Transcript Highlights:

• </c> professional development courses. professional development courses.
• ,</c><00:07:28.040><c> we</c> recommendations to our curriculum, we recommendations to our curriculum
• Experts in content, experts in curriculum development, who will be coming together to make recommendations
• </c> curriculum and potential calendars? curriculum and potential calendars?
• </c> professional standards and curriculum professional standards and curriculum will<00:20:13.840><c

Keywords: House streaming session for Tuesday, March 31, 2026, 957, house, all

Transcript Highlights:

• as developed.
• And so the course curriculum, the details of that course curriculum, will be moved over to the Training
• Everything is still included in the core curriculum.
• Everything is still included in the core curriculum.
• , and the director of the law enforcement academy is required to adopt the curriculum as developed by

Keywords: 996, all

Transcript Highlights:

• through aligned professional development.
• same curriculum at the same grade level.
• Access to the educator literacy training program, professional development aligned to the literacy curriculum
• to carry out the new curriculum.
• program when districts adopt new curriculum.

Summary: The House Education Committee first briefed several bills and amendments before going into caucus, then returned for executive action. House Bill 1295, on comprehensive literacy programs, was amended to require aligned literacy curricula and reporting, with one proposed substitute withdrawn and several amendments debated; the committee rejected amendments that would have added implementation deadlines and reporting, adopted an amendment requiring a 2032 OSPI report on literacy outcomes, and advanced the bill with a do pass recommendation. House Bill 2262, which adds cursive signature instruction to mandatory high school civics and requires election-related reporting on signature mismatches, was amended to recognize culturally specific signatures, include historical context about marginalized communities, remove a graduation-credit condition, and drop State Board monitoring language; the committee rejected a null-and-void amendment and advanced the bill. House Bill 2551, allowing certain school districts to sell real property with superintendent authorization, was debated as a fiscal flexibility measure and passed out of committee on a 10-4 vote. The committee also considered House Bill 2593 on school district fund balances and monthly financial reporting. A proposed substitute shifted the bill away from mandatory minimum fund balances toward formal financial monitoring for districts below required levels, technical assistance from OSPI, and possible withholding of apportionment payments for reporting failures; an amendment removed the withholding provision, and the substitute bill was then advanced with a do pass recommendation. House Bill 2594, establishing state-based protections for homeless students and aligning state requirements with McKinney-Vento, received a technical amendment to avoid duplicative provisions and was reported out unanimously. House Bill 2636, creating a Public Education Performance Operations and Funding Review Commission, was substantially revised into a Public Education Review Advisory Council that would work with JLARC to review education policy requirements and funding; a null-and-void amendment failed, and the committee advanced the substitute bill unanimously. Throughout the meeting, sponsors and members emphasized literacy improvement, student access, district fiscal stability, and reducing or reviewing unfunded mandates. Several members spoke in support of the bills as tools to improve outcomes or provide flexibility, while others raised concerns about mandates, reporting burdens, and the practicality of implementation. Final actions included multiple do pass recommendations, with recorded votes on HB 2551, HB 2593, HB 2594, and HB 2636, and unanimous or near-unanimous support on the other measures after amendment debate.

Transcript Highlights:

• </c> Minnesota's driver education curriculum Minnesota's driver education curriculum we<00:43:15.280>
• A problem that exists relative to the development of contemporary and effective instructional curriculum
• As far as driver’s education curriculum, the department has a responsibility to certify those curriculum
• </c><00:59:04.359><c> and</c> uh what needs to be in curriculum and uh what needs to be in curriculum
• </c><00:59:53.280><c> uh</c> requires that the um uh curriculums uh requires that the um uh curriculums

Keywords: 1187, senate, all

Transcript Highlights:

• But just to see and be aware of how a child develops in the room and the development of the vital organs
• in the room and um the child develops in the room and um the development<00:07:40.240><c> of</c><00:
• which uh curriculum should be um<00:16:49.360><c> developed</c><00:16:49.880><c> based</c> on<00:16:
• </c> other sources to supplement curriculum other sources to supplement curriculum is<00:18:20.880><c
• early fetal development.

Keywords: 1191, senate, all

Transcript Highlights:

• The 2024 Live Healthy initiative under President Pasadomo used the expertise of our lab schools to develop
• development, again, this was spoken to last week as well in terms of identifying curriculum development
• curriculum maps that can be duplicated and replicated and reviewed by the Department of Education to
• And so that's a process of revisiting our curriculum maps, revisiting our best practices, and that's
• and share what they're putting together in their curriculums.

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• Specifically, we're going to review the state curriculum as referenced in the definition of adequacy
• However, as far as the curriculum frameworks that were developed, those were in place, as well as the
• One of those waivers is the request to embed and combine curriculum courses or curriculum into one course
• Are you wanting those transitions for the course curriculum and state curriculum specifically?
• and state curriculum specifically I would just like the for the course curriculum and state curriculum

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• Representative Pollett has been a great partner in developing this bill.
• This bill does not promote a product or curriculum.
• Learning to read with books is the right approach to reading development.
• I've spent 20. specific to education policy and reading development.
• to reading development.

Bills: HB1796, SGA9249, SGA9269, SGA9244

Keywords: school construction, contract indebtedness, school districts, bonding authority, education funding, 904, all

Transcript Highlights:

• curriculum makeup should be.
• curriculum would not. be included.
• That would not be part of the general core curriculum.
• Remember, if it ties directly to general course curriculums and what the courses are within those curriculums
• Just the core curriculum, correct? That's correct. Okay.

Bills: SJR39, SB22, SB30, SB33, SB34, SB37, SB75, SB209, SB310, SB505, SB552, SB618, SB626, SB636, SB732, SB747, SB762, SB769, SB819, SB825, SB870, SB926, SB964, SB1030, SB1080, SB1099, SB1124, SB1177, SB1208, SB1233, SB1314, SB1325, SB1333, SB1405, SB1455, SB1506, SB1524, SB1541, SB1577, SB1579, SB1596, SB1646, SB1667, SB1727, SB1750, SB1758, SB1760, SB1791, SB1804, SB1806, SB1869, SB1923, SB1927, SB1951, SB1960, SB1962, SB2023, SB2024, SB2056, SB2078, SB2122, SB2129, SB2180, SB2183, SB2185, SB2207, SB2252, SB2361, SB2365, SB2368, SB2405, SB2411, SB2420, SB2425, SB2569, SB2717, SJR36, SJR50, SJR39, SJR63, SJR68, SCR12, SCR39, SCR38, SCR37, SCR42, SCR29, SB762, SB1596, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1539, SB1505, SB583, SB957, SB1502, SB507, SB1026, SB1349, SB1433, SB1434, SB310, SB505, SB264, SB1364, SB1376, SB1585, SB1772, SB2016, SB1163, SB619, SB1122, SB1877, SB732, SB731, SB397, SB508, SB1333, SB1436, SB964, SB287, SB2143, SB261, SB1247, SB1882, SB618, SB393, SB2243, SB2226, SB1919, SB1791, SB22, SB651, SB1080, SB826, SB1079, SB1243, SB1504, SB1851, SB1879, SB2237, SB1257, SB2034, SB1522, SB1151, SB596, SB1191, SB226, SB570, SB870, SB991, SB60, SB1401, SB1728, SB586, SB529, SB217, SB209, SB1923, SB1839, SB387, SB1874, SB1872, SB1873, SB1921, SB1883, SB1620, SB1838, SB2024, SB2429, SB1999, SB511, SB2309, SB2166, SB510, SB33, SB2420, SB1860, SB1541, SB1314, SB1398, SB1869, SB1750, SB855, SB1233, SB2425, SB2037, SB1758, SB1759, SB2365, SB1924, SB1818, SB1405, SB1762, SB1968, SB1977, SB2077, SB2321, SB1662, SB1663, SB2124, SB2204, SB1855, SB863, SB37, SB819, SB2078, SB2252, SB1962, SB2253, SB825, SB1577, SB1184, SB2018, SB2206, SB1901, SB1030, SB2368, SB1963, SB1960, SB1643, SB1625, SB1299, SB841, SB668, SB584, SB231, SB2411, SB1085, SB2431, SB2231, SB1490, SB530, SB34, SB1261, SB552, SB1099, SB1646, SB2180, SB1804, SB1937, SB1936, SB2569, SB1372, SB1208, SB1124, SB1506, SB1806, SB1868, SB2361, SB2314, SB769, SB1409, SB2122, SB434, SB1214, SB1951, SB2183, SB2046, SB1667, SB1870, SB1727, SB2405, SB2127, SB1975, SB1760, SB1734, SB1335, SB2066, SB2129, SB2246, SB2439, SB1624, SB1244, SB1468, SB2717, SB1612, SB1262, SB604, SB2395, SB2185, SB1832, SB1745, SB1746, SB2207, SB2023, SB1784, SB1524, SB626, SB528, SB437, SB269, SB1137, SB968, SB636, SB747, SB1325, SB1789, SB1455, SB2056, SB75, SB1940, SB2052, SB1927, SB2010, SB1579, SB2068, SB3034, SB844, SB1920, SB1177, SB1558, SB1236, SB1044, SB926, SB884, SB463, SB331, SB227, SB240, SB517, SB1200, SB1410, SB1626, SB1845, SB1863, SB2216, SB2681, SB1717, SB2053, SB546, SB2141, SB2949, SB2323, SB2200, SB2332, SB2199, SB1642, SB1150, SB1757, SB2050, SB1138, SB2051, SB2626, SB2458, SB1864, SB30, SB2201, SB1862, SB1583, SB1583, SB1055, SB2660, SB1898, SB2662, SB2662, SB2161, SB2161, SB2964, SB2881, SB1065, SB1065, SB801, SB2743, SB2533, SB2533, SB1413, SB1413

Keywords: constitutional amendment, veto override, legislature power, governor, Texas Constitution, Texas, moving image industry, incentive program, film production, grant funding, job creation, economic development, wildfire, wildfire mitigation, wildfire prevention, volunteer fire department, Texas A&M Forest Service, West Texas A&M University, prescribed burning, fuel loading

Transcript Highlights:

• commodity groups that bring people in and provide the curriculum and do the training right there.
• And then having these curriculums is very important, right?
• There's a lot of curriculum that's already available.
• The MySci curriculum developed by Washington University provides high-quality, easy-to-implement lessons
• We quickly worked to develop an internal policy, felt in full transparency.

Keywords: 959, house, all

Transcript Highlights:

• of curriculum. ...would comply with this bill as things stand today with regard to the development of
• curriculum.
• curriculum, or whether it be implementing the methodologies that that curriculum requires to be effectively
• How can a child learn to read curriculum or learn curriculum?
• How can a child learn to read curriculum or learn curriculum if they cannot see clearly?

Keywords: 995, all

Summary: The Senate first handled a House petition from John H. Rawlers and others seeking eminent domain authority for a parcel in Norwood; Joint Rule 12 was suspended and the matter was referred to the Committee on State Administration and Regulatory Oversight. The chamber then resumed debate on the literacy bill, with Senator Tarr offering a series of amendments focused on school district funding, teacher competency, reporting, waivers, and curriculum implementation. Most of Tarr’s amendments were rejected, but one requiring written, appealable denials of district waivers was adopted by roll call, and another amendment on reporting from the Early Literacy Fund, including provisions for English language learners and special education educators, was also adopted. A separate amendment extending the timeline for DESE to publish high-quality curricula was adopted, while several other amendments were withdrawn or defeated. The Senate also considered and adopted an amendment from Senator Comerford addressing rural and regional equity in education funding. That amendment expanded eligible uses of the Early Literacy Fund to include screening assessments, required DESE to prioritize geographic and funding equity, mandated a public hearing in Western Massachusetts before final grant criteria were finalized, and directed technical assistance to rural districts. Senators from across the chamber spoke in support, emphasizing chronic underfunding, declining enrollment, minimum-aid pressures, and the need for a broader review of the Chapter 70 formula and a Foundation Budget Review Commission. The amendment passed unanimously. Later, the Senate took up an amendment from Senator Moore on children’s vision care, which would have created a registry for vision screening and expanded eye exam requirements, but it was withdrawn after supportive debate. The chamber then adopted the Ways and Means redraft, ordered the bill to third reading, and passed An Act relative to teacher preparation and student literacy to be engrossed by a unanimous roll call. Final passage was also achieved for a separate House land-taking bill allowing the town of Hingham to use municipal property for a center for active living, which passed by the required two-thirds vote and was enacted. The Senate then adopted an order to meet again the following Monday and adjourned in memory of Donna Goldstein.

Transcript Highlights:

• Cities and counties all have various forms of job development authorities or economic development authorities
• So with that, I would... ...be developed. Your committee recommended a study.
• The more appropriate spot is in our curriculum standards.
• curriculum standards, we do have conversations related to the various world wars.
• with a video regarding fetal development.

Keywords: 908, all

Summary: The Senate opened with prayer, the Pledge of Allegiance, and a quorum call showing 46 members present. It then took up multiple House messages and amendments, appointing conference committees on several measures, including SB 2007, SCR 4007, SB 2374, SB 233, and House bills 1029, 1218, and 1022. The chamber also considered a series of House bills on the sixth and 14th orders, often adopting committee amendments before final passage or, in some cases, rejecting the bill outright. Among the major policy items, the Senate passed HB 1524 on regional planning council grants, HB 1143 increasing a food bank appropriation to $10 million, HB 1126 modernizing cosmetology licensing and inspections, HB 1542 making student applications for admission exempt records, HB 1613 regulating law enforcement use of robots, HB 1582 directing a study on false reports and accusations, HB 1214 revising school transportation funding, HB 1448 creating a study on advanced technologies, HB 1280 on drainage project voting rules, HB 1499 protecting records related to federal judges, and several Senate bills returned from the House, including SB 2221, SB 2117, SB 2198, SB 2120, and SB 2214. The Senate also adopted amendments to HB 1541 on septic systems before rejecting it on final passage. Several high-profile bills failed after debate. HB 1566, dealing with kratom regulation, saw an amendment to convert it to a study fail on a 21-25 vote, after which the chamber laid the bill over for one legislative day rather than take final action. HB 1283, which would have eliminated cost-sharing for diagnostic and supplemental breast exams in the state employee plan, was defeated 22-24 after extensive debate over cost, precedent, and insurance impacts. HB 1527, requiring Holocaust education in statute, also failed 22-24, with supporters emphasizing the importance of the subject and opponents arguing curriculum belongs in standards rather than statute. The Senate adjourned after announcements, scheduling its next meeting for Monday, April 14, 2025.

Transcript Highlights:

• Specifically, we're going to review the state curriculum as referenced in the definition of adequacy
• However, as far as the curriculum frameworks that were developed, those were in place, as well as the
• One of those waivers is the request to embed and combine curriculum courses or curriculum into one course
• Are you wanting those transitions for the course curriculum and state curriculum specifically?
• My... for the course curriculum and state curriculum specifically?

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy-related requirements. Staff reviewed the history of state curriculum and accreditation laws, the current standards for grades K-12, required high school units and graduation pathways, and recent changes such as career-ready pathways, embedded instruction requirements, and the distinction between courses required to be offered versus courses actually taken by students. Members asked for a chart comparing the 1997, 2003, 2015, 2017, and later law changes, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff summarized ESSA requirements, Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and recent data showing that 2025 proficiency rates remained well below the 80% goal, while English learner progress and graduation rates were also below long-term targets. The committee discussed school support and improvement, equitable access to educators, report cards, and the apparent lack of evidence that equity labs are currently being conducted. Members requested follow-up from the Department of Education on equity labs, report card data, and whether the ESSA plan can be changed. The presentation also covered state assessment results under the Arkansas Accountability Act, including ATLAS, DLM, ELPA 21, ACT, and NAEP data, along with teacher access measures and geographic shortage districts. Staff reported that Title I and high-poverty schools tend to have more emergency/provisional teachers and less experienced staff, and that shortage districts are concentrated in parts of the state. Members asked for additional information on test highs and lows, the number of assessments students take, dropout data, and whether higher teacher salaries have affected shortage areas. The committee also discussed district levels of support under the state accountability system, including the possibility of state intervention at the highest level of support.

Transcript Highlights:

• It also, I mean, having a week-long celebration requires curriculum.
• development.
• development.
• This sounds to me like a curriculum I really appreciate.
• This sounds to me like a curriculum I really appreciate.

Summary: The committee first considered SB 1422, which would continue the Credit Enhancement Eligibility Board for 10 years. Staff explained that the board supports a credit enhancement program used largely for charter school debt, helping borrowers secure better ratings and lower interest rates. There was no public testimony, and the bill passed with a due pass recommendation by an 8-1 vote. Members then heard SB 1166, allowing county school superintendents to offer high school equivalency preparation through accommodation schools to students in grades 11 and 12, provided they are at least 16. The Arizona Association of County School Superintendents supported the expansion, but one member opposed lowering eligibility from 12th grade to 11th grade. The bill received a due pass recommendation on an 8-1 vote with one present and two absent. SB 1684, which would create a cause of action against public schools for failing to address known bullying that leads to serious physical injury, drew strong opposition from school and legal groups. Opponents argued it was constitutionally problematic, overly broad, lacked key definitions, and could create liability for conduct outside a school’s control; supporters emphasized school accountability in serious bullying cases. After testimony, the committee held the bill with objection. The committee also passed SB 1424, requiring annual age-appropriate firearm safety awareness instruction in K-12 schools beginning in 2027-2028, despite opposition from gun-safety advocates and education groups who argued it shifted responsibility from adults to children and schools and was an unfunded mandate. The bill passed 6-5. Later, SB 1475, barring students with certain criminal convictions or juvenile adjudications from participating in school district-sponsored interscholastic activities, drew opposition from criminal justice advocates and some members who said it was overly punitive and could harm rehabilitation, while supporters argued the offenses were serious and that participation is a privilege. It passed 6-5. SB 1572, requiring Celebrate Freedom Week civics instruction in public schools, also passed 6-5 after members debated whether it duplicated existing civics requirements and whether it imposed new curriculum burdens. Finally, SB 1741, requiring districts and charters to allow release-time religious instruction and award credit under certain conditions, was presented and opposed by a secular education advocate who argued it undermined local control and could lead to legal and academic problems; the transcript cuts off before the final vote on that bill.

Transcript Highlights:

• We had about 45 youth that were helping us develop the curriculum.
• We had about 45 youth that were helping us develop the curriculum.
• We had about 45 youth that were helping us develop the curriculum.
• Um, so, first and foremost, we haven't developed a curriculum just yet.
• This is developed a curriculum just yet.

Keywords: 1187, senate, all

Transcript Highlights:

• </c><00:04:14.480><c> further</c> must adopt the curriculum further must adopt the curriculum further
• </c> Minnesota K12 social studies curriculum Minnesota K12 social studies curriculum ethnic<00:28:42.519
• </c><01:04:11.279><c> the</c> get rid of the funding to develop the get rid of the funding to develop
• Thank you. issues in the curriculum that we're issues in the curriculum that we're talking<01:53:03.480
• Locally, for those things that they would like to see in their curriculum, and that can be developed

Keywords: 1183, house

Transcript Highlights:

• Together, we discuss the inexplicable exclusion of human prenatal development from our curriculums.
• Together, we discuss the inexplicable exclusion of human prenatal development from our curriculums.
• excluded from the curriculum.
• It was fascinating to watch his face understand that development, and how he developed.
• of human development.

Summary: The committee first took up HB 987, which would move the Louisiana Geological Survey under the LSU Energy Institute to streamline energy-related programs. The author and members described it as an efficiency measure, and the committee reported the bill favorably without objection. Members then heard HB 513 on name, image, and likeness rules for intercollegiate and interscholastic athletes. The bill was presented as a product of a task force and was supported by the Attorney General’s office, coaches, and a student athlete, who emphasized the need for guardrails, education, and protections against exploitation by agents or third parties. Questions focused on high school enforcement, parental consent, and what students may legally do; the committee ultimately reported the bill favorably. The committee also considered HCR 26, which asks BESE to incorporate the science of human growth and development, including prenatal development, into science or health standards and to provide instructional materials. Supporters said it would improve science education and show fetal development more clearly, while opponents raised concerns about medical accuracy, political influence, and lack of safeguards. An amendment requiring parental consent for instruction was offered but failed on a roll call vote, and the resolution was then reported favorably. Later, the committee reported HB 608 favorably as amended to protect confidentiality of documents tied to intercollegiate athletics revenue-sharing, while preserving public disclosure of overall institutional spending. It also advanced HB 380, creating a pilot program to expand CDL workforce training through a community college and school partnership, and HB 392, which would require suicide hotline information on school websites, student ID cards, and, through amendment, visible signs in schools. The committee then reported HB 476 as amended, requiring Safe Haven law flyers in school restrooms, and began discussion of HB 682 to authorize veterans as school resource officers, with amendments addressing qualifications and training.

Transcript Highlights:

• Fetal development instruction is currently in the state's health curriculum, the health TEKS.
• Senate Bill 205 ensures that this fetal development instruction is a permanent component of the curriculum
• The bill ensures that this fetal development instruction is a permanent component of the curriculum that
• Including fetal development in the health curriculum equips Texas students to fully understand the human
• development process.

Summary: The Committee on Education K-16 heard several bills focused largely on special education transparency, school safety, and student support services. Senate Bill 1908, by Senator Zaffirini, would direct the Higher Education Coordinating Board to study the feasibility of a statewide system for coordinating clinical training placements, including regional portals for healthcare clinical slots, with a report due by December 1, 2026. A representative of the Texas Nurses Association and the Nursing Legislative Agenda Coalition testified in support. The bill was left pending subject to the call of the chair. The committee then took up Senate Bill 111, by Senator Hall, which in its committee substitute was narrowed to a reporting bill requiring school districts to disclose legal proceedings involving special education due process complaints when legal fees exceed $10,000, rather than capping spending. Several parents and advocates testified that districts spend large sums on litigation against families of children with disabilities and that greater transparency is needed; some senators raised concerns about unintended consequences, including possible pressure to settle cases. The committee adopted the substitute and left the bill pending. The committee also heard Senate Bill 1551 on automated external defibrillators in public schools, Senate Bill 865 on CPR instruction requirements for certain volunteers, Senate Bill 1032 on the Governor’s University Research Initiative, and Senate Bill 571 on school employee misconduct reporting and access to the Do Not Hire Registry; each was reported favorably after committee substitute adoption and roll-call votes. Additional bills discussed included Senate Bill 1884, which would formalize and expand dedicated staff support for the State Board of Education and give the board chair hiring authority over that staff; members questioned whether it duplicated TEA functions, while a witness argued the workload increase justified the change, and the bill was left pending. Senate Bill 625 would replace the current half-credit economics requirement with a half-credit in personal financial literacy; educators and advocates strongly supported making the course required, and the bill was left pending. Senate Bill 582 would make TEA settlement agreements in special investigations publicly available when sanctions are imposed, and Senate Bill 2600 would bar transportation fees for students living within two miles of campus unless districts do not receive state transportation funding; both were left pending. The committee also heard Senate Bill 2751, which would require TEA inspections of non-public special education programs to consider medical standards of care and crisis-prevention training; testimony from a program operator described severe student behaviors and the need for more flexibility, and the bill was left pending after the substitute was adopted.

Transcript Highlights:

• That gives the student the two years to explore to really develop their science skills.
• Number one, faculty administration took a very deep dive into the curriculum, and we mapped our curriculum
• We have done a lot of faculty development, and not only teaching strategies.
• And the percent of your curriculum...
• We will not be translating our entire curriculum for the same reasons.

Summary: The subcommittee met to examine Florida’s nursing education pipeline and the state’s persistently low NCLEX passage rates. Chair Tuck opened by noting the projected nurse shortage and Florida’s ranking near the bottom nationally for first-time NCLEX pass rates. The Department of Health explained the Board of Nursing’s approval process for nursing programs, including application requirements, probation standards, and termination for programs that repeatedly fail passage-rate benchmarks. The Florida Center for Nursing then presented statewide data showing Florida has more test takers than most states, but still trails the national average; the gap has narrowed in recent years, though Florida remains below average. Members focused heavily on why the state continues to underperform, with discussion of faculty shortages, clinical placement constraints, accreditation, student preparedness, and the large share of newer private for-profit programs among those placed on probation. Committee members asked about how probation works, what happens when programs improve, and whether the board requires corrective plans. They also questioned the relationship between program type and outcomes, the effect of Operation Nightingale, and how many students fail and retest. The Florida Center for Nursing said first-attempt pass rates are the standard measure and that students who fail are expected to remediate and retest, though costs vary. The center also said Florida’s data shows accredited programs outperform approved or probationary ones, and that the state’s nursing workforce challenges are tied to broader issues such as faculty vacancies, clinical site competition, and student demographics, including many students balancing work, family, and language barriers. A panel of nursing school leaders from public, private nonprofit, and private for-profit institutions then described strategies used to improve outcomes. These included transparent recruitment, early orientation, tutoring, success coaching, stronger faculty development, curriculum mapping to NCLEX standards, higher course benchmarks, mandatory remediation, simulation labs, and commercial NCLEX prep tools such as ATI, Kaplan, and HESI. Several panelists said their programs had improved after probation or had very high passage rates, and they emphasized that student success depends on academic preparation, clinical experience, and support services. Members also asked about tuition, program length, translation into other languages, and faculty recruitment; panelists said costs vary widely, faculty hiring is difficult because hospitals pay more, and some schools are considering medical Spanish and immersion options rather than full curriculum translation.

Transcript Highlights:

• So would this be part of the curriculum for sex ed that is already part of the State Board sex ed curriculum
• So would this be part of the curriculum for sex ed that is already part of the State Board sex ed curriculum
• Development education.
• And throughout last year, there was no curriculum for sex ed.
• development.

Summary: The Pre-K Through 12 Budget Subcommittee met with a quorum and considered four bills. CS/HB 1403, by Rep. Yeager, would allow child care facilities to participate in the school guardian program and clarify school perimeter and door security requirements. An amendment clarifying that private security companies would pay for training was adopted, and the bill was reported favorably 11-0. CS/HB 447, the Evan B. Hartzell Act by Rep. Salzman, would provide guidance for schools that choose to teach disability history and awareness during the first two weeks of October, including age-appropriate instruction by grade band. The bill received supportive testimony from advocates and was reported favorably 11-0. CS/HB 257, by Reps. Chambliss and Tramont, would expand on a prior pilot program to allow video cameras in certain self-contained classrooms serving nonverbal students and others with significant disabilities, as a safeguard against abuse and to improve accountability. The bill drew strong support from parents and disability advocates describing abuse concerns, and it was reported favorably 13-0. CS/HB 1255, by Vice Chair Trabulsy, was a broad education bill addressing teacher shortages, scholarship program screening, health and math instruction, corporal punishment policy, and restrictions on spending public funds on organizations tied to discrimination or political/social activism. A major focus of debate was the bill’s human embryologic development instruction and related video language, with supporters calling it science-based and opponents warning it could be medically inaccurate or ideological. After the sponsor said she would amend some language, including removing ABCTE-related text and clarifying the video language, the bill was reported favorably 12-1. The meeting then adjourned.