Transcript Highlights:

• School in the fourth grade.
• She participates in sports, and we also have her father, who is the teacher over at Animas High School
• Whenever I was in high school, girls were not allowed to participate in FFA.
• Her parents went to school at Artesia High School with my children. Her parents' names are Jesus.
• She is a Hawk from Centennial High School and is in the 11th grade.

Transcript Highlights:

• The nonpublic schools were given the option of participating in the exact same assessments that PED was
• How many programs are schools and PED participating in? How many of our kids are in summer school?
• If they're not going to participate in the lawsuit, those school districts that they filed against us
• schools.
• Everything is going to be a little bit different in every school district, but if they aren't participating

Transcript Highlights:

• that participate in that.
• Children were going through school, and I'm pretty sure I didn't let my kids participate in it.
• school years.
• that school year.
• school learning.

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

Transcript Highlights:

• These reductions were significant and helped increase school district participation and PSCOC funding
• I want to remind everybody here that homeschoolers and others at small schools have the right to participate
• My school district doesn't participate in the state match because we have a tax base that allows for
• So, in that, when we are not participating in schools and where's my big.
• They looked at high school graduation rates, dropout rates, college remediation rates labor force participation

Transcript Highlights:

• those individuals had received a high school diploma or the equivalent prior to participating in SNAP
• versus choose not to participate.
• But there are some discrepancies between the amount per participant, the cost per participant, so that
• ... ...cost per participant.
• And the same would be true if someone says, 'I'm going to participate,' and they go to participate, and

Committee: All ALC-HOSPITAL, MEDICAID, & DEVELOPMENTAL DISABILITIES STUDY SUBCOMMITTEE

Summary: The subcommittee received a brief DHS update on the Living Choices Assisted Living Waiver reimbursement rate process, with Secretary Janet Mann reporting that the new cost reporting period began in January and that DHS has begun provider and contractor conference calls as the process moves forward. The bulk of the meeting focused on DHS’s overview of TANF and, especially, SNAP changes under the federal One Big Beautiful Bill. Mary Franklin explained new SNAP work requirements for adults ages 18 to 64 who are not otherwise exempt, including the three-month time limit in a 36-month period unless they meet an 80-hour monthly work, volunteer, education, or training requirement. She also reviewed exemptions, noted that some prior exemptions were removed while new tribal-related exemptions were added, and described SNAP Employment and Training providers, budgets, service areas, participant characteristics, and outcomes. Members asked about how mandatory referrals will work, whether funding and vendors are sufficient, how cross-program participation is tracked, how verification and recertification will be handled, and how error rates and sanctions will be managed. DHS said mandatory participants will be referred directly to providers, verification will occur at application and recertification, interviews can be by phone, and the department will return with more information on error-rate mitigation and other requested data. DHS then outlined upcoming Medicaid community engagement requirements for the ARHOME population under the same federal law, which must be implemented by January 1, 2027. The department said it is preparing policy, system changes, data matching, communications, and an outbound customer-service verification process, with a soft launch planned for July to help identify who would meet the requirement or need to provide more information. Members raised concerns about notice, local versus centralized decision-making, and how clients will document work, school, caregiving, or medical exemptions. The meeting concluded with broader discussion of the Alliance for Opportunity audit and a shared emphasis on using SNAP, Medicaid, TANF, and workforce programs together to improve outcomes, expand training options, and better connect Arkansans to education and employment opportunities. The committee also discussed extending the audit contract at a future meeting and adjourned without taking any formal vote in the transcript provided.

Transcript Highlights:

• To participate in the 287 program.
• programs, we also see how fear suppresses participation.
• Families are afraid to send their children to school, drop them off at school; people avoid hospital
• Families are afraid to send their children to school, drop them off at school, I don't know.
• Families are afraid to send their children to school, drop them off at school, people avoid hospital

Committee: Joint Joint Committee on Public Safety and Homeland Security

Summary: The hearing focused on the Safe Communities Act, House 2580 and Senate 1681, along with related proposals to limit local and state cooperation with federal immigration enforcement, prohibit 287(g) agreements, and expand legal defense for immigrants. Most testimony came from advocates, attorneys, labor leaders, health care professionals, educators, and community members who argued that fear of ICE discourages immigrants from reporting crimes, seeking medical care, attending school, or cooperating with courts, and that a clear statewide policy would improve public safety, due process, and trust in institutions. Several speakers described personal or client experiences involving domestic violence, trafficking, workplace abuse, or children affected by deportation, and many emphasized economic harms to workers, families, and small businesses. Health care witnesses said immigration enforcement is causing patients to miss appointments, avoid emergency rooms, and delay preventive care, with resulting public health consequences. Labor and education representatives said immigrant workers and students are increasingly fearful, and that the state should not allow local police to act as ICE agents or enter 287(g) agreements. ACLU and coalition witnesses cited examples they said showed existing or recent collaboration between local agencies and ICE, including courthouse alerts, vehicle stops, and use of municipal spaces, while also arguing that the bill would still allow cooperation on criminal matters and public safety emergencies. One witness opposed the bill, arguing that serious criminal offenders should be deported and defending ICE’s role. Committee members asked several questions about whether the harms described were widespread or anecdotal, and about the distinction between assisting ICE in civil immigration arrests versus responding to violent or public safety emergencies. Witnesses said the bill was aimed at civil immigration enforcement, not criminal investigations or emergency situations. At the end of the hearing, a committee member requested a study on immigration enforcement’s effect on emergency room wait times, and the committee then adjourned without taking a vote on the legislation.

Transcript Highlights:

• The total amount distributed to each recipient, school districts, charter schools, and other recipients
• that participate in that.
• that participate in that.
• school years.
• that school year.

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• We have the VPK program, school readiness, and then, of course, School Readiness Plus.
• So when we talk about, you know, the current number of families that are participating in the School
• For School Readiness.
• being a school that accepts school readiness kids, you know, maybe Ms.
• While they go to school or receive education to participate in the workforce, right?

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• Executive branch agencies were asked if they wanted to participate, and they had the option to participate
• That's where we had 200 people participate.
• This resource is someone who participated in and helped to lead... ...is someone who participated in
• Chairman, Representative Pyle, there are no private schools looking at There are no private schools looking
• There are a handful of schools that are not public schools that are using PowerSchool that's hosted by

Summary: The Budget Section met with a quorum, approved the December 10, 2025 minutes, and received a general fund and revenue update from the Office of Management and Budget. OMB reported the state was about $2 million ahead of forecast biennium-to-date, with an estimated ending general fund balance of about $397.5 million. Joe Morset also reviewed balances in major funds, oil tax revenues, interest income, federal grant reporting, fiscal irregularities, the voluntary separation incentive program, vacancy savings, and the FTE pool. Members asked about the higher-than-forecast interest income, the effective oil tax rate and stripper-well production, the impact of temporary pay adjustments and vacancy savings, and whether the voluntary separation program could reduce institutional knowledge or shift duties to remaining staff. The committee then approved four Emergency Commission requests: $5.26 million for DPI to support an AI-enabled tutoring platform, $105,000 from the general fund contingency for Corrections GPS monitoring, about $1.963 million for HHS SPACES eligibility system upgrades tied to Medicaid work requirements, and about $1.2 million for SNAP eligibility IT improvements. Legislative Council reported remaining interim spending authority after those approvals, and NDIT gave an update on digital accessibility compliance efforts, saying the state has made substantial progress on websites and PDFs but that applications will take longer to remediate. NDIT also reported on the Infinite Campus student information system rollout, noting data migration remains the biggest challenge and that a supplemental vendor is being brought in to help get districts ready for summer go-live. Greg Hoffman then gave a brief update on NDIT’s operational fund, saying cash remains negative in PeopleSoft but accounts receivable keeps the fund functioning within federal limits. The Supreme Court reported on its new and vacant FTE funding pool, saying it has filled 7 of 10 new positions and has realized some vacancy savings, and Legislative Council provided a similar report for the legislative branch along with a reminder that budget action reports are available online. The Department of Transportation presented its Flexible Transportation Fund, explaining the fund’s allocation formulas and ranking process, and sought Budget Section approval for two projects over the $10 million threshold: a Medora city streets and sidewalk project and a Cass County bridge replacement. Members questioned whether funding Medora streets could set a precedent for city street reconstruction and whether the bridge application process fully reflects statewide needs. DOT said the projects were scored competitively and that the bridge list does not capture all deficiencies statewide.

Transcript Highlights:

• We work to assist schools and public agencies in creating comprehensive school safety plans and tactical
• But there are some school districts that are choosing to either not hire sworn peace officers as school
• school safety plans.
• comprehensive school safety plans.
• Over time, you know, Schools are required to update their comprehensive school safety plans over time

Committee: House Emergency Management

Transcript Highlights:

• I come from Caldwell High School, District 11.
• So let's review a day in the life of an average treatment court participant.
• We don't waste these spots on participants who are failing to meet expectations.
• A participant only earns that graduation certificate when they've A participant only earns that graduation
• Every day that a participant is in our program, Every day that a participant is in our program, we avoid

Committee: House Judiciary, Rules and Administration

Transcript Highlights:

• Lamar County Schools, Dr. Patrick Sutton from Marian County Schools on the front.
• Lamar County Schools, Dr. Patrick Sutton from Marian County Schools on the front.
• Lamar County Schools, Dr. Patrick Sutton from Marian County Schools on the front.
• One school really differs from another school within the system.
• Is the difficult school or is the school system? >> Which line are you on?

Committee: House Education Policy

Transcript Highlights:

• District schools are also eligible to participate in the program.
• Both public school districts and charter schools can participate in the program.
• applications, selecting schools for participation in the program based on school safety needs, distributing
• grant monies to participating schools, and evaluating and reporting on the program's effectiveness.
• Legislation also added new requirements for the program, such as schools participating in the program

Committee: Senate Senate Education Committee of Reference

Transcript Highlights:

• 2,561 voluntary participants.
• school diploma or the equivalent prior to participating in SNAP Employment and Training.
• versus choose not to participate.
• versus choose not to participate.
• But there are some discrepancies between the amount per participant, the cost per participant.

Committee: All ALC-HOSPITAL, MEDICAID, & DEVELOPMENTAL DISABILITIES STUDY SUBCOMMITTEE

Transcript Highlights:

• Specifically around, as someone who came from a school board, a local school board in Poway Unified School
• And along with schools, one of the things that we're unfortunately seeing.
• As participants carried this confidence and compassion back to their schools, families, and peer networks
• in the midst of some school board meetings and public meetings.
• U.S. citizen children have been abducted from schools.

Summary: The Assembly Human Services Committee held an informational hearing with members of the API Legislative Caucus on California’s Stop the Hate Program and broader efforts to address hate incidents. Opening remarks emphasized the rise in hate during and after the COVID-19 pandemic, the importance of culturally and linguistically competent services, and the program’s role in serving not only AAPI communities but also Latino, Black, Jewish, Muslim, LGBTQ+, immigrant, and other impacted communities. Legislators and presenters repeatedly highlighted the value of trusted community-based organizations (CBOs) in reaching people who may not report to law enforcement or seek traditional services. The first panel included the California Commission on Asian and Pacific Islander American Affairs, the Department of Social Services (CDSS), and the Commission on the State of Hate. They described the program’s origins in the state’s equity budget, its funding structure, and its service model: direct victim services, prevention, and intervention. CDSS said 180 organizations statewide have participated, with grantees selected based on experience, capacity, and service to priority populations. The Commission on the State of Hate reported that hate remains widespread and underreported, citing survey data showing about 3.1 million Californians experienced at least one hate act in a year and that many victims need mental health, legal, and other supports beyond police response. Members asked about best practices, youth impacts, administrative costs, and the role of regional leads; CDSS said it would provide more detail on funding distribution and that the final evaluation is still in progress. The second panel featured grantees from Jewish Family Service San Diego, Inland Chinese American Association, Center for Empowering Refugees and Immigrants, and Equality California. They gave examples of how Stop the Hate funding supported culturally specific response teams, counseling, language-access services, self-defense and safety workshops, youth and elder programming, legal navigation, and reporting tools. Several speakers said the program helped build trust, reduce isolation, and connect people to services they otherwise would not use. Legislators pressed the panel on lessons learned, whether the model should be reauthorized, and what would be lost if funding ends. Panelists emphasized that the program’s flexibility, regional convenings, and support for small, trusted organizations were key strengths, while also noting the need for more direct funding to frontline providers and more data on what interventions work best.

Transcript Highlights:

• I know you have all participated in diaper drives in your communities here in the State House.
• and high school who didn't necessarily get the services and help that they needed.
• Once graduating high school and stepping into this adult life that many children...
• There was overwhelming support from the participating agencies.
• Participating families benefited from the other programs provided by the participating agencies.

Committee: Joint Joint Committee on Children, Families and Persons with Disabilities

Summary: The House Committee on Children and Families held a hybrid hearing on a broad set of anti-hunger, family support, and basic-needs bills. Early testimony focused on SNAP and DTA operations: Rep. DeRosa and others urged passage of H. 196/S. 167 to require DTA to identify staffing, technology, funding, and operational needs to improve timeliness and customer service, warning that unanswered calls, delayed recertifications, and federal changes could sharply raise state costs through higher SNAP administrative burdens and payment-error penalties. Speakers from Massachusetts Law Reform Institute and Project Bread said DTA is under-resourced, caseloads have grown, and families are being denied or delayed due to phone and paperwork barriers. Another major SNAP-related bill, H. 254/S. 147, would require the Commonwealth to replace stolen EBT/SNAP benefits; testimony described more than $13 million stolen from about 27,000 households since June 2022 and argued families should not bear losses from organized theft rings. The committee also heard strong support for H. 207/S. 117, which would restore state-funded nutrition assistance for legally present immigrants excluded from federal SNAP under recent federal changes. Advocates from Project Bread, the Massachusetts Law Reform Institute, local immigrant services, and public health groups said the federal cuts would leave thousands of residents, including refugees, asylum seekers, trafficking survivors, and children, without food support, and argued Massachusetts has a history of filling this gap. Testimony also supported H. 222/S. 104 to make the Healthy Incentives Program permanent and year-round; supporters said HIP improves nutrition, boosts local farms and regional economies, and had already served more than 212,000 households in FY25. A related child-support bill, H. 201/S. 110, would increase the amount of child support passed through to TAFDC families and expand good-cause exemptions; witnesses said the change would put more money directly in families’ hands, reduce poverty, and better protect survivors of domestic violence and families with complicated co-parenting situations. A large portion of the hearing was devoted to deep-poverty and diaper-related legislation. Supporters of H. 214/S. 118 said cash assistance grants have lost value over time and should be raised annually until they reach half of the federal poverty level; advocates from Children’s HealthWatch, Hopewell, the Lift Our Kids Coalition, and parents described the links between deep poverty, poor child health, family stress, and child welfare involvement. They argued that higher grants would help families meet basic needs, reduce hospitalizations and neglect reports, and provide stability amid federal cuts. Finally, multiple witnesses backed diaper legislation, including H. 220/S. 151 and related bills, to create a diaper benefits pilot and/or diaper allowance commission. Testimony from the National Diaper Bank Network, MassCAP, Children’s HealthWatch, local diaper banks, and parents said diaper need is widespread, affects parental employment and mental health, and can cause health problems for infants; a federally funded pilot in Massachusetts was cited as showing improved employment, financial stability, reduced stress, and fewer diaper rashes. No votes or final actions were taken during the hearing; the committee heard testimony and asked questions throughout.

Transcript Highlights:

• : an elementary school, a high school, and an intermediate school.
• <00:21:38.840><c> funding</c><00:21:39.840><c> um</c> school funding um school funding um which<00:21
• </c><00:23:12.919><c> would</c> in front of the schools would in front of the schools would deter<00:
• But definitely any Safe Routes to School projects, um, or the Walk to School days, if there's anything
• projects um or um the walk to to school projects um or um the walk to school<00:43:55.319><c> days</

Summary: The House Committee on Transportation held a hearing on several traffic safety and transportation bills. HB 1163 would update commercial driver licensing rules to meet federal requirements and allow limited-term non-domiciled commercial learner’s permits and licenses; the Department of Transportation supported it as a fix to an FMCSA-identified issue, while Frank Schultz testified in opposition. HB 1166 would appropriate funds for the automated speed enforcement program; the Department of Law Enforcement, Oahu Metropolitan Planning Organization, and Edgardo Diaz Vega supported it, while Chad Taniguchi opposed and Frank Schultz offered support. The committee then heard HB 1231, which would prioritize photo red light cameras in school zones and direct related fine revenue to the Safe Routes to School fund; DOT supported the intent but cautioned against limiting placement decisions, Judiciary raised concerns about added court workload, and several advocacy groups and individuals supported the bill as a pedestrian and school safety measure. The committee spent substantial time on HB 1471, which would fund traffic-actuated signals, including leading pedestrian intervals and accessible pedestrian signals, and add a $5 vehicle registration fee for the Safe Routes to School special fund. DOT supported the bill with comments, saying its older signal controllers make LPIs harder to implement but that statewide upgrades are underway; the Department of Health also supported the safety and Vision Zero goals and said it is working with counties on public education. Testimony in support came from Hawaii Appleseed, Hawaii Bicycling League, Ulupono Initiative, Hawaii Public Health Institute, Path People for Active Transportation Hawaii, the Hawaii Self-Advocacy Advisory Council, and others, with one opposition noted among many supporters. Members asked questions about whether LPIs would address “beg buttons,” how red-light and speed-camera programs interact with county roads, and whether speed humps might be more effective in school zones. DOT explained that LPIs improve visibility but do not solve every signal issue, that newer adaptive signals use camera-based sensing, and that the department coordinates with counties and communities on crash mitigation and enforcement priorities. Officials also discussed the status of Safe Routes to School programs, noting that the federal program remains but is difficult to use and that the state program had been moved out of DOT; county coordinators and related coalitions were said to still be active. No votes or final committee actions were taken in the portion provided.

Transcript Highlights:

• Of our separate school districts.
• talk about literacy first—are currently participating with a literacy coach on a school site?
• A coach per LEA, not a coach per school. Ideally, it's a coach per school.
• Before these programs passed, a school nurse and public school— critical to the success of the school
• Before these programs passed, a school nurse and public school That School Meals for All and Kit are

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• But do you find that it's people don't access the services at your school because it's a school and people
• At your school because it's a school and people associate it with just being for children.
• There's less consensus on what constitutes a school-age child.
• There's less consensus on what constitutes a school age child.
• Another key and we've increased provider participation.

Committee: Joint Human Services Committee

Summary: The committee first approved the February 11, 2026 minutes and then received an update from the North Dakota Housing Finance Agency on the interagency council on homelessness and continuum of care funding. Testimony described rising homelessness tied to tight housing markets, low incomes, aging homelessness, barriers to rental assistance and public benefits, and limited shelter and case-management capacity. Members discussed the need for more affordable housing, continued one-time funding for the North Dakota Homeless Grant and Housing Incentive Fund, better coordination with Health and Human Services on economic assistance and human service zones, landlord engagement, recovery housing, and reentry housing. The committee also heard that federal continuum of care funding remains uncertain, with possible shifts away from permanent supportive housing and housing-first models; members asked for a future update on the impact if federal rules reduce the share available for permanent housing. The committee then took testimony on accessibility of government services for people who are blind or visually impaired. Paul Olson of North Dakota Vision Services School for the Blind described current screening and service delivery, including infant referrals, regional staff, short-term programs, and collaboration with vocational rehabilitation. He said the targeted screening system is working, recommended maintaining the current model, and noted ongoing challenges with staffing, public awareness, and accessible state websites and documents. Public testimony from a visually impaired resident and a deaf resident emphasized barriers such as CAPTCHAs, inaccessible PDFs, employment forms that screen out applicants based on driver’s license status, shortages of interpreters, and the need for video remote interpreting and video relay services, along with training for users and agencies. Finally, the committee heard a final report on the study of child care provider licensing from HHS Early Childhood Director Kay Larson. The report summarized provider input and committee discussion on simplifying North Dakota’s child care licensing structure, reducing administrative burden, and balancing that with health and safety standards. Key topics included licensing categories, child care assistance eligibility, food program sponsorship, staff qualifications, training requirements, ratios and group size, age bands, and preschool exemptions. The committee’s recommendations included streamlining to three provider types plus a preschool designation, revising ratio and age-band rules, and carrying forward certain preschool outdoor-space exemptions. Larson noted that any changes would require statutory changes, rulemaking, and a transition period before new licensing rules could take effect.

Transcript Highlights:

• This has resulted in a significant increase in the number of students participating in school meals.
• That a well-nourished child is a better learner, test taker, and participant in school.
• Reduces stigma and lunch shaming associated with participating in school meals.
• school nutrition programs, improving school nutrition finances.
• Peter's School District.

Bills: HF51 , HF1161 , HF2201 , HF2786 , HF1053

Committee: House Education Finance