Transcript Highlights:

• years, some intervention programs for students.
• And we have an early learning program in Valley.
• We offer a learning assistance program.
• And so we take a very different approach to the way we offer programs and learning.
• And so we take a very different approach to the way we offer programs and learning.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• In its first year of operation, fiscal year 2025, the appropriation for North Star Promise Program
• 2025, the first year of the program.
• biology in May this year. biology in May this year.
• And when I learned about the North Star Promise program, it solidified my belief that college was a viable
• communities for all with living-learning communities for all first-year<01:00:04.240> students

Keywords: 1187, senate, all

Transcript Highlights:

• Everyone should be able to learn about the eye. We actually modeled a program.
• What happened when we lost these programs on the first academic year 2022? 2023.
• Everyone in Miami calming down to learn about the imam of the college the second year.
• , those those programs have to be updated every 3 years where we update those programs as we work with
• Every 3 years. We get a listing from the institutions for each of their programs.

Transcript Highlights:

• Each year, the state provides a COLA to a subset of these categorical programs.
• I know that in past years in K-12 education, we try to reduce the number of categorical programs, but
• per year, in addition to the $6 million that is going to be spent this year, and next year that's already
• Are there other one-time versus ongoing expenditures for the credit for prior learning program?
• of a couple of years in the last couple of years.

Summary: The Assembly Budget Subcommittee on Education Finance held a hearing focused on California Community College budget proposals. Chair Alvarez opened by emphasizing the system’s role in access, transfer, workforce training, and serving more than 2 million students, while also noting persistent challenges in enrollment, persistence, transfer, and graduation. Public commenters and system representatives broadly supported COLA, enrollment growth funding, deferred maintenance, student support block grants, and additional flexibility for districts facing uncertainty. The first major panel covered the student-centered funding formula, COLA, and enrollment growth. The Department of Finance said the Governor proposes a 2.43% COLA ($230.4 million) and 0.5% enrollment growth funding ($30.4 million). The LAO said the COLA was reasonable and recommended funding at least the proposed growth amount, citing uneven enrollment recovery and regional differences. The Chancellor’s Office supported both proposals and asked for additional changes, including using the greater of current-year or three-year average for apportionments and lifting the 10% local enrollment cap, arguing these would better fund growing districts. Members questioned how the formula works, whether SCFF is improving outcomes, and how much additional funding would be needed under different growth scenarios. The committee then reviewed categorical program COLAs, Rising Scholars, career education proposals, IT proposals, and student housing. The Governor proposed a 2.43% COLA for selected categorical programs ($31.9 million). For Rising Scholars, the Governor proposed $30 million ongoing and removal of the cap on participating colleges; the LAO urged waiting for outcome data before doubling funding, while the Chancellor’s Office said the program is serving more students and supports equity for justice-impacted students. On career education, the Governor proposed $50 million for credit for prior learning and $50 million for a career passport; the LAO supported more reporting on credit for prior learning but recommended rejecting the career passport as too undefined, while the Chancellor’s Office supported both. On technology, the Governor proposed $162.5 million for a common cloud data platform and $168 million for a common ERP system; the LAO said both were premature or lacked sufficient planning and recommended rejection, while the Chancellor’s Office argued they would improve real-time data, security, and systemwide efficiency. The committee also heard an update on student housing: the administration said the 2024 shift to a lease-revenue bond model remains in progress for 13 approved projects, with 11 still active, and members asked about withdrawn projects and possible use of any returned funds. No votes were taken, and several items were held open for further discussion and May Revision updates.

Transcript Highlights:

• c> make learning communities program to make learning communities program to make sure<00:38:12.960
• communities program, students learning communities program, students are<00:39:12.240> receiving<
• beginning in fiscal universal program beginning in fiscal year year year 2027.<01:28:55.440> In
• <02:17:32.559> Then<02:17:32.960> the year. Proof of learning. Then the year.
• Mary Wilkey. like a online learning program. Okay. like a online learning program. Okay.

Keywords: 1191, senate, all

Transcript Highlights:

• We are learning life skills that go beyond just the content we're learning in the program, though.
• We are learning life skills that go beyond just the content we're learning in the program, though.
• I learned about entrepreneurship through a 4-H program called the Florida 4-H Gator Pit, where we learned
• earned and achieved throughout the years of their programs.
• the years of their programs.

Summary: The Agriculture Committee took up SB 806, the consumer and agricultural equipment right-to-repair bill by Senator Trumbull. Trumbull said the measure would expand repair options for portable wireless devices and farm equipment while protecting trade secrets. The committee adopted two amendments: one clarifying the bill does not apply to motor vehicles, and a technical staff amendment. Testimony was mixed: an Everglades Equipment representative opposed the bill, warning it could weaken local dealer support, reduce parts inventory, and increase downtime for farmers; the Consumer Technology Association also opposed the bill in its current form, citing concerns about a patchwork of state repair laws, private lawsuits, and inconsistent standards. The bill was reported favorably as CS for SB 806 by a roll call vote of 4-0, with Senator Rouson not voting. The committee then heard a presentation from Florida 4-H state officers Timmy Hawes, Summer Wayne, and Taylor Thigpin. They described 4-H as a youth development organization focused on citizenship and leadership, agriculture, STEM, and healthy living, serving more than 216,000 youth statewide. They highlighted personal stories about how 4-H built confidence, leadership, and entrepreneurship skills, and they outlined goals to grow participation to 300,000 youth and to invest in 4-H camps, especially Camp Cherry Lake and Camp Timpoochee, as year-round learning sites. Senators praised the program and asked questions about how youth get involved and what drives participation. Florida FFA state officers Hope Storder and Isabel Jenkins then presented on agricultural education and FFA. They explained FFA’s three-part model of classroom instruction, supervised agricultural experience, and leadership development, and noted that Florida now has more than 65,000 FFA members and that state funding has allowed all agricultural education students to participate at no cost. They emphasized agriculture’s role in feeding a growing population and discussed how technology, innovation, and urban agriculture can help meet future production needs. Senators commended the organization’s work and its role in preparing future leaders and agricultural professionals. At the end of the meeting, Senator Burton requested a group photo with the students, and the committee agreed.

Transcript Highlights:

• Under state law, transitional kindergarten, TK, is the first year of a two-year kindergarten program
• Previously, the program only served three- and four-year-olds.
• And just last year alone, we saw a 242% increase in CSPP programs serving two-year-olds.
• This change would provide Programs serving two-year-olds.
• Not all TK programs are full-day, full-year.

Summary: The Assembly Select Committee on Child Care Costs held its third hearing, focused on how transitional kindergarten (TK) fits into California’s mixed-delivery early learning system, with an emphasis on the Central Valley. Opening remarks stressed that TK and child care should complement each other, not compete, and that families need both part-day school-based options and full-day, year-round care. Committee members outlined hearing goals around aligning TK with existing programs, understanding family needs, and examining the economic impact of early learning on workforce participation and local economies. Panelists from the Legislative Analyst’s Office, Every Child California, Early Edge, Children Now, and others described TK’s rapid expansion to all four-year-olds, the growth in enrollment, and related changes to state preschool and after-school programs. Witnesses generally supported TK but warned that its expansion has shifted enrollment away from community-based providers, especially centers and family child care homes, creating financial strain, vacant classrooms, and staffing challenges. They urged stronger partnerships between school districts and community providers, more flexible licensing and facilities support, higher and more uniform reimbursement rates, permanent authority for state preschool to serve two-year-olds, and better compensation and training for educators across settings. Parents and providers testified about the importance of trusted, culturally and linguistically responsive care, the need for infant-toddler and home-based options, and the difficulty of affording child care when TK is not full-day or does not fit family schedules. Several speakers emphasized that many families still face long waits for subsidies and that reimbursement and payment delays threaten provider stability. Public comment echoed these concerns, with providers calling for true cost-of-care rates, more vouchers, support for transportation and nontraditional hours, and protection from insurance and facility costs that can force programs to close. State education officials said California’s UPK system works best when TK, state preschool, Head Start, and community-based providers are treated as a shared system, and noted that planning and implementation grants and local coordination efforts have helped build mixed-delivery partnerships. The hearing ended without formal votes or actions, but committee members indicated they would continue gathering input to inform future policy and budget decisions.

Transcript Highlights:

• Each year, the state provides a COLA to a subset of these categorical programs.
• I know that in past years in K through 12 education, we tried to reduce the number of categorical programs
• year and next year, which is already anticipated.
• Versus ongoing expenditures for the credit for prior learning program? Yeah, absolutely.
• The grant program, which the legislature approved over the last couple of years, will now be turned over

Keywords: 988, house, all

Transcript Highlights:

• as program sees annually every year as program sees annually every year as students<00:08:19.879
• <00:35:30.720> programs<00:35:31.720> enhanced Extended Learning programs enhanced
• Paul, ELT funding supports a robust summer learning program that incorporates community partnerships
• <00:38:53.440> program<00:38:53.800> that<00:38:54.000> incorporates learning program
• after-school programs that complement in-class learning.

Keywords: 1187, senate, all

Transcript Highlights:

• The Learning with Music program is an amazing program with evidence-based results demonstrating dramatic
• program over the last 20 years.
• many this program over the many years years years um<00:08:48.560> adding<00:08:49.040> that
• c> in role in early learning programs in role in early learning programs in schools<00:26:53.760>
• c> has of four-year-old programming and it has of four-year-old programming and it has just<01:05

Keywords: 1187, senate, all

Transcript Highlights:

• There's a school year program that includes a 540 instructional hour program.
• hour program that happens during the school year.
• gains taking place within the VPK program year.
• gains taking place within the VPK program year.
• The summer bridge program is for VPK children at the end of the VPK program year.

Summary: The Pre-K through 12 Budget Subcommittee held its first interim meeting, took roll, and established a quorum. Members introduced themselves, many noting backgrounds in education, school boards, local government, or parenting, and Chair Jenna Persons-Mulicka outlined the committee’s goal of building the fiscal year 2025-26 Pre-K-12 budget. She also reviewed the fiscal year 2024-25 education budget, noting that the Pre-K-12 portion totals about $21 billion, with the Florida Education Finance Program (FEFP) as the largest driver, along with major funding for VPK, school readiness, and school recognition. She explained that federal COVID relief funds have ended and that recent school choice legislation has affected budget structure. Commissioner Manny Diaz and department leaders then gave overviews of their divisions. Diaz highlighted Florida’s education rankings, record graduation rate, progress monitoring, expanded school choice participation, charter school growth, and teacher salary investments, while emphasizing a focus on literacy, math, and early learning. Carrie Miller described the Division of Early Learning’s school readiness and VPK programs, their funding, eligibility, accountability systems, and the importance of kindergarten readiness. Paul Burns outlined the Division of Public Schools’ work on educator quality, literacy, standards, certification, family outreach, federal programs, and school improvement. Suzanne Pridgen reviewed finance and operations functions, including budget management, FEFP calculations, grants, procurement, transportation, and emergency management. Adam Emerson described parental choice programs, including scholarships, charter schools, schools of hope, virtual education, and home education. Darren Norris detailed the Office of Safe Schools’ responsibilities for risk assessments, compliance inspections, threat management, grants, and training created after the Marjory Stoneman Douglas tragedy. Members asked questions about several issues, including whether the Safe Schools office recommends changes to the school safety grant distribution formula, whether early learning eligibility should shift from federal poverty level to state median income, how scholarship payments are verified to avoid funding students who return to public school, and whether daily attendance systems could improve funding accuracy. Other questions addressed hurricane-related survey disruptions, VPK provider reimbursement rates and instructional hours, teacher salary increases, school start time costs, and how voucher schools handle IEP accommodations. Department officials generally said some issues remain under review, supported moving school readiness eligibility to SMI, noted that scholarship and enrollment data are cross-checked and adjusted when needed, and said progress monitoring now helps schools support mobile students. On school safety, officials said exemptions are allowed in statute for some items but not for classroom doors, and that district-specific conditions matter. No votes were taken and no formal actions were reported beyond receiving presentations and discussion.

Transcript Highlights:

• Our learning assistant program places advanced undergraduates as learning assistants in high-enrollment
• Three-year bachelor's degree programs.
• Three-year bachelor's degree programs.
• Because these programs are new, it will take three or more years before dad Because these programs are
• four-year programs five years to kind of get off the ground, so they get sort of a pass.

Keywords: 908, all

Transcript Highlights:

• training and professional learning to increase the number of the number of the Florida Partnership program
• So that once a teacher or a coach learns how to implement an evidence-based practice or program, they
• , and year over year, their learning is actually improving.
• activities, science and engineering programs, professional learning, books, and school supplies to support
• activities, science and engineering programs, professional learning, books, and school supplies to support

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:

• So, you know, we've been looking back at this program. This is year one of the program.
• Some are learning programs. Some are doing high-impact tutoring now.
• Some are learning programs. Some are doing high impact tutoring now.
• And so that 5,400 number is based on the FTEs they identified in the 24 program year.
• So the grant program is designed to enhance student learning outcomes by fostering learning, excuse me

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:

• , mentors, living-learning communities, senior-year capstones for career launch, and more.
• , mentors, living-learning communities, senior-year capstones for career launch, and more.
• So every year we add programs and we take away programs because we're trying to align what we offer to
• and region so every year we add programs and region so every year we add programs and we<00:57:33.599
• <01:19:45.840> it year thanks to the Northstar program it year thanks to the Northstar program

Keywords: 1187, senate, all

Transcript Highlights:

• We also have a two-year program offered to new occupation-based CTE instructors, providing leadership
• Five years later, we have seen 75 scholars go through this program, 45 of which have already completed
• So over the years, we’ve had 600 principals come out of this program.
• commitment right then and there, her first year as CEO, to help put principals through this program.
• of of graduates of this got 13 years of of graduates of this program<01:59:48.560> that<01:59

Keywords: Meeting Start: 00:00:12 Attendance Roll Call: 00:00:33 Kentucky’s New Assessment and Accountability Model Update: 00:03:50 Federal Education Policy and Its Impact on States: 01:00:55 Educational Leadership Training Opportunities in Kentucky: 01:26:44 Consideration of Referred Administrative Regulations: 02:10:38 Adjournment: 02:13:57, 958, all

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• ,<00:02:39.760> which the uh Northstar Promise program, which the uh Northstar Promise program
• the fostering independence grant program the fostering independence grant program so<00:04:56.800
• we took care of the state grant program. we took care of the state grant program.
• and the Northstar Promise grant program and the Northstar Promise program.
• <00:09:58.480> because learn for the sake of learning because learn for the sake of learning

Keywords: 1183, house

Transcript Highlights:

• Powerful programming asks students to call on what they have learned in the past to investigate a problem
• Students learn so many skills about solving problems, and I just think it's a really valuable program
• 2025 school year.
• The year before I learned about community schools, I worked with the Equity Imperative using a Lobre
• The year before I learned about community schools, I worked with the equity imperative using a Lobre

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• Programs have to be in existence for well over a year.
• school-based programming each year. school-based programming each year.
• not have completed their learning until the fall of 2024, so it is a two-year professional learning
• So it's a 2-year professional learning<01:37:30.560> program.
• <01:37:32.080> You learning program. It is extensive. You learning program.

Keywords: Call to Order and Roll Call – 0:00:00 Workforce Pell Grant Update – 0:03:30 Extension Office Update – 0:33:25 Kentucky Academic Standards for Social Studies – 1:07:08 Early Literacy Outcomes – 1:32:20 Consideration of Referred Administrative Regulations – 1:58:30 Adjournment 2:13:13, 958, all

Transcript Highlights:

• So this is a great program. I hope you'll find support for this in the Legacy bill this year.
• So this is a great program. I hope you'll find support for this in the Legacy bill this year.
• So this is a great program. I hope you'll find support for this in the Legacy bill this year.
• So this is a great program. I hope you'll find support for this in the Legacy bill this year.
• So this is a great program. I hope you'll find support for this in the Legacy bill this year.

Keywords: 1187, senate, all