Transcript Highlights:

• were students of color and schools where the vast majority of students were white.
• We also know that Black students in the California Community College system are performing at the lowest
• So when you hear the statistics, we know that A.M.E.N. students are performing differently.
• students of color.
• students of color.

Keywords: 988, house, all

Summary: The Select Committee on the Status of Boys and Men of Color held its second hearing, focused on the cradle-to-college-and-career pipeline, with an emphasis on education, school discipline, community schools, and higher education pathways. Chair Isaac Bryan opened by noting that two bills from the first hearing had been introduced and were advancing through the Legislature. Members Mike Fong, Senator Gonzalez, and Corey Jackson offered remarks supporting bipartisan, cross-sector work to address inequities affecting boys and young men of color. The first panel discussed school discipline and safety. Dr. David Turner cited major declines in suspensions since state reforms such as SB 274, SB 419, and AB 420, but said disparities remain for Black and Native boys and that school policing and “ghost suspensions” still push students out of class. Brandy Bowen-Bremont and LaQuan Muhammad described hidden disciplinary practices, police referrals, and the need for restorative, culturally rooted, and care-first supports. Members asked about the causes of the suspension decline, statewide versus local data, and whether MTSS and restorative practices are being implemented with fidelity. The second panel focused on community schools. Witnesses from Californians for Justice, Reclaim Our Schools LA, M.I.L.P.A., and the Center at Sierra Health Foundation urged a $1 billion ongoing state investment in the California Community Schools Partnership Act. They argued community schools improve attendance, school climate, academic outcomes, and family engagement while reducing suspensions and chronic absenteeism. The third panel addressed college and career pathways, with speakers from the California Faculty Association, UC Student Association, Brotherhood Crusade, A.M.E.N., and Improve Your Tomorrow calling for more financial aid, dual enrollment, mentorship, and student support. They also criticized state spending priorities, compared prison and higher education budgets, and urged investment in programs that keep young men of color connected to school and work. Public commenters largely echoed support for community schools, youth justice, and broader investment in boys and men of color, including rural and urban perspectives. Chair Bryan closed by highlighting the importance of representation and the role of mentorship and second chances in his own life, then adjourned the committee.

Transcript Highlights:

• As we all know, there's no question CTE is critical for students. It's good for students.
• It really addresses student engagement, attendance.
• So I think that there in terms of housing students.
• Students in our state, how many of our students may be being served in a virtual program?
• And again, these are full-time virtual students, not students that may have a virtual component as a

Keywords: 996, all

Transcript Highlights:

• It is required that students go to school. It is required that students go to school.
• That's 199,000 students.
• That's 199,000 students.
• That's 199,000 students.
• That's 199,000 students.

Keywords: 1183, house

Transcript Highlights:

• But we have to have performance standards.
• Make them perform and test. If they test 87 percent, you know, Make them perform and test.
• So it would go to performance-based.
• We're giving students the money; they give it to the school. That's right.
• who is a homeschool student shall not exceed $5,000 during a school year.

Keywords: 1204, all

Transcript Highlights:

• Student success means recruiting more students than other programs.
• But 93 students have come back.
• But 93 students have come back.
• So it's not just recent students. These students go back a ways.
• System pathways and the lived experiences for a variety of students and student types.

Summary: The Higher Education Institutions Committee met at NDSU and heard an extensive presentation from President David Cook/President Stewart and NDSU leadership on the university’s priorities, including enrollment, student success, research growth, and use of New Horizons funding. Leaders emphasized NDSU’s land-grant mission, its role in workforce development, and its goal of becoming more distinctive through strategic planning, recruitment and retention, commercialization, and partnerships. They highlighted that NDSU awarded 2,370 degrees in 2025, produces a large share of the state’s engineering, nursing, and agriculture graduates, and reported strong outcomes for graduates staying and working in North Dakota. They also noted enrollment headwinds, competition from other institutions, and the need to manage tuition waivers more carefully through a scholarship optimization effort. Provost Sherry Vale outlined academic stewardship efforts, including review or consolidation of low-producing programs, strategic hiring tied to institutional priorities, faculty workload policy changes, and expanded online and regional offerings. She said the university is using New Horizons dollars to strengthen advising, student support, and programs in engineering, agriculture, and health. NDSU leaders also described new or expanded academic offerings such as robotics and automation, artificial intelligence, material science and engineering, nuclear engineering certificates, accelerated nursing, nurse practitioner certificates, a Master of Health Administration, and a clinical research master’s program with Sanford Health. They stressed that these investments are intended to improve student completion, meet workforce needs, and increase return on public investment. The committee also heard testimony from students and recent graduates who described the value of NDSU’s education, mentorship, internships, research opportunities, and support services. Alyssa Hodges spoke about pharmacy education, public health work, and campus support as a parent and student; Ethan Blessy described engineering coursework, internships with Marvin, and career preparation; and Aiden Freolic discussed neuroscience research, federally funded projects, and plans for graduate study. Their testimony was followed by presentations on partnerships with Gateway to Science for K-12 STEM outreach and with Sanford Research on biomedical research, clinical trials, obesity research, and a joint biostatistics hire. NDSU also highlighted systemwide shared services, Governor’s School programming, and research growth, including a reported 8% increase in research expenditures from $199 million to $215 million. No bill votes were taken; the meeting was informational and featured presentations, testimony, and discussion of future planning and partnerships.

Transcript Highlights:

• in serving the needs of students.
• Evidence includes loss in schools, including lives, teachers, student behavior, academic performance,
• But also, in the event that a student, per just as an example, what if a student is sexually assaulted
• You and you might encourage that student to contact their parent, but clearly that student is coming
• Concerning their students, and that any attempts to encourage students to withhold information from parents

Transcript Highlights:

• performance.
• performance.
• performance.
• performance.
• they assess student performance.

Keywords: 928, house, all

Summary: The committee held a work session focused on school funding formulas, adequacy aid, and special education aid, with the chair outlining a schedule for the next several Tuesdays and noting that the committee would likely need multiple executive sessions to narrow down the bills. Members discussed the FY 26 formula, including base cost, differentiated aid, extraordinary needs grants, hold harmless provisions, and the roughly $28 million in excess statewide education property tax (SWP) funds that are not currently returned to the state under the existing formula. The first bill discussed was HB 137, which would allow excess SWP funds to remain with the local municipality for school and municipal purposes. Representative Spilsbury argued the issue is fundamental and suggested the state should require excess funds to be remitted back to the state, while Representative Damon said the bill appears to codify current practice and may be unnecessary, especially given possible court action. The discussion then shifted to a related bill from Representative Fellas that would redefine SWP as local money rather than state money and keep the current adequacy aid numbers revenue-neutral for now. Representative Fellas explained that SWP was created in 1999 after the Claremont lawsuit as part of the state’s effort to show increased school aid, but that it effectively labeled part of the local property tax as state money without changing property tax bills. She argued the state should not be tapping local property tax revenue and said her bill would preserve the current distribution while removing the SWP tax label, with future work possible on a different measure of local capacity such as income, home values, or poverty rate. Members also referenced prior discussions of fiscal capacity aid, relief aid, and other formula changes as part of the broader effort to restructure school funding.

Transcript Highlights:

• were students of color and schools where the vast majority of students were white.
• 230,000 undergraduate students across the state and the future students of the UC who rely on us.
• We also know that Black students in the California Community College system are performing at the lowest
• So when you hear the statistics, we know that A Men students are performing differently.
• students of color.

Summary: The Select Committee on the Status of Boys and Men of Color held its second hearing, focused on cradle-to-college-and-career pipelines and education. Members opened with remarks emphasizing bipartisan support, the need to address opportunity gaps, and the committee’s prior hearing in Los Angeles, which helped generate legislation. The chair framed the day around school safety and discipline, community schools, and college/career pathways, and noted that public comment would be included at the end. In the first panel, witnesses described persistent disparities in school discipline and policing, even as suspension rates have declined statewide. Dr. David Turner cited reductions in suspensions tied to reforms such as bans on willful defiance suspensions, but warned that Black and Native boys remain disproportionately suspended and that “ghost suspensions” and police referrals still push students out of class. Other advocates called for stronger accountability, more restorative and culturally rooted practices, and greater investment in community-based supports. Members asked about the role of state and local policy, rural versus urban differences, and how to measure which interventions work best. The second panel centered on community schools. Advocates from Californians for Justice, Reclaim Our Schools LA, MILE, and the Sierra Health Foundation argued for the governor’s proposed $1 billion ongoing investment in the California Community Schools Partnership Act. They said community schools improve attendance, reduce suspensions, strengthen belonging, and create shared decision-making with families and students. Panelists described the role of community school coordinators, the importance of authentic partnerships, and the need to track informal discipline practices. Committee members pressed for a plain explanation of community schools and heard that the model is intended to be a high-return equity strategy that can save the state money over time. The final panel addressed college and career pathways. Speakers from the California Faculty Association, UC Student Association, Brotherhood Crusade, A Men, and Improve Your Tomorrow highlighted barriers facing Black, Latino, Native, and other boys and men of color in higher education, including financial aid gaps, weak transfer pathways, underinvestment in student support, and low campus belonging. They urged continued funding for community schools, expanded dual enrollment and ELOP access, and support for mentorship and culturally responsive programs. Public commenters echoed support for community schools and youth investment, including calls to redirect prison spending toward education and prevention. The chair closed by thanking the panelists, reflecting on his own school struggles and the role of mentorship, and adjourned the committee.

Transcript Highlights:

• committee please assemble and perform committee please assemble and perform the<00:02:57.920>
• students have a solid foundation. students have a solid foundation.
• declining opportunities for students. declining opportunities for students.
• now serves about 800 students. now serves about 800 students.
• students reach their full potential. students reach their full potential.

Keywords: 927, senate, all

Transcript Highlights:

• I'm heavily involved with student organizations.
• I teach advocacy in Austin and I'm a full-time student at ACC.
• I am a community college student here.
• I'm a social work student on a pre-law track.
• I am a student at the University of Texas at Austin, and I'm a Texan.

Bills: HB1320, HB2012, HB2293, HB2655, HB3174, HB4108, HB4661, HB4799, HB5534, HB5580

Keywords: transportation, infrastructure, funding, state budget, public safety, child welfare, county boards, membership, local governance, public welfare, government service, social services, Texas Family Code, regulation, vendors, solicitors, roadside sales, county authority, Sweeny Hospital District, board of directors

Transcript Highlights:

• Olympic-level performances are comparable in some events.
• Olympic-level performances are comparable in some events.
• When students were asked why they participate, the answer is...
• If there is an urgency, it's to protect our students.
• If there is an urgency, it's to protect our students.

Keywords: 1183, house

Transcript Highlights:

• Students League.
• DOE or the students.
• DOE or the students.
• DOE or the students.
• DOE or the students.

Keywords: 910, house, all

Transcript Highlights:

• The Every Student Succeeds Act, Carl D.
• When it comes to our students and our employers, we’re serving two customers: the students and our families
• six core performance indicators.
• WIOA is not the student loan program.
• And then beyond that, you can do more pay-for-performance contracts.

Summary: The committee heard testimony from Nick Moore, Acting Assistant Secretary of the Office of Career and Technical Education, on efforts to better align workforce, education, and human services programs. Moore argued that WIOA, Perkins, and ESSA were designed to function as an integrated talent system, but that federal and state bureaucracy has kept them siloed. He said the Department of Labor and OCTAE are working on more integrated state plan guidance, including a 2026 plan modification timeline, combined Perkins/WIOA plans, and greater use of labor market information to align training with in-demand jobs and Workforce Pell. Moore emphasized reducing overhead, cross-training staff, using common intake and integrated case management, and focusing on the “shadow labor force” of people facing benefit cliffs, child care barriers, or other obstacles to work. He repeatedly urged states to use waivers and flexibility where possible, to consolidate or streamline local workforce structures, and to hold programs accountable through measures such as labor force participation, training-related employment, retention, and cost per successful outcome. Members asked about the balance between flexibility and accountability, the role of employers versus postsecondary institutions, rural “training deserts,” state waivers, and data systems such as Mississippi Spark and Arkansas Launch. Moore said states should use technology and integrated intake to co-enroll eligible participants in multiple programs and better match people to jobs. In response to questions, Moore said some federal rules cannot be waived, but many reporting and administrative requirements can be streamlined, and he encouraged Arkansas to propose ideas for waivers or state-level integration. He also discussed the need for enhanced wage records and state longitudinal data systems to improve workforce planning and economic development. After Moore’s presentation, DHS Secretary Janet Mann and Director Jay Hill gave a brief update on reimbursement rates, saying the department had compiled more than 100 public comments, recommended holding the current rate, and was awaiting executive review; they estimated the process could take 30 to 60 days. The committee then adjourned, noting a later audit presentation scheduled for the afternoon.

Transcript Highlights:

• , sorry, 1.8 million students in the low of the pandemic back up to 2.2 million students today.
• A hundred for the student block?
• We discussed earlier that the student-centered funding formula includes a performance-based component
• How many students next year?
• Some of the context here is because we really try to measure based on our students' individual performance

Keywords: 988, house, all

Summary: The committee heard an overview of the Governor’s proposed community college budget, including roughly $14.1 billion in Proposition 98 funding, repayment of the $408.4 million apportionment deferral, a 2.41% COLA, 1% current-year enrollment growth that rolls into 0.5% in the budget year, a $100 million student support block grant, and $120.7 million for deferred maintenance. The LAO supported prioritizing COLA and enrollment growth but raised concerns about making some proposals ongoing, including the Healthy School Food Pathways Program and additional credit for prior learning funding. The Chancellor’s Office said enrollment has rebounded to about 2.2 million students and supported the Governor’s growth and maintenance investments, while also asking for a COLA for the Student Equity and Achievement Program and continued support for dual enrollment. Members focused heavily on enrollment growth, the 10% district cap, and hold-harmless districts. The Chancellor’s Office said systemwide growth is closer to 3%, with about $85 million to $90 million needed to fully fund it, and estimated roughly $30 million ongoing would be needed to address the cap for about seven districts. Members expressed concern that underfunding growth could limit course access and asked for a proposal that would fund growth while tying it to outcomes and accountability. The discussion also covered the SCFF, hold-harmless districts, and whether colleges are being right-sized as enrollment patterns shift. A major portion of the hearing was devoted to common course numbering. The Chancellor’s Office described the effort as a major faculty-driven reform already implemented across all 115 community colleges, with six common courses launched and more phases coming. However, it argued that common numbering alone does not guarantee credit mobility or consistent transfer, because articulation is still handled campus by campus, creating thousands of separate reviews and inconsistent outcomes for students. Members pressed on examples such as calculus and ethnic studies, and several said the system still appears to fall short of the intended transparency and transferability. The issue was left open for further work. The committee also reviewed Calbright College funding. The Governor proposed $38 million in additional ongoing support, bringing Calbright to $53.1 million ongoing. The LAO recommended instead transitioning Calbright to the student-centered funding formula, while noting that Calbright’s noncredit, competency-based model makes FTES-based funding difficult to apply. Calbright leaders defended the proposal, citing enrollment growth to about 7,000 students, projected growth to 8,000 to 9,000 next year, and outcomes such as more than 2,200 certificates and wage gains for adult learners. Members asked for clearer enrollment and funding comparisons, and the item remained under discussion.

Transcript Highlights:

• > in students students currently thriving in students students currently thriving in the<00:59
• Additionally, at this moment we have no idea how students are performing under this program, but we do
• <01:13:16.320> are<01:13:16.560> performing<01:13:17.159> under idea how students
• are performing under idea how students are performing under this<01:13:17.760> program<01:13:
• performance improved when students<01:13:34.560> returned<01:13:35.400> Florida<01:13:

Keywords: 1191, senate, all

Transcript Highlights:

• That they provide to the students.
• And if that has gone up or down as far as state students, in-state students?
• Creating a supportive and engaging environment where we retain and graduate our students in a high-performance
• We want our transfer students and our students when they're coming in to make sure that they...
• And you... 25% of our students, our undergraduate population, are transfer students.

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.

Transcript Highlights:

• student achievement. student achievement.
• You can stop<01:43:22.080> performance stop performance stop performance >> the<01:43:22.880
• for student achievement. for student achievement.
• best for students? Thank you. best for students? Thank you.
• You know, to 25 students or 30 students.

Bills: SB2613, SB2147

Keywords: public school land transfer, Department of Education, DOE, land conveyance, fee simple title, tax map key, TMK, Act 307, Session Laws of Hawaii 2022, Act 139, Board of Land and Natural Resources, BLNR, Department of Land and Natural Resources, DLNR, Kauai, Maui, Honolulu, Kaimuki Middle School, Wilcox Elementary School, school property

Summary: The committee heard SB 2613, a cleanup bill relating to public school land transfers under Act 307 (2022), which revises tax map key references and the conveyance process for properties transferred to the Department of Education. The Hawaii State Public Library System supported the measure, saying it would complete the long-unfinished separation of the library system from DOE property control and make future building projects more efficient and cost-effective. DOE also supported the bill and requested an amendment to remove TMK 43-62 parcel 10, the Wilcox Elementary School parcel, so that it could instead be transferred to the county for use with the adjacent park and tennis courts. Members focused heavily on why land transfers and construction approvals have been slow, especially the need for right-of-entry documents and an MOA for a library construction project. Library and DOE witnesses said the delays stemmed from site-control issues and confusion over property status, and that the bill would clarify which parcels are transferred by operation of law and remove the need for additional transactional documents in many cases. Several members questioned whether the bill actually changes authority or simply clarifies existing practice, and DOE said it wanted legislative clarity so the transfers are unmistakably effective on a date certain. The committee also discussed a separate section of the bill dealing with public use of school facilities after hours, including parking fees on property under DOE jurisdiction. DOE explained that any parking charges would apply only to property it controls, not county roads, and that fees are set through existing facility-use procedures. Members raised concerns about the pace of land transfers generally and urged DOE to move more expeditiously on pending parcels. The hearing then moved on to SB 2147, which would designate the first Friday in February as Love My Library Day; the library system testified in support as the committee began that measure.

Transcript Highlights:

• To wrap up our student profile here, 54% of our students are first generation.
• half of our students are working.
• To wrap up our student profile here, 54% of our students are first generation.
• half of our students are working.
• <00:04:29.720> students<00:04:30.039> that have a lot of students students that have

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Postsecondary Education met for its first meeting and heard an update from KCTCS President Dr. Ryan Corral. He opened with a brief report on flood impacts across the state, noting damage at Big Sandy and Hazard, support for displaced faculty and staff, emergency student aid, and the use of campuses as shelters and Red Cross sites. He then outlined KCTCS’s role as the state’s largest postsecondary system, serving about 107,000 students across 16 colleges and 70 campuses, with strong enrollment growth, major dual credit and GED operations, and a large workforce-training mission. Corral emphasized student support needs such as food, housing, and mental health services, and said KCTCS wants to expand work with incarcerated populations and recovery communities. Corral also described system changes focused on compliance, stability, leadership development, property disposal, and curriculum review. He said KCTCS has addressed prior audit findings, is conducting additional audits, has sold or is selling several buildings, and has removed 400 underutilized credentials to better align programs with employer needs. He highlighted transfer agreements with the University of Kentucky, University of Louisville, and Western Kentucky University, and said KCTCS is working to align training with employers and local governments. He also discussed the system’s response to House Bill 6 and the $90 million appropriated for an efficient operations and innovation plan, including three proposed capital projects: a Somerset Community College facility for diesel, automotive, welding, HVAC, CAD, and 3D printing; replacement of an outdated Louisville building; and a South Central/Glasgow allied health facility to expand nursing and related programs. In response to questions, Corral said the Blue Oval SK training building in Glendale is open and operational, though workforce demand there has been slower than initially expected, and that KCTCS is working with the company and state officials to cover operating costs. Members praised KCTCS’s workforce role and flexibility in meeting employer needs statewide. Representative Moll also commented on the system’s progress and importance to Kentucky’s workforce development. No votes were taken, and the meeting ended with adjournment.

Transcript Highlights:

• Underserved students.
• and immigrant students and ensures, among other things, interpreters for parents and students who are
• When a Black student has even just one Black teacher in their early elementary years, they perform at
• profound, particularly for those groups of students who have not performed to expectation in elementary
• Now if students— Now if students—imagine, I'm from Boston, you know, like I went to the John D.

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on diversity, equity, and inclusion in Massachusetts; no bills were heard or voted on. Chairs Bud Williams and Liz Miranda opened by framing the hearing as a response to recent federal actions they said threatened DEI efforts, funding, and civil rights protections in education and other sectors. They said the committee would hear from experts, agencies, advocates, and businesses about the legality and benefits of DEI and the impact of federal actions on the Commonwealth. Secretary of Education Patrick Tutwiler testified virtually that Massachusetts is pushing back against federal efforts to restrict DEI, including guidance and certification demands directed at schools. He highlighted state investments in early education, child care, early college, career and technical education, and educator diversity, arguing these efforts help close opportunity gaps for Black and brown students, students with disabilities, English learners, and other underserved groups. In response to member questions, he said federal education dollars are core to services for students and that the state is prepared to fight funding cuts while monitoring impacts across K-12, early education, and higher education. Elizabeth Matos of the Attorney General’s Office said DEIA programs remain legal under state and federal law and described AG guidance issued to help institutions navigate federal confusion. She reviewed litigation the office has joined or won, including efforts involving withheld school funds, museums and libraries, the Minority Business Development Agency, Head Start, AmeriCorps, and other federal actions. Members asked about immigration-related fear and profiling, and Matos pointed to existing Know Your Rights guidance, said complaints to the Civil Rights Division have increased, and noted the office is seeing issues involving housing discrimination, employment, public accommodations, and threats to call ICE. She also said the office is open to further legislative ideas but did not discuss specifics. Evelyn Carter, a social psychologist, testified that diversity, equity, and inclusion are often misunderstood and defined the terms plainly, emphasizing that diversity is a group characteristic, equity addresses unequal starting points, and inclusion is about belonging and access. She argued that DEI matters because it creates guardrails against bias, helps make environments accessible, and addresses ongoing inequities. In response to questions, she suggested practical strategies such as using clear criteria and written records in decision-making, broadening who is considered part of one’s in-group, and pairing bias awareness with concrete behavior-change tools. The hearing also included testimony from Meredith Tewitt of the Massachusetts Commission on the Status of Women, who spoke about the importance of DEI for women, veterans, and people who rely on federal institutions, and urged lawmakers to continue supporting inclusion and access.

Transcript Highlights:

• If a student is absent, that is a loss of opportunity for that student to learn.
• Student attendance also allows students to fully engage with lessons, build relationships with students
• like our hypothetical student.
• “Look at every student.
• focus student information system, you can put an icon on every student that says, is this student engaged

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.