Transcript Highlights:

• The schools have to find a location that's as close to the school as possible but off school grounds,
• The school doesn't—the school is not involved in any way.
• I'm a parent at Sequoia Elementary School in Scottsdale, and I serve as Vice President of Communications
• I've taught in the Cartwright and Tempe elementary schools and 28 years in the school...
• I’ve taught in the Cartwright and Tempe Elementary Schools and 28 years in the Chandler Unified District

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

Transcript Highlights:

• To be blunt, it is very rare for an elementary kid to be suspended. Call your schools and ask them.
• We know the science of reading is working, and it's because I got to visit Monroe Elementary School.
• Monroe Elementary School actually made the shift over to the science of reading before we were— mandated
• At Monroe Elementary School, it's completely flipped.
• I know well because my mom has been an hourly ESP for more than 30 years at her elementary school.

Transcript Highlights:

• Lisa Monroe, and I teach third grade at Ward Central Elementary in the Cabot School District.
• Lisa Monroe, and I teach third grade at Ward Central Elementary in the Cabot School District.
• So I don't know how many outside of my particular elementary school received it, but quite a few.
• of promotions to administrative positions than any other elementary school in the district.
• I'm in... ...than any other elementary school in the district. And you're in Poyen?

Keywords: 1204, all

Summary: The Senate and House Education Committee approved the March 9 and 10 minutes and then heard a presentation on the Arkansas Excellence in Teaching Fellowship Program from Department of Education staff and three third-grade teachers from Cabot, Poyen, and Drew Central. The teachers described the year-long fellowship for high-performing merit pay recipients, saying it provided collaboration with educators across the state, shared resources, and ideas they brought back to their districts. Members asked about the teachers’ experience levels, how they shared information locally, and whether the program should be expanded to more teachers and districts. A major focus of the discussion was third-grade reading, the new ATLAS testing system, and the state’s third-grade retention law. The teachers said they do not teach to the test, but use standards, data, interventions, small groups, and relationships to help students grow. They described progress monitoring throughout the year, early screening in K-2, and interventions such as before-school tutoring, RTI meetings, and co-teaching. One teacher reported that six students in a small group improved 10 to 15 points on ATLAS, and another said a student who started the year reading four words per minute improved significantly with targeted support. Secretary Jacob Oliva said the state is trying to create clarity and alignment through Arkansas Learns, science-of-reading support, literacy coaches, and faster test-result turnaround, with student scores now available within about 24 hours and district-level results expected later in the summer. Members also asked about student poverty, trauma, ACEs, DHS involvement, social workers, community supports, and the role of counselors. The teachers emphasized that relationship-building is essential, especially for students facing unstable home situations, and described local supports such as backpack food programs, church donations, fire department incentives, and family assistance. Oliva said the fellowship was intentionally small in its first year because it targeted top-tier merit pay recipients, but he expects participation to grow. He also said merit pay and fellowship eligibility spans many grade levels and subjects, including kindergarten and hard-to-staff areas, and that D and F schools receive state literacy coaches. No additional committee votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• I have one elementary school principal.
• I have one elementary school principal. I have one fifth grade Science.
• I have one elementary school principal, I have one fifth grade science teacher, I have one algebra teacher
• When I got to DeSoto County, we would have two elementary schools on a lowest-performing list, or three
• Our principals—we have one high school principal, one middle school principal, and three elementary principals—but

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and first heard a Department of Education program review on three district support programs: assistance to low-performing schools, the Florida Partnership program, and regional literacy teams (RAISE). Dr. Paul Burns described how the Bureau of School Improvement supports schools with D/F grades through regional teams, classroom observations, professional learning, and targeted funding, noting that 104 of 168 low-performing schools improved after 2022-23 and that the share of failing schools fell from 6% to 4%. He also outlined the Florida Partnership’s $4 million annual appropriation for advanced-course teacher training and student access, and the RAISE literacy program’s $5 million funding, universal/targeted/intensive supports, and progress monitoring results. Senators asked about rural participation, post-COVID reading data, parent support, and how long schools remain under monitoring after improving; Burns said rural districts can participate statewide, parents can access school and department support, and schools continue to receive monitoring after exiting low-performing status to prevent recidivism. The committee then received a presentation on the school district education foundation matching grants program from Suzanne Pridgen, who explained that the Consortium of the Florida Education Foundations administers the grants, which require private matching funds and support tutoring, literacy, STEM, career education, professional learning, books, and supplies. She said the program leverages about $1.44 in private support for every state dollar. The committee then moved to the regional education consortia, where representatives from PAEC, NEFEC, and Heartland, along with several rural superintendents, described the consortia as member-led organizations that provide economies of scale, professional learning, HR, risk management, purchasing, legal and operational support, crisis assistance, and leadership development for small and fiscally constrained districts. Superintendents from Lafayette, Holmes, Calhoun, Union, DeSoto, and Hendry counties testified that the consortia are essential because rural districts often have very small staffs, multiple-duty administrators, and limited in-house expertise. They cited support with insurance and hurricane recovery, training for new finance and HR staff, instructional coaching, CTE and leadership programs, and help with turnaround schools. Members emphasized that these districts can be high-performing despite limited resources, and several senators praised the consortia’s value. Senator Gaetz asked about additional back-office collaboration, possible regulatory relief, and FEFP issues tied to scholarship-related enrollment swings; rural superintendents responded that more local control would help. The meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• And so I have, and stand as I call your school: Frederick Douglass High School, Arlington Elementary,
• Henry Clay High School and Cardinal Valley Elementary.
• And so I have, and stand as I call your school: Frederick Douglass High School, Arlington Elementary,
• Henry Clay High School and Cardinal Valley Elementary.
• Henry Clay High School and Cardinal Valley Elementary.

Keywords: 958, all

Summary: The Senate Education Committee heard House Bill 132, which would change home and hospital instruction funding so schools can be reimbursed sooner when students miss school for short-term mental health-related stays. Representative Nick Wilson said current law requires a student to be out five days before funding begins, leaving schools unpaid when they provide instruction during 2- to 4-day absences. The committee gave HB 132 favorable expression unanimously. The committee then heard House Bill 193, a cleanup bill on dual credit scholarships. Representative J.T. Payne and KHEAA’s director explained that the bill consolidates academic and CTE dual credit scholarships into one statute to reduce administrative confusion, since the programs have been funded together in recent budgets. HB 193 passed unanimously with favorable expression. House Bill 241 drew the most discussion. The committee first adopted a substitute, which members said changed the bill to give the Commissioner of Education discretion, rather than a mandate, to grant calamity days. The bill and substitute centered on virtual instruction and Cloverport Virtual Academy: supporters said the school was a pilot project that needed more time and that a prior agency effort to cap virtual instruction would have effectively shut it down, while opponents argued the substitute would reward a low-performing virtual model and extend NTI/virtual learning too broadly. Testimony from an Oldham County parent criticized NTI quality and opposed adding more virtual days. No final vote on HB 241 was included in the portion provided.

Transcript Highlights:

• School safety.
• Teaching as a classroom teacher, I taught at the elementary and middle school level in both Arizona and
• schools.
• Moving to 1140 in terms of instructional hours hit the elementary schools very hard, squeezing out time
• In particular, right now the elementary school teachers are Talking about the new mandated tests that

Keywords: 996, all

Transcript Highlights:

• We might have one elementary school-age youth.
• But thankfully, it's very rare for us to get an elementary school-age youth.
• We might have one elementary school age youth.
• elementary school age teachers when you don't get those kids.
• But thankfully, it's very rare for us to get an elementary school age.

Summary: The Senate and House Joint Committee on Children and Youth approved the December 10 minutes and confirmed Representative Mary Bentley to the Child Maltreatment Investigations Oversight Committee. The committee then heard the annual Arkansas Infant and Child Death Review report, which said the state reviewed 148 of 170 non-natural child deaths in 2023; the reviewed deaths included 69 accidents, 14 suicides, 18 homicides, and 47 undetermined causes. Members asked about how the report’s recommendations could be used, grant opportunities tied to prevention work, and whether the data could be broken down by age; presenters said the report is intended as a prevention tool for agencies and nonprofits and that some age detail is available in later pages of the report. The committee next took up HCR 1010 and then a broader discussion of juvenile justice reform. Senator Missy Irvin, judges, and Administrative Office of the Courts staff described Arkansas’s use of validated risk assessments, including SAVRY, the Ohio Youth Assessment Tool, MAYSI, and substance-abuse screening, as part of a long-running effort to reduce juvenile incarceration and tailor services to individual youth and families. They said the reforms have contributed to fewer delinquency filings, fewer DYS commitments, and more diversions, while also emphasizing that mental health, substance abuse, school issues, and trauma often drive juvenile court involvement. Several members raised concerns about data gaps, school collaboration, and whether community-based services are sufficient, and presenters said more shared data and stronger school use of safety dashboards could help intervene earlier. Division of Youth Services Director Michael Crump then presented custody, education, recidivism, and cost data. He said DYS commitments rose after the pandemic, secure residential populations remain high, and detention-center use increased when intake beds filled; he also noted that DYS pays about $320 per day for secure custody and that detention beds cost roughly $90 to $100 per day. Crump said most youth in custody are older teens, about 80 percent are male, and many have behavioral-health needs or educational deficits; he reported 222 GEDs and 102 high school diplomas over six years. He also said about 15 to 19 percent of youth return to DYS within three years and that a larger share later enter the Department of Corrections, while members pressed him on how assessments relate to commitments, how low-risk cases are handled, and how to improve mental health and substance-abuse services statewide.

Transcript Highlights:

• two several elementary schools two one two several elementary schools two one two three<00:08:50.000
• You can't have five elementary schools.
• You can't have five elementary schools.
• <00:50:13.359> school possible for two elementary school possible for two elementary school
• <02:07:06.719> School on the Bridgewater Elementary School on the Bridgewater Elementary School

Keywords: 1189, house, all

Transcript Highlights:

• grade bands um elementary to middle school,<00:25:15.520> from<00:25:15.679> middle<00
• c><00:36:42.640> high<00:36:42.800> school high school algebra and high school high school
• /c><00:36:49.760> of<00:36:49.839> the elementary school is that some of the elementary
• school.
• elementary how the elementary education elementary how the elementary education candidates<01:02

Keywords: Call to Order and Roll Call - 00:13 Approval of Minutes - 4:07 Kentucky Academic Standards for Reading and Writing - 5:18 Math Improvement Committee Report - 21:02 ETS Praxis Exam - 41:47 KDE Performance Review Data - 1:15:04 Adjournment - 1:57:54, 958, all

Summary: The committee heard a presentation from KDE on the revised Kentucky academic standards for reading and writing. KDE explained the statutory six-year review process, the public comment periods, and the main revisions, including updates tied to the science of reading, decodable text, encoding/decoding, and an updated vision statement. KDE said 308 responses were received on the initial public comment, most respondents favored keeping standards as-is, and about 12% of standards were revised. The department also said the document was streamlined by removing repeated graphics and reducing its size by about 24%, and that a later comment period drew more than 400 responses. No new standards were flagged for review. Members asked about alignment between standards, curriculum, assessments, and NAEP, and KDE said instructional resources should be aligned to standards, KSA assessments are aligned to the standards, and screeners/diagnostics help identify student needs. Representative Truett raised the idea of a textbook-to-standards crosswalk, and KDE said publishers and a future repository partner should provide such crosswalks for local districts. Representative Bojanowski asked why foundational reading skills are not directly assessed on the third-grade KSA; KDE responded that the assessment is designed to measure end-of-grade expectations, while screening and diagnostics are used earlier to identify decoding needs. Representative Gel asked about early childhood supports, and KDE said it is working with early learning and special education offices and promoting LETRS professional learning for both teachers and preschool educators. The committee then received the mathematics improvement committee report. KDE said the mathematics committee unanimously approved a new strategic plan for improving math achievement from pre-K through grade 20 and adult education. The plan centers on six priorities: student empowerment, effective mathematics teaching and learning, continuous educator development and growth, a continuum of learning, community and family partnerships, and teacher recruitment and retention. KDE said the plan is intended as a living document with goals, recommended actions, and evidence bases, and that it aligns with the Kentucky Numeracy Counts Act by supporting high-quality instructional resources, professional learning, and family resources. In response to Senator Thomas, KDE explained that the professional learning recommendation means districts should tailor teacher training to classroom needs and instructional materials so math teachers are better equipped to implement standards and support students.

Transcript Highlights:

• SCHOOLS AND PK YOUNG DEVELOPMENT RESEARCH SCHOOL THE UNIVERSITY OF FLORIDA.
• FINALLY, WE ARE EXTENDING ELEMENTARY AND MIDDLE SCHOOL STUDENTS LEARNING EXPERIENCES DURING THEIR PHYSICAL
• PICTURED HERE IS ONE EXAMPLE OF MODIFYING ELEMENTARY SCHOOL ACTIVITIES DURING THE SCHOOL DAY TO PROVIDE
• IT STARTS FOR US IN ELEMENTARY SCHOOL.
• THE ELEMENTARY MIDDLE AND HIGH SCHOOL STUDENTS ENGAGE IN SCIENCE FAIR AND PROVIDE THIS RESEARCH AND VARIETY

Keywords: 999, senate, all

Transcript Highlights:

• Maybe they were certified to teach high school, and then a position opens up at an elementary level or
• Maybe they were certified to teach high school, and then a position opens up at an elementary level or
• Maybe they were certified to teach high school, and then a position opens up at an elementary level or
• <01:07:02.240> school<01:07:02.480> and not fade out in elementary school and not fade
• out in elementary school and they<01:07:03.039> persist<01:07:03.440> into<01:07:03.839

Keywords: 958, all

Summary: The committee began with introductions of student guests, including an FCCLA national officer who spoke in support of career and technical education. She emphasized that CTE connects classroom learning to real careers, builds leadership and employability skills, and deserves continued state supplemental funding to keep programs current, expand offerings, and support student organizations. Members thanked her for her remarks and for representing FCCLA students. The committee then considered House Bill 67, a cleanup bill to address unintended consequences from last session’s Senate Bill 181 on traceable communication in schools. Rep. Josh Calloway explained that the substitute clarified definitions of family members, coaches, volunteers, certified/classified/contract employees, and virtual instruction; exempted group messaging, public social media posts, translation services, parent-provided phone numbers, emergency communications, and field trip/work-based learning contacts; and allowed teachers to disclose outside commercial or nonprofit involvement so they can communicate with students for those purposes. He said the bill was developed with input from school boards, administrators, KDE, school HR groups, Kentucky League of Cities, and Farm Bureau. The committee approved the substitute and passed HB 67 favorably. Next, the committee heard House Bill 759, which KDE described as a consistency bill for teacher certification pathways. The bill renames and standardizes alternative certification routes, clarifies content mastery requirements, allows teachers to add certifications more consistently, and lets educators extend certification into lower grade bands if they already hold higher-level certification and pedagogical knowledge. Members asked about chemistry majors, CTE occupational pathways, the veterans pathway, and grade-band “bandwidth”; KDE said the bill preserves the veterans route, does not create a new pathway but reorganizes existing ones, and will help make certification options easier to understand. HB 759 also passed favorably. Finally, Rep. Shane Baker presented House Bill 654, a follow-up to last year’s effort to reduce administrative burdens on schools. He said the bill would eliminate additional reporting requirements, bar KDE from requiring components of a comprehensive improvement plan not expressly required by statute or federal law, and allow EARS to temporarily authorize reports when the legislature is not in session while preserving necessary reporting tied to SEEK funding and school operations. The committee took up the substitute and began discussion of the bill.

Transcript Highlights:

• By the time he starts elementary school, he'll have lost even more.
• We also see that LEAs are beginning to offer TK at more of their elementary school sites.
• So 85% offer TK at each of their elementary schools.
• Having TK in communities and at every elementary school site is critical.
• Was because it wasn't offered at their elementary school site.

Summary: The joint hearing focused on California’s child care, preschool, and transitional kindergarten oversight, with chairs emphasizing the state’s Master Plan for Early Learning and Care and the need to break down silos between programs. CDSS and CDE reported progress toward the plan’s goals, including universal access to TK for all four-year-olds next school year, expanded access for low-income three-year-olds, and more children with disabilities being served in state preschool. They also noted ongoing work on quality rating/review reform, funding structure changes, and the need to address rates, workforce shortages, and federal uncertainty around Head Start. Testimony from advocacy groups and providers largely supported expanding access while simplifying the system. Children Now, Every Child California, and the California Budget and Policy Center argued that California still has uneven access, especially for infants, toddlers, and three-year-olds, and urged investments in mixed delivery, inclusion, full-day options, and a cost-of-care rate methodology. Every Child California recommended consolidating part-day and full-day contracts, streamlining eligibility priorities, making the two-year-old option permanent, and funding staffing incentives. Parent testimony highlighted how child care gaps and county-to-county transfer delays can disrupt work, safety, and children’s stability, and providers described low reimbursement rates, the need for health and retirement benefits, and support for delinking subsidy rates from private pay. The second panel addressed universal transitional kindergarten. The Learning Policy Institute reported rapid TK expansion, with most districts now offering TK, but said access still depends on facilities, staffing, and whether programs are available at all school sites. The Department of Finance said the governor’s budget would fully implement TK by adding funding for all eligible four-year-olds and lowering the adult-to-child ratio from 12:1 to 10:1. The Legislative Analyst’s Office said the administration’s enrollment and cost assumptions were optimistic and estimated lower TK enrollment growth and lower costs for the ratio change. CDE supported the expansion and urged continued funding for UPK coordinators, teacher development, and mixed-delivery planning grants. Members questioned facilities shortages, staffing competition, and how to ensure TK expansion does not displace CSPP or Head Start classrooms. No formal votes or actions were taken in the hearing.

Transcript Highlights:

• So, anyway, so we go to the school. So, anyway, so we go to the school.
• School. School.
• Elementary.
• catering for school events. catering for school events.
• . schools. schools.

Bills: HB1576, HB2490, HB1546, HB1588

Keywords: HB1576, Hawaii film industry, DBEDT, BLNR, Department of Business Economic Development and Tourism, Board of Land and Natural Resources, film permits, motion picture production, television production, commercial filming, digital media tax credit, film production tax credit, public notice, transparency, state lands, film studio, land set-aside, revocable permit, memorandum of agreement, memorandum of understanding

Transcript Highlights:

• C is a letter from Education, Division of Elementary and Secondary Education.
• This is to rebuild Wynne High School, which was struck in 2023 by a tornado.
• K1A is a letter from the Division of Elementary and Secondary Education.
• This is to provide bikes, safety equipment, and support to elementary schools for the All Kids Bike program
• Could faith-based organizations or schools apply for this as well?

Keywords: 1204, all

Transcript Highlights:

• head into this session and have conversations around literacy is the number of elementary schools in
• Oklahoma, currently at 988 elementary schools.
• There is, if we were to make a change with the total number of districts, the number of elementary schools
• Her question centers on What is the plan to address those students that are out of elementary school
• and in middle or high school?

Keywords: 914, all

Transcript Highlights:

• [applause] Representative Hartzfield is a product of Wipahu Elementary, Intermediate, and High Schools
• of Wipahu Elementary, Intermediate and High<01:21:36.239> Schools.
• Representative Hartzfield is a product of Wipahu Elementary, Intermediate, and High Schools.
• You taught civics education to our youth, read to elementary and middle school students, including Representative
• read to elementary and middle school<01:30:41.360> students,<01:30:42.239> including school

Keywords: 910, house, all

Transcript Highlights:

• . schools. schools.
• in elementary and middle school<00:20:41.440> so<00:20:41.840> students<00:20:42.240><
• through middle through high elementary through middle through high school.<00:37:31.680> We've
• My name is Amanda Brown, and I have been an elementary school teacher in Kentucky for the past 25 years
• schools? schools?

Keywords: 958, all

Transcript Highlights:

• He's fourth grade at Pan Park Elementary School. Please make him feel welcome. Thank you.
• grade<00:02:58.239> at<00:02:58.560> Pan<00:02:59.040> Park<00:02:59.440> Elementary
• <00:03:00.080> School.
• grade at Pan Park Elementary School. grade at Pan Park Elementary School.

Keywords: MS House Floor - 16 January, 2026; 9:00 AM, 925, all

Summary: The House convened with the pledge, confirmed a quorum, and dispensed with the reading of the journal. There were no reports from the selection committee and no resolutions, petitions, memorials, or guest introductions. A report from standing committees noted only a calendar report. During announcements, a member recognized Founders Day for Zeta Phi Beta Sorority, Inc. and introduced her son, a fourth-grade student at Pan Park Elementary School. The clerk’s office announced that Appropriations D would begin agency budget hearings Monday at 1:00 p.m. in room 2011. Members were also reminded that Monday is the deadline for introduction of general bills and constitutional amendments, and that bills must be physically dropped in the designated box or Speaker’s office to be considered filed. No bills were debated or voted on. The House then adopted a motion to adjourn until 4:00 p.m. on Monday.

Transcript Highlights:

• <00:21:03.600> School<00:21:03.840> in of Clark Wilkins Elementary School in of Clark
• Building a unified school culture, bringing in seven towns from four different elementary schools is
• have elementary school principles would have elementary school principles would have 11-month
• elementary school teacher in Colorado. elementary school teacher in Colorado.
• Elementary School. Elementary School.

Keywords: 928, house, all

Summary: The meeting focused on school governance and a proposed shift in responsibilities related to SAU consolidation, with committee members first discussing how school board members and other local officials would be selected for future testimony. The main presentation came from the New Hampshire Association of School Principals, whose executive director Brady Belair and several principals argued that mandatory statewide administrative consolidation should be approached cautiously and that any consolidation should be voluntary and locally driven. They said anticipated savings may not materialize, citing possible higher personnel, transportation, and technology costs, and warned that forcing changes could create disruption without improving student outcomes. Principals testified that their jobs are already broad and demanding, centered on instructional leadership, student safety, staff supervision, family communication, and day-to-day crisis response. Kathleen Murphy of Amherst described working 60 to 70 hours a week and said principals spend substantial time coaching teachers, handling student issues, and supporting school climate; she said adding more administrative duties would compromise student learning and teacher growth. Adam Osborne of Bow Memorial School similarly described principals as daily problem-solvers who set school-level direction and create conditions for schools to thrive. The witnesses also emphasized that principals, superintendents, school boards, and business administrators have different training and responsibilities, and that specialized tasks such as special education compliance, FERPA/HIPAA issues, and labor matters require appropriate expertise. Committee members questioned the witnesses about overlap between superintendent and principal duties, the completeness of statutory responsibility lists, and whether some functions such as curriculum, discipline, hiring, and evaluation are shared. The principals acknowledged some overlap and collaboration, but said superintendents typically handle broader system-level, legal, and central-office responsibilities while principals focus on building-level leadership and teacher support. One member raised the earlier expectation that districts might move to a principal-plus-business-manager model, but the witnesses said that model did not develop as expected and that district structures vary widely. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• they're going to run their school they're going to run their school schools<00:35:27.920> next
• the 20 24 school year or 2025 school the 20 24 school year or 2025 school year<01:19:10.159>
• School.
• School.
• School.

Keywords: 1187, senate, all