Transcript Highlights:

• For elementary-aged girls, physicals aren't required to play on the fourth-grade girls volleyball team
• They have to do it separately, just in case.
• Gender identity is something separate, which we also protect, but trans kids can still play in sports
• But when I was in ninth grade, that's when the Title IX legislation passed and was signed into law.
• How terrible it was when I was in 12th grade.

Transcript Highlights:

• </c><00:06:44.280><c> in</c><00:06:44.520><c> what</c> first grade in what first grade in what follows
• </c><00:27:26.840><c> I</c> whether they learn in the first grade I whether they learn in the first grade
• , it can be used across those grades.
• </c> grade when and maybe in seventh grade grade when and maybe in seventh grade and<02:10:18.880><c>
• My oldest was in third grade, my next youngest was in first grade, and then we had eight coming along

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• the Mississippi Department of Education to develop a social media safety curriculum for schools for grades
• 6 through 12 regarding social... ...for grades 6 through 12 regarding social media and cyberbullying
• being a problem with if the child was not doing well that they were going to get held back in the 8th grade
• getting remedial help but they will be getting remedial help, but if you hold a child back in the 8th grade
• Speaker. ...foreign entity of concern that's listed on the federal government separate different things

Transcript Highlights:

• Look at their eighth-grade scores. Look at their GDP growth.
• don't want a student in Oklahoma not to achieve everything they can because they decided in first grade
• Grade math wasn't for them, so I would appreciate your yes vote. That concludes the debate.
• Those are the strong Readers' Act money is state dollars that we put into a separate formulary based
• Those are the strong Readers' Act money is state dollars that we put into a separate formulary based

Bills: SB1726 , SB1236 , SB1633 , SB1413 , SB1317 , SB1360 , SB1342 , SB1477 , SB1189 , SB1546 , SB1524 , SB1338 , SB1193 , SB1812 , SB1617

Committee: Senate Education

Keywords: higher education, graduate instructors, training program, academic integrity, First Amendment rights, administrative reporting, education, consolidation, board, public schools, resident tuition, Oklahoma State Regents for Higher Education, state scholarships, financial aid, immigration status, undocumented students, noncitizen students, lawfully present, postsecondary education benefits, college tuition

Transcript Highlights:

• biggest jump is the most recent one, when you all increased the secondary factor from 1.045 for 6th grade
• students and 1.25 for 7th through 12th grade students.
• To a single factor of 1.30 for 6th through 12th grade, that change resulted in a 7% increase in funding
• You might consider those somewhat separate from your CTE programs, but in a high-quality CTE program,
• And that's the biggest dropout from the 6th through the 9th grade to engage them, right?

Transcript Highlights:

• I have worked as a teacher in a variety of grade levels. I've been an elementary school principal.
• I have taught kindergarten through eighth grade special education.
• Kids really start being separated. I.e., kids with math skills go into a higher kind of academic.
• Licensure for School Nurses Grades Pre-K through 12.
• My oldest is in first grade at our neighborhood public school in Albuquerque.

Transcript Highlights:

• . separated. separated.
• Um we still are him in first grade.
• Math is his at a fourth grade level.
• He's in third grade now. Um but thing. He's in third grade now.
• </c> sure it's very difficult to to separate sure it's very difficult to to separate these<01:57:44.600

Summary: The committee first approved the minutes from its September 24 meeting after a motion and second. It then heard a presentation from New Mexico Early Childhood Education and Care Secretary Elizabeth Gragensky on that state’s early childhood system and planned universal child care rollout. She described how New Mexico consolidated multiple prenatal-to-age-five programs into a cabinet-level department, expanded pre-K to a longer day, and uses a cost model to set reimbursement rates intended to cover true provider costs, including wages, benefits, occupancy, food, and reserves. She also said the state created an Early Childhood Trust Fund and secured a constitutional amendment to dedicate 0.60% of the land grant permanent fund to early care and education, with the department’s budget growing from about $400 million in 2021 to just under $1 billion this year. Gragensky said families can begin applying for universal child care on November 1, with participation voluntary for both families and providers. She reported that New Mexico is aiming to expand capacity by adding 1,000 registered home providers, 120 group homes, and about 55 more centers, supported in part by a $13 million low-interest loan fund and a request for an additional $20 million. She said the state has seen growth in early childhood professionals, including a 64% increase over the last three to four years, and pointed to reported outcomes such as a 21% increase in literacy and a 75% kindergarten readiness rate, while noting that some measures are new and baseline comparisons are still being developed. Members asked about the funding sources, provider profitability, workforce development, and measurable outcomes. Gragensky said the program is designed to support provider sustainability through rates tied to true cost and includes allowances for sick leave, vacation, benefits, and reserves. She also said maternal labor force participation is 10% higher than the national rate and attributed that in part to child care access. The committee then moved to a separate presentation by Department for Community Based Services Commissioner Lisa Dennis and Division of Family Support Director Roger McCann on anticipated cuts to TANF and SNAP, beginning with an overview of TANF as a federal block grant with a fixed annual Kentucky allocation of about $180.7 million.

Transcript Highlights:

• , including the following: first, that the Family Empowerment Scholarship Program is funded as a separate
• The curriculum is excellent, but it's being taught to the wrong grade.
• But it should be taught maybe to a later grade, like 11th or something like that, 12th grade.

Summary: The conference committee met to discuss the Senate’s second budget offer and its first offer on SB 7030. The chair said the budget proviso and back-of-bill offers were continuing to close out remaining issues, and explained the Senate’s approach to the new academic accelerated option supplement in the FEFP as restoring about 80% of prior weighted FTE funding for acceleration options other than dual enrollment, citing existing statutory requirements and the different cost structure of dual enrollment. Senator Gates then presented the Senate’s modified SB 7030 offer, saying the bill was intended to address problems tracking roughly 23,000 students moving among public schools, private schools, and homeschooling, and to better ensure funding follows students correctly. He said the offer would preserve key parts of SB 7030 while making changes such as extending the fall application window, delaying some spring-term documentation, modifying background screening requirements, and allowing the commissioner to extend deadlines in extenuating circumstances. The offer also kept the Family Empowerment Scholarship Program as a separate FEFP categorical, expanded the Education Stabilization Fund, created fall and spring application windows, required enrollment cross-checks and student IDs, changed scholarship payments to monthly with front-loaded options, and required scholarship funding organizations to return funds tied to Auditor General FTE audit findings. A public commenter, a longtime teacher from Daytona Beach, urged that the financial literacy course be taught at a later grade level, such as 11th or 12th grade, and suggested a system of diverse guest speakers in classrooms to encourage more students from underrepresented groups to consider business ownership. No questions were raised from the committee after the Senate offer, and no vote was taken. The vice chair said the House would take the offer back for review, and the chair announced there would likely be one more meeting with a one-hour notice before the meeting adjourned by motion without objection.

Transcript Highlights:

• We know that every third-, fourth-, and fifth-offense DWI, that's a felony grade, started as a misdemeanor
• grade, as a first or second offense.
• grade, as a first or second offense.
• That's a felony grade started as a misdemeanor grade as a first or second offense.
• It is a separate trial. It is in front of a judge who decides.

Bills: HB146 , HB333 , HB517 , HB828 , SB87 , SB93 , SB98 , SB118 , SB125 , SB199 , SB277 , SB294 , SB306

Committee: House Administration of Criminal Justice

Keywords: sports wagering, gambling, elections, local control, revenue generation, inmates, housing, corrections, Department of Public Safety, local jurisdiction, criminal justice, juvenile justice, jury trial, felony offenses, crime of violence, sex offenses, correctional facilities, in-custody deaths, medical oversight, independent investigations

Transcript Highlights:

• begin reviewing those projections in January and February to propose statewide projections for each grade
• how they may be affected by factors such as the current FTE, the state's birth rate, and historic grade
• It also specifies the FTE type that will be affected and determines which programs and grades will be
• And while that would be, and this is the proposal, we separate it out, there's a consistent, and part
• Thanks to his leadership, you know, we improved a lot in our grade.

Summary: The Pre-K through 12 Budget Subcommittee met to review how Florida’s Education Finance Program (FEFP) works, receive an update from the Department of Education on the October 2024 FTE survey and third FEFP calculation, and hear from three county superintendents about forecasting enrollment and reconciling scholarship students. The chair explained that FEFP is funded by both state and local dollars, is recalculated multiple times during the year, and is now closely tied to school choice policy. Department staff said the third calculation was still being rerun but should be completed soon, and described the forecasting process as collaborative among districts, DOE, and the Education Estimating Conference. Superintendents from Polk, St. Lucie, and Hendry counties said enrollment shifts, especially students moving to Family Empowerment Scholarships, homeschooling, or private schools, make budgeting and staffing difficult. They said districts often must hold back funds to protect against midyear losses, which affects collective bargaining, staffing, transportation, and classroom organization. Several members raised concerns about duplicate counting, transparency, and whether students receiving scholarship funds can also remain in district classrooms. DOE said districts can access scholarship information through a secure portal and that scholarship funding organizations are paid quarterly, with a new process requiring certification and possible future payment adjustments to reduce duplication. The superintendents urged better real-time tracking of students through a statewide ID or student information system and suggested scholarship students should be funded separately from district FEFP calculations. Members also discussed whether more frequent or daily attendance-based calculations would improve accuracy, though some warned that daily attendance could create new problems for high-poverty districts. The committee also briefly discussed categoricals, including mental health and ESE funding, with DOE saying it evaluates programs through studies, reporting requirements, and legislative direction. No votes were taken; the meeting ended with a motion to rise and adjourn.

Transcript Highlights:

• What we mean by that is if one grade is implementing this in the same school but another grade isn't,
• , and this is now expanding it to secondary grades.
• If they're in a later grade, of course, that would cease whenever they're no longer in those grades.
• This does restrict it to grades 10 through 12, so I don't have that grade level breakdown.
• First grade, second grade. Find out if they're struggling in math and literacy.

Transcript Highlights:

• In kindergarten and first grade, so even though our retention is at the end of third grade, we've got
• level to fourth grade.
• So they're more than halfway through fourth grade now and see what... ...through fourth grade now and
• for fifth grade.
• We're going to retain them in fourth grade." ...going to retain them in fourth grade.

Transcript Highlights:

• And we've expanded to fourth grade this year as well.
• And our lab-grade sensors collect over 200,000 data points a day on that environment.
• So in my classroom, as a sixth-grade teacher, we focus a lot on photosynthesis.
• It's separate from this. It doesn't allow us to purchase locally. No. Gotcha. Okay.
• It's separate from this. It doesn't allow us to purchase locally. No. Gotcha. Okay.

Committee: House Appropriations

Summary: The committee heard public testimony on several budget requests tied to health and human services. Louisiana Children’s Advocacy Centers asked for continued support and a supplemental appropriation of $1.173 million for infrastructure and standardization, explaining that the money would expand use of the Guardify digital evidence system, improve chain of custody, and reduce reliance on DVDs. Baton Rouge and statewide CAC leaders said prior funding helped eliminate a therapy wait list and speed services for abused children. Members asked detailed questions about the digital system, MDT coordination, and how the request related to SB 237, which would strengthen multidisciplinary review of child abuse cases. The Alzheimer’s Association sought $824,000 to sustain the dementia care specialist program, saying it helps families navigate services, keep loved ones at home longer, and reduce Medicaid costs. AARP and the Live at Home Coalition also testified for 750 additional Community Choice waiver slots at a state cost of $3.3 million, arguing that home- and community-based care is cheaper than nursing homes and that the current wait list is more than 11,000 people. Legislators discussed the size of the need, the state’s long-term care spending mix, and whether more support should go to family caregivers and community-based options. Testimony also focused on disability support services, substance use treatment, and developmental disability provider rates. A parent and direct support worker described the Children’s Choice waiver’s 20-hour cap and low pay, saying it makes it hard to retain caregivers and meet the needs of medically fragile children. Odyssey House and O’Brien House asked for higher Medicaid reimbursement rates under ASAM 4, warned that removal of room-and-board payments and weak Medicaid eligibility pathways are reducing access, and called for more oversight of sober living homes; members questioned outcomes data, length of stay, and links to homelessness. Finally, the Arc of Louisiana said the LDH rate study confirmed underfunding and supported a $53.6 million increase in state general funds, with local ARC leaders describing the services they provide and the need for higher direct support professional wages.

Transcript Highlights:

• But I think it is separate money.
• </c> that the building Aid is is separate that the building Aid is is separate from<00:06:22.880><c>
• </c> can't do it but I think it is a separate can't do it but I think it is a separate separate<00:06
• But I think it is separate money.
• in your grade you how to enter grades in your grade book<01:25:27.639><c> you</c><01:25:27.719><c> know

Summary: The committee first heard HB 295, which would make school building aid funds non-lapsing/non-APS. Representative Cahill said the bill was intended to keep any unused building aid money available for future projects, potentially helping move projects up the priority list or provide a little more funding for school construction. Members asked about how much money has lapsed in past years, whether the education trust fund and building aid are separate, and whether any lapsing dollars could be used to pay down debt. Department of Education official Jim Carney said about $29.1 million would be available if building aid is funded to the $50 million maximum in FY26, confirmed that the fund currently lapses, and said the department would gather historical lapse data. Committee members also discussed whether a dedicated fund structure could achieve the same goal, and the chair noted that the education trust fund statute includes school building aid as one of its uses. No vote was taken; the hearing was closed and the committee said it would later hold a work session after receiving more information. The committee then took up HB 237, introduced by Representative Dan McGuire, which would prohibit the use of special education state funds and differentiated aid for students not receiving special education services. The New Hampshire School Boards Association, through Becky Wilson, opposed the bill as written, saying it was unclear, potentially unnecessary, and difficult to implement because adequacy and differentiated aid are distributed as part of a districtwide lump sum rather than as student-specific dollars. She explained that special education costs are embedded across district budgets, including staffing, training, transportation, and instruction, and that some staff and services benefit both special education and general education students. Wilson also said differentiated aid is not tied to a specific pupil and is used at the district’s discretion, though it is intended to support students with greater needs. Committee members pressed on whether the bill would require districts to track money by individual student, whether it could conflict with federal special education law, and whether it would affect least restrictive environment requirements. Wilson said making the funds student-specific could create privacy and accounting problems and could make it difficult to staff inclusive classrooms, though she did not give a definitive legal opinion on federal compliance. She agreed that students who are not eligible for special education would not be included in the separate catastrophic/special education aid reimbursement program. The discussion continued into the second section of the bill, with members exploring how adequacy aid and differentiated aid are used in practice, but no action was taken during the portion provided.

Transcript Highlights:

• Those grades will be based on clear rules.
• We also make the grades easy for consumers to see: the department has to post every system's grade online
• Okay, so fine, but my neighborhood gets an F grade.
• ...and that's why they have an F grade?
• Letter grades change every 10 points.

Committee: House Conservation and Natural Resources

Summary: The Conservation and Natural Resources Committee first took up Senate Bill 953, which was described as ensuring environmental protection funds remain dedicated to that purpose. The committee substitute added provisions from House Bill 1885, changing Clean Water Commission membership conflict rules, and Senate Bill 1397, giving certain reservoir water storage contract holders exclusive rights to return flows. Members discussed the conflict-of-interest language and the water-return provision, then adopted a House committee amendment and the amended substitute by voice vote. The committee then voted the House Committee Substitute for Senate Bill 953 do pass by a 6-5 roll call, with Representative Wellenkamp voting no. The committee then heard House Bill 3193, a proposal by Representative Wellenkamp to reduce single-use plastic waste in state parks and historic sites by phasing out plastic bags, plastic water bottles, and Styrofoam/styrene containers, while allowing exemptions where needed. Supporters, including conservation groups, a Missouri River Bird Observatory representative, and others, said plastics harm parks, waterways, wildlife, tourism, and human health, and urged alternatives and better waste practices. Some members raised concerns about accessibility and the need for practical substitutes for people with disabilities and for emergency or park operations. The Missouri Beverage Association opposed the bill, arguing its plastics are recyclable and that education and recycling are better approaches than bans. Finally, the committee heard House Bill 3320, the Drinking Water Transparency and Accountability Act, which would assign Missouri public water systems A-F grades based on violations, finances, operations, and infrastructure, and would impose additional oversight and spending restrictions on systems graded D or F. The sponsor said the bill would make water-system problems easier for ratepayers to understand and help address chronic failures; supporters from Missouri American Water, Central States Water Resources, and the Missouri Chamber said it would improve transparency and support investment. Opponents from municipal utilities, the Missouri Municipal League, and the Missouri Water Association argued the bill oversimplifies a technical field, duplicates existing consumer confidence reports, could confuse customers, and may undermine trust in local systems. No vote was taken on HB 3193 or HB 3320 before adjournment.

Transcript Highlights:

• And we require public school students to qualify through certain classes, certain grade point average
• She had to basically keep her grades up. She had to have a GPA of 2.5 on a 4.0 scale.
• She had to basically keep her grades up, and she had to apply for that, I believe, by eighth grade or
• between eighth grade and high school at that time.
• If they go outside of grading them on their academic work, basing that grade on the actual opinions and

Bills: HB2950 , HB2978 , HB3132 , HB3242 , HB3467 , HB3700 , HB3701 , HB4115 , HB4274

Committee: House Education Oversight

Keywords: postsecondary education, standardized test scores, educational equity, higher learning access, Oklahoma Higher Learning Access Program, HB2978, school libraries, library media center, library media program, community standards, sexually explicit conduct, obscene material, age-appropriate materials, school curriculum, book challenges, book banning, censorship, public schools, school board, education committee

Transcript Highlights:

• I taught seventh grade in the 1990s.
• Oh, your assignment in the fall is going to be in fifth grade regular ed.”
• Three people I loved were killed in two separate shootings.
• At that time, having a phone was reserved for those in the upper grades of high school.
• now 40, and I am the proud grandmother of nine, ranging in ages from my fifth grade.

Committee: Joint Joint Committee on Education

Summary: The committee opened a public hearing on 41 bills related to school climate and safety, with chairs Jason Lewis and Ken Gordon outlining procedures and noting more than 125 witnesses. The first major topic was the “Study Act” on cell phones in schools and related social media restrictions (House 666/Senate 335). Secretary of Education Pat Tutwiler and Attorney General Andrea Campbell testified in strong support, arguing that bell-to-bell phone-free policies would improve student focus, reduce anxiety and distraction, and support mental health. Several legislators also supported the approach, though Representative Jeff Turco and Senator John Keenan emphasized narrower bills focused only on school-day phone restrictions rather than broader social media regulation. Senator John Velis likewise backed a comprehensive school-hours restriction, citing student distraction and mental health concerns. Representative Tarsky described successful implementation of a Yondr pouch system in a school where he served as principal, saying it improved engagement and reduced bullying and discipline issues. The committee then heard testimony on a bill to prohibit Native American mascots in public schools (Senate 312/House 575). Senator Joe Comerford, Brittany Wally, and Rhonda Anderson all urged passage, saying Native mascots are dehumanizing, harmful to Native youth, and inconsistent with civil rights and educational values. They described support from tribal nations and noted that many Massachusetts schools have already changed mascots, but some still resist. The hearing also included testimony on school start times (House 647/Senate 360), where middle school students Caroline Duffy and Emery Jarvis described exhaustion and survey data showing widespread sleep deprivation. Former educator Telia Jacobs, former principal Rep. Tarsky, and others argued that later start times would improve health, learning, and student well-being, while acknowledging transportation and scheduling challenges. Zoriana Petrosian, who helped write one of the bills as a student, said the state already has enough research to act now. Additional bills drew testimony on related school issues. Dr. Raul Fernandez supported a bill promoting racially integrated schools (Senate 324), citing a recent advisory council report showing large disparities in segregated schools and urging DESE to develop a statewide integration strategy. On safe firearm storage education (House 548/Senate 397), multiple witnesses from Grassroots for Gun Violence Prevention and school communities supported annual school-based education about secure storage, saying it would help prevent child access to unsecured firearms and build on local resolutions already adopted in some districts. The committee also heard testimony on bills to expand career and academic plans (House 533/Senate 438), with speakers saying more structured planning would help students make informed college and career choices. Later, testimony on child sexual abuse prevention and survivor support bills described the prevalence of abuse, the need for training in schools and youth-serving organizations, and the importance of extending compensation and prevention measures. Throughout the hearing, chairs repeatedly closed bills with no witnesses and moved the agenda forward, but no votes were taken in the portion of the transcript provided.

Transcript Highlights:

• My grades fell, and I began wishing I wouldn't wake up.
• He ended up returning to Melrose High School for 10th grade.
• She's now in 11th grade, doing well, but still receiving care.
• In fifth grade, she started avoiding school—again, not herself.
• Then the pandemic hit in sixth grade.

Committee: Joint Joint Committee on Mental Health, Substance Use and Recovery

Summary: The Joint Committee on Mental Health, Substance Use and Recovery opened its first public hearing of the 2025–26 session with remarks from the Senate and House chairs outlining the committee’s priorities. They noted recent work on addiction and recovery legislation, the ongoing youth behavioral health crisis, and that members might need to leave periodically for floor votes. The chairs explained hearing procedures, including three-minute testimony limits, written testimony deadlines, and reporting deadlines for Senate and House bills. The hearing then focused on several bills related to youth mental health, overdose prevention, and psychedelic treatment research. A major portion of the hearing centered on bills to improve youth crisis response and overdose prevention. Testimony strongly supported bills to print the 988 Suicide and Crisis Lifeline on student ID cards, with speakers from mental health organizations, crisis centers, and individuals sharing personal stories of depression, suicide attempts, and the importance of making 988 as familiar as 911. Another set of bills would require schools to stock naloxone and provide overdose prevention education. Physicians, harm reduction advocates, students, and grieving family members testified that school-based Narcan access and education could save lives, reduce stigma, and help students recognize overdoses and understand Good Samaritan protections. Senator O’Connor and Tamika Perry also testified for a bill to strengthen substance use prevention education and reduce overdose abandonment, emphasizing the need to teach students about overdose risks and the legal protections for calling 911. The committee also heard testimony on a bill to authorize a pilot program for psychedelic treatment in licensed facilities. Senator Friedman and several medical and behavioral health professionals argued the proposal was a narrow, research-based approach distinct from the broader ballot question rejected in 2024. They said the bill would allow only a small number of supervised clinics to use psychedelics for conditions such as depression, PTSD, anxiety, and substance use disorders, with data reporting and Department of Public Health oversight. Supporters described it as a cautious way to study promising treatments while avoiding unsupervised or commercialized use. Finally, the committee heard support for a bill to create a special commission and five-year strategic plan for children’s behavioral health services, with testimony that the current system is fragmented, difficult for families to navigate, and strained by workforce and funding challenges. No votes or final actions were taken during the hearing; the committee primarily received testimony and questions on the bills.

Transcript Highlights:

• So they're separate in that sense.
• So they're totally two separate things; one's not going to impact the other. Can I follow?
• So they're separate in that sense.
• </c> anything they're totally two separate anything they're totally two separate buckets<00:44:23.839
• </c> kindergarten or first grade kindergarten or first grade so<01:03:55.319><c> that's</c><01:03:55.400

Committee: Senate Education Finance

Transcript Highlights:

• and not 6th grade.
• Sixth grade is important for them to be counted as middle school.
• students to schools that do serve 6th through 12th grade students.
• This for the older grades is huge because they're the ones where we start to lose them.
• And including sixth grade. But where are we seeing that decrease in student membership?

Committee: House House Education