if problems persist. Participants also raised concerns about whether schools should track law-enforcement involvement as an alternative or related response to student behavior; some noted that such data is already collected in certain district reporting systems and could be useful to monitor alongside seclusion data. The discussion remained ongoing, with no final action taken on the recommendations during this portion of the meeting.

Transcript Highlights:

• Grades. And you've said this before, and this is not something you all don't already know.
• Again, making sure that parents are notified if their students are not reading at grade level.
• Chairman, the responsibilities for this would fall on K through third grade.
• The math bill was for kindergarten through second grade. So then, if they have the same form, fine.
• Arts education is required through eighth grade. Excuse me. Sorry, thank you for your. time.

Transcript Highlights:

• She worked in a third-grade classroom, went to NAU, and now is teaching in the exact same district.
• literacy, to make sure that you're on track by the time you get to third grade or get out of third grade
• There are 189 school districts in the state that have third-grade proficiency rates below 70%.
• Right now, you can be minimally proficient in reading and still promote to the fourth grade.
• Chair, yes, can I ask why it was only 6th to 8th grade?

Keywords: 1182, all

Summary: The committee first heard House Bill 4043, which would require each school district and charter school to ensure that at least one employee at each school is trained in CPR, first aid, and AED use by August 1, 2027. The sponsor said he would consider floor amendments to clarify that a trained person should be available at all times and to tie the requirement to schools that actually have AEDs. Supporters, including a constituent who lost a child, said the bill could help save lives; opponents and some members raised concerns about cost, staffing, and whether one trained employee is enough. The bill received a due pass recommendation on a 7-1 vote with several members voting present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of the federal Dietary Guidelines for Americans. A public health advocate testified in favor, emphasizing chronic disease prevention in children. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 vote. House Bill 2621, as amended, addressed enrollment and special education access for pupils in unorganized territory, tribal land, and certain military-connected students, including changes to certificates of educational convenience and timelines for district and county action. The sponsor and stakeholders described it as a technical fix to reduce enrollment delays and improve access to services. After adopting both the strike-everything amendment and a Garcia amendment, the committee passed the bill 11-0. The committee also advanced House Bill 2385, which limits superintendent contracts to one-year terms during the first three years of employment and allows longer terms only after three consecutive years. The sponsor framed it as a way to reduce costly buyouts and give school boards more flexibility; there was no public testimony, and the bill passed 7-4. House Bill 4106, creating the One Arizona Service Fellowship Program, also passed after amendment. Supporters said it would build service opportunities and workforce experience, while some members objected to creating and funding a new state program; it passed 8-2 with one present. Later, House Bill 2992, as amended, established a pilot program in schools for child sexual abuse and assault awareness and prevention, expanded to K-12 in the amendment and funded from the Victim Compensation and Assistance Fund. A survivor and anti-trafficking advocate strongly supported teaching children and training staff, while some members objected to the funding source and possible unintended consequences. The bill passed 6-5 with one present. House Bill 2370, concerning who may modify weapons detection systems and requiring superintendent notification to governing boards within 24 hours, passed 8-3 after a debate over school safety, accountability, and whether the bill was too vague or too narrow. House Bill 4056, as amended, would bar fees for legislators making public records requests in their official capacity and require electronic delivery; the sponsor cited large fees charged by school districts, while opponents warned against broad fee exemptions. It passed 8-3. Finally, the committee began House Bill 2478, which would create the Arizona Commission on Student Outcomes to study K-12 performance, accountability, graduation requirements, finance, and related issues, with a proposed amendment to add early childhood analysis. The sponsor said the commission would help drive a statewide conversation and that the Classroom Site Fund had sufficient unused balances to support it. Testimony from early learning and advocacy groups was generally neutral but supportive of including early childhood in the study, and the discussion was still underway when the transcript ended.

Transcript Highlights:

• Witness: The health department has the guidelines for a Grade A dairy, and it has detailed, you know,
• I think the Grade A standard is the standard that we use.
• Year three is the capstone for this project, where we see students who are in the ninth grade, 10th grade
• , 11th grade, and those that we've taken from the 11th grade to put in the workforce actually running
• What grade level are you reading on? What kind of math levels can they operate at?

Summary: The committee first approved the minutes from its October 27 meeting and then heard testimony from Clinton Ballard of Milk and Honey Hill Farm about the impact of Act 698 on raw dairy producers. Ballard said the law allowed his farm to expand from one cow to 12, serve about 150 families, increase sales by roughly $50,000, and sell about $10,000 in raw cheese and other products through retail outlets. He argued the law improved farm income, food security, and local supply, and he asked for an optional state inspection/certification path for raw milk producers so they could access USDA grants and other opportunities available to licensed dairies. Committee members asked about herd management, safety practices, bee production, market channels, and whether such certification should remain voluntary; Ballard said he follows Grade A-style sanitation, chills milk quickly, removes sick cows from production, and supports optional training or inspection but not mandatory regulation. Members also raised food safety concerns, especially for children and pregnant women, and Ballard responded that raw milk producers rely on cleanliness, rapid cooling, consumer feedback, and truth in labeling. He said the health department currently inspects commercial dairies but not raw milk producers who do not sell through a cooperative, and he believed state inspection would help producers distinguish themselves and qualify for funding without changing interstate rules. Several members discussed the balance between consumer choice, safety, and possible “mission creep” if the state created a certification system. The committee then heard a lengthy presentation from Terence Bolden of TLB Enterprises on hydroponic and container farming as a response to food insecurity and food deserts. Bolden described a three-year workforce and career-technical program built around retrofitted shipping containers, drones, robotics, agribusiness, and AI, with partnerships involving schools, universities, Farm Bureau, UAPB, the Little Rock School District, and other entities. He said the model could create year-round local food production, support school cafeterias and community markets, and generate jobs and economic impact, estimating at least four jobs per container and potentially significant regional economic benefits. Members asked about costs, target communities, energy needs, crop types, and implementation timelines; Bolden said the first containers for school sites could be in place by late summer or early fall, with pilot projects already underway in Arkansas and Orlando. The meeting adjourned after no further business.

Transcript Highlights:

• You say, well, this student is on an EFA in sixth grade; they're going into seventh grade.
• Then, well, they've got a sister that's entering second grade. They want to do an EA program.
• an EFA in sixth grade they're going into<00:31:49.080> seventh<00:31:49.440> grade<00:
• 31:49.679> they're into seventh grade they're into seventh grade they're in<00:31:51.799> um
• entering second grade they want to<00:31:56.279> do<00:31:56.440> an<00:31:56.559>

Keywords: 1191, senate, all

Transcript Highlights:

• And in our district we have one person in our district that handles everything Pre-K to 12th grade.
• So the subcommittee to public school, the 17 year-old reads that an 8th grade level.
• grade level.
• reading teachers in the world are first second 3rd grade teachers school teachers because that's who
• than one 0nd grade than one 3rd grade.

Keywords: 999, senate, all

Transcript Highlights:

• My story is that I was in second grade at a public school, a small rural school, and I couldn't...
• It was in second grade that I went to this place in upstate New York, an area I called the Foreman Center
• Archer started coming here in third grade, came again in fifth grade, and now he's here in seventh grade
• I'm currently in seventh grade.
• We have to help our children in Texas so that they can all learn to read at grade level appropriately

Keywords: special education, funding gap, dyslexia, House Bill 2, Senate Bill 568, House Bill 3928, disability penalty

Summary: The meeting primarily focused on special education funding, with significant discussions around House Bill 2 (HB2), Senate Bill 568 (SB568), and House Bill 3928 (HB3928). Key speakers advocated for increased funding to close the estimated $1.7 billion annual gap that affects special education in Texas public schools. Several witnesses, including educators and students affected by dyslexia, provided personal testimonies about the impact of insufficient funding and the disability penalty, which penalizes schools financially for identifying students needing special education services. The committee demonstrated a strong commitment to advocate for changes that would improve special education resources and training for teachers, thereby ensuring that all Texas children receive the educational support they need to thrive.

Transcript Highlights:

• He was at least two to three years behind grade level.
• at the beginning of second grade, and writing on a first-grade level.
• I'm here speaking for the 68% of third grade students in Fort Worth ISD who cannot read at grade level
• cannot read at grade level.
• Black students in Fort Worth ISD can't read on grade level.

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Members from both parties emphasized education as a major issue, while several Republicans framed the committee’s work around school choice and parent empowerment. Senator West and other Democrats stressed protecting public schools, listening to Texans, and considering the effects of vouchers or education savings accounts on school districts and communities. Chairman Creighton laid out Senate Bill 2, the Texas Education Freedom Act, describing it as a universal education savings account program modeled on similar programs in other states. He said the bill would provide about $200 million for a universal eligibility pool and additional funding for students with disabilities and lower-income families, with priority weighting for former public school students. He also highlighted anti-fraud measures, vendor pre-approval, criminal background checks, cybersecurity protections, annual testing requirements for participating students, and the use of the Comptroller rather than TEA to administer the program. Creighton repeatedly said the bill is not a voucher and argued it would not take money from public schools, which he said would receive separate historic funding increases. Members questioned Creighton about the 500% of federal poverty line definition, the adequacy of the $10,000 ESA amount, whether the program would favor students already in private school, how microschools and homeschool pods would fit, and whether the bill protects religious liberty and private-school autonomy. Democrats raised concerns about disability protections, 504 students, foster children, public-school funding, open records, and the historical context of vouchers. Republicans generally supported the bill as a way to expand options for parents and students, while also asking about administration, fraud prevention, and data security. After member questions, the committee began invited testimony, with EdChoice President Robert Inlow presenting in support of SB 2 and citing the growth and reported success of school choice programs nationwide.

Transcript Highlights:

• She is in the eighth grade. Grade 10 is represented by Kawila Benz Mars and Kamalu Kilon.
• Grade 8 is represented by Koa Poi and Kilo Lani Smith. Welcome to the chamber.
• She is in the eighth grade. Grade 10 is represented by Kawila Benz Mars and Kamalu Kilon.
• She is in the eighth grade. Grade 10 is represented by Kawila Benz Mars and Kamalu Kilon.
• Grade 8 is represented by Koa Poi and Kilo Lani Smith. Welcome to the chamber.

Keywords: 912, senate, all

Transcript Highlights:

• Study must include a review of the history of changes to classification and pay grade levels, comparison
• Study must include a review of the history of changes to classification and pay grade levels, comparison
• as I was reading, so what you're saying, from what you described, there's a deviation from the pay grade
• that Senator Lee had was there are people at the, are you saying there are people at the same pay grade
• Grade and classification, yet they're compensated differently?

Keywords: 908, all

Summary: The State and Local Government Committee met to reconsider and amend House Bill 1165, which dealt with petition circulation requirements and ballot receipt rules. The committee walked through technical changes requested by the Secretary of State’s office, including moving petition-title language, adding a 15-business-day submission deadline for petition packets, and revising language related to mailed absentee ballots and the presidential executive order requiring ballots to be received by election day rather than merely postmarked. The State Election Director explained that the change was intended to provide clarity and consistency for voters and election officials, while Senator Braunberger objected that it was an unnecessary reaction to an executive order that could be challenged. The committee adopted the amendment 5-1 and then passed the bill as amended on a 5-1 vote, with Senator Braunberger voting no. The committee then took up House Bill 1307, which concerned election authority, home rule powers, and related city and county petition/signature provisions. After questions from members and clarification from the Deputy Secretary of State and a League of Cities representative, the committee agreed the amendment was intended to preserve city petition power and align the bill with changes made in another election bill, while also addressing park district language. The amendment was adopted 6-0, and the bill was passed as amended 6-0. Senator Castaneda was designated as the carrier. Finally, the committee discussed House Bill 1580, a study bill on state employee compensation. Members used language from an earlier draft tied to health plan changes and broadened it to study total rewards compensation, including pay grades, classifications, comparisons among state employees across departments and with similar private-sector jobs, equity funding and bonuses, prevailing wages on state projects, and the impact of changes to health plan benefits and premium structures. The committee agreed to make the language more generic and adopted the amendment 6-0, then passed the bill as amended 6-0. House Bill 1601 was not acted on and was held until after floor session so members could continue discussions and await additional input.

Transcript Highlights:

• As I've noted before, the bill is critical to begin the process of restoring investment-grade credit
• process of restoring investment grade process of restoring investment grade credit<00:12:04.079>
• <00:24:27.679> credit return to investment grade credit return to investment grade credit
• incremental cost of non-investment grade incremental cost of non-investment grade credit<00:25:08.520
• <00:26:28.600> credit to achieve our investment grade credit to achieve our investment grade

Keywords: 910, house, all

Summary: The committee on Energy and Environmental Protection heard testimony on Senate Bill 897, which would create a Wildlife Liability Trust Fund within DCCA for administrative purposes. The chair opened by noting the hearing had to end by noon because of floor session, and that written testimony would be considered if not all witnesses could speak. Testimony included support from DCCA, the Attorney General’s office, the Public Utilities Commission, Charter Communications, Ulupono Initiative, AES Hawaii, Hawaiian Electric, Clearway Energy Group, Kauai Island Utility Cooperative, Hawaiian Telcom, and IBW Local 1260, with opposition or concerns from the Hawaii Association for Justice and some others. Hawaiian Electric strongly supported the bill and asked for amendments, saying the fund would help address wildfire liability, protect customers and the economy, and support restoration of investment-grade credit; it also proposed a larger shareholder contribution and said the bill was part of a broader effort to raise settlement funds and improve grid safety and resiliency. Committee members focused heavily on whether the bill would actually lower costs for ratepayers and improve credit ratings. DCCA said there was a nexus between limiting liability, creating a sufficiently large wildfire fund, and transparent mitigation requirements, but acknowledged there was no guarantee of a credit-rating improvement or precise estimate of rate impacts. Members questioned Hawaiian Electric about the assumptions in its cost comparisons, the 30-year securitization structure, and whether funding could be shifted later to shareholders after credit was restored. Hawaiian Electric responded that the bill assumes the fund is paid through securitization, that removing that presumption could undermine the credit-rating benefit, and that its models suggest credit-spread savings could offset the customer charge over time; it also said it would follow up with additional analysis. The company and Ulupono both described the measure as a difficult but potentially necessary way to socialize wildfire risk and avoid a larger crisis later. The Hawaii Association for Justice opposed the bill’s liability caps and raised concerns about consumer rights, oversight discretion, statute-of-limitations changes, and evidence rules. Hawaiian Telcom suggested amendments to clarify compliance with FCC pole-attachment agreements. No vote or final action was taken during the portion of the hearing provided, and members indicated they wanted more analysis before being comfortable with the bill’s long-term ratepayer impacts.

Transcript Highlights:

• You want to not only have all your eggs in one basket, uh, you also don't want to handicap a particular
• Uh, you want to not only<00:58:13.440> have<00:58:13.680> your<00:58:13.839> eggs
• ><00:58:14.160> all<00:58:14.400> all<00:58:14.559> your<00:58:14.720> eggs
• c><00:58:14.960> in only have your eggs all all your eggs in only have your eggs all all your
• eggs in one<00:58:15.359> basket,<00:58:16.240> uh,<00:58:16.400> you<00:58:16.640

Keywords: 1189, house, all

Transcript Highlights:

• of second grade, and writing on a first-grade level.
• I'm here speaking for the 68% of third grade students in Fort Worth ISD who cannot read at grade level
• cannot read at grade level.
• I am in sixth grade, and I use a power wheelchair.
• I am in sixth grade, and I use a power wheel. sixth grade and I use a power wheelchair because I have

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• So here I want to show you, these are our achievement of grades.
• And then the next one is the summary by grade level and classroom.
• You know, we have to have the 41% above our subgroups for our school grade.
• You know, we have to have the 41% above our subgroups for our school grade.
• Grade levels in elementary have their competitions built around it.

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.