Transcript Highlights:

• between the portion of the special ed between the portion of the special ed services<01:02:23.119
• Um, but this is not just In the Medicaid schools program, what's happening in the special ed area.
• regarding the overall uh special ed regarding the overall uh special ed expenses<01:28:45.280>
• All 107 of them have a special ed director.
• All 107 of them have special ed All 107 of them have special ed director. director. director.

Keywords: 1189, house, all

Summary: The subcommittee met to begin work on HB 742, which would require catastrophic special education aid to be drawn from the education trust fund, and more broadly to study special education aid/differentiated aid and related costing issues. The chair said the group was starting early because the issue has been debated for years without resolution, local districts are being forced to absorb prorated costs, and the committee wants to send the Department of Education and HHS Medicaid a clear request for data and recommendations before retained bills return in the fall. A committee clerk was also selected, with Representative Reverend volunteering to take notes for the meeting. Members reviewed background materials on special education enrollment, high-cost students, and possible funding formulas, including data on students in high-cost brackets and prior ideas such as category-based funding and caseload-based approaches. The chair also referenced research on other states, including Arkansas, which uses a different special education funding structure and audits IEPs. The committee emphasized that it was focused on the funding mechanics and costs, not on questioning whether services should be provided. Henry Lipman of HHS explained how Medicaid-to-schools currently works in New Hampshire. He said 172 school districts participate, but utilization dropped during the pandemic and remains below historical levels, in part because districts need the capacity to bill Medicaid. Under the current system, schools receive reimbursement based on half of the Medicaid fee schedule, with the school district effectively providing the state share. He said the federal government is requiring a shift by July 1, 2026, to a true certified public expenditure model based on actual costs, which should allow schools to recover 50% of their true costs and some administrative overhead. The department has received a roughly $2.5 million grant to hire a vendor and support districts through the transition, and an RFP and stakeholder meetings are underway. Committee members asked about how costs would be determined, whether the new system would use actual district-specific costs rather than averages, and how the department would support districts that do not currently participate. Lipman said the cost model would be based on each district’s own reasonable costs, subject to audit standards, and that the department expects to provide templates and technical assistance through the vendor because its staff is limited. He also said about one in four New Hampshire children are enrolled in Medicaid, that child enrollment has been relatively stable, and that continuous coverage rules should reduce churn. No votes or formal actions on HB 742 were taken during the meeting beyond organizing the subcommittee and beginning testimony and discussion.

Transcript Highlights:

• know, the data you presented online is up to 4.5% of NDSU students are taking some type of distance ed
• know, the data you presented online is up to 4.5% of NDSU students are taking some type of distance ed
• , but not very often do they communicate how their campus connects to the statewide story of higher ed
• The other committee, the Higher Ed Funding Review Committee, asked if when these are terminated, just
• And so that will be the chance during that individual review to show how those general ed courses or

Keywords: 908, all

Transcript Highlights:

• Of course, they promised us 40% of our special ed budget... ...of course, they promised us 40% of our
• special ed budget.
• So the one of the most... of course they promised us 40% of our special ed budget maybe we're at 13%
• The statewide IEP— ...special ed has lacked a permanent cabinet-level structure.
• Now we had little bits of special ed regulation throughout the PED.

Keywords: 996, all

Transcript Highlights:

• , federal money comes in for special ed, federal money comes in for special ed, doesn't<03:28:51.520
• involving their special ed involving their special ed expenses,<03:39:58.640> but<03:39:59.359
• student over the average cost per non-special ed student of 16,127.
• No, the special ed spending is 860 million.
• No, the special ed includes slept? Yeah.

Keywords: 928, house, all

Summary: The committee first took up SB 209, which would require schools seeking building aid for construction or reconstruction projects to use an owner’s project manager. The chair explained an amendment that would remove the bill’s requirement that the manager be engaged before application and instead revert to current law, while updating the project threshold from the older $1 million figure to a more current amount and clarifying that the manager’s role is to protect the project owner’s interests. Members asked about the cost of hiring a project manager over several years before a project is funded, the 1.5% fee in rule, and whether the rules already define the manager’s duties. The chair said the amendment addressed those concerns by leaving the timing to current law and relying on existing administrative rules for qualifications and responsibilities. The committee then voted 18-0 to adopt the amendment and 18-0 to recommend SB 209 OTPA, placing it on the consent calendar. The committee then moved to SB 99, which concerns allowing students enrolled in career and technical education programs at receiving comprehensive high schools to take additional academic courses there. The chair said the bill was intended to make it easier for students to access CTE without being blocked by scheduling conflicts in their sending schools, and to clarify how agreements between sending and receiving districts would work. He described concerns about the bill’s cost formula, transportation, part-time versus full-time status, and whether the proposal could unintentionally create open-enrollment or athletic-transfer issues. He said the amendment would mirror existing treatment for homeschool and charter school students, use a familiar funding model, and limit participation to students already enrolled in one or more CTE classes at the receiving school. The chair also emphasized that comprehensive high schools already have a statutory definition and that the bill would help more students participate in CTE, which he said currently reaches only a relatively small share of students statewide. He noted that transportation would be covered only when a CTE bus is available, otherwise students would be responsible for arranging travel as under current practice. After brief discussion, the committee voted 18-0 to adopt the amendment and 18-0 to recommend SB 99 OTPA, also placing it on the consent calendar.

Transcript Highlights:

• over and do a full special ed credential program.
• really privilege inclusion in gen ed classrooms, and we've adopted new standards for special ed and
• and special ed folk take in common.
• Sorry, just, Ed Cabral with the LAO, just to your comment.
• And there are places across the state as well as higher ed that have cohort groups.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• I have a great relationship and friendship with Freeman Martin.
• There is no way that the state legislature intended for the Maverick County Sheriff, the Ed Couch Police
• He was a reserve officer from Ed Couch, Texas, a small town in the Rio Grande Valley.
• And the Chief of Police in Ed Couch, Texas, had no idea who it was, had no idea they were up there working

Keywords: 1184, house, all

Transcript Highlights:

• Yes. mean that they are coded as special ed mean that they are coded as special ed and<00:26:33.200><
• It is not so much as a special ed determination.
• It is not so much as a special ed determination.
• It is not so much as a special ed determination.
• Yes. exactly what might be a special ed cost exactly what might be a special ed cost or<00:30:08.240>

Keywords: 928, house, all

Summary: The Education Funding Committee met to consider eight bills, beginning with HB 443 on the terms of appointment for members of the Higher Education Commission. Department of Education Director Steve Applebee explained that the commission supported a language change to address a holdover issue, but members raised concerns that the bill did not solve the problem of inactive members and might not address the broader question of whether the commission should continue to exist. The committee agreed to retain HB 443 for further work and voted 18-0 to do so. The committee then voted on HB 137, which would allocate excess statewide education property tax funds for local school and municipal purposes. Supporters of ITL argued that using the statewide property tax to reduce the state’s school funding obligation could create a slippery slope and shift more burden to property taxpayers. The committee voted 15-3 to ITL the bill, with a minority report to be written. HB 237, which would prohibit the use of special education and differentiated aid funds on students not receiving special education services, was also ITL’d after members said federal law already governs how IDEA-related funds may be used and that the bill was unnecessary. That motion passed 16-0, with some members not voting because they were out for medical reasons. The committee next advanced HB 354, creating alternative certification pathways for career and technical education instructors. Members said the bill could help recruit qualified tradespeople and retirees to teach in CTE programs, and it was approved 18-0 and placed on the consent calendar. HB 491, establishing a committee to study alternative public education funding methods and reduce reliance on local property taxes, was retained for further study after members said the committee or a subcommittee could continue the work over the year; it passed 18-0. HB 656, concerning local school districts’ authority to accept federal grants, was also retained after discussion focused on transparency, grant conditions, and the need to avoid delays in services; it passed 18-0. The committee then moved on to HB 729, an appropriation for an attorney to recodify education laws, but the transcript cuts off before that bill was acted on.

Transcript Highlights:

• if we're going to put all of this onto the Department of Ed.
• The other thing that I'm concerned Ed.
• The right-hand column is language from ED Rule 303.01.
• The right-hand column is language from ED Rule 303.01.
• <02:20:17.200> rule simply copied and pasted in ed rule simply copied and pasted in ed rule

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and reviewed several previously heard bills, but focused its discussion on SB 586 and SB 580. The chair explained that SB 586 would require school districts and school administrative units to publish audit reports after the fiscal year, and that an amendment, 1472H, had been prepared to replace the relevant audit/reporting section. The amendment would add SAUs to the reporting entities, expand the contents of audits to include items such as employee lists, pay, benefits, and pension liabilities, and change the timing so audits are submitted nine months after the fiscal year end, followed by a three-month Department of Education review and then a further correction period before any grant funding could be withheld. The amendment would also require the reports to be posted in searchable electronic form on the web. Committee members discussed whether the bill’s “non-compliance” language referred only to incomplete submissions or also to audit findings, and several members raised concerns about whether the Department of Education had the staff and authority to take on this role, whether the existing DOE25 process would be displaced, and whether the bill should instead remain with the Department of Revenue Administration. One member noted that the fiscal note anticipated the need for additional auditors and significant staffing costs. The committee also reviewed SB 580, described as a school cooperative purchasing program bill that also contains policy provisions for charter school trustees, school board members, and receivership-related language tied to Claremont. The chair said the committee had previously heard comments from Charlie Arlinghouse on the cooperative purchasing portion and would use a side-by-side comparison prepared by staff when it reached that bill. Other bills on the docket were briefly described but not taken up that day: SB 491, which has committee-requested amendments and a separate non-germane amendment related to curriculum frameworks and academic standards; SB 513, an owner’s project manager bill held as a possible vehicle for future non-germane language; and SB 531, concerning a cosmetology program in Coös County and a possible task force. The chair said the committee would not address 491, 513, or 531 that day and would return to 580 and 586.

Transcript Highlights:

• I'm the state director, special ed, if you haven't met me. Oh, here is that better? Yeah, okay.
• We spend $8 million on special ed, and we get 150,000 from the state to help us.
• but with the special ed, the state share—is it 100%?
• <01:44:48.800> or whether it's a special ed or whether it's a special ed or not<01:44:50.480
• of the average cost for every special ed of the average cost for every special ed student<01:45:

Keywords: 928, house, all

Summary: The work session focused on special education, especially the differentiated aid component and special education aid, which members noted is still often called “catastrophic aid.” The chair said the committee was trying to better understand how special education costs are growing, how districts are delivering services through SAUs or internally, and how reimbursement formulas affect local costs. Members also discussed the need for better data before making decisions on several education funding bills, and Representative Brown was tasked with capturing questions for follow-up information from the department or elsewhere. Testimony from the state special education director, Becky Fad, centered on why student counts in various disability categories have shifted over time. She said the categories themselves have not changed much, but autism has increased because of greater understanding and identification, developmental delay has grown because it applies to children under age 10 who may not yet have a clear diagnosis, and some students previously classified under speech/language or other health impairment are now identified in more specific categories such as autism. She emphasized that the IEP is based on a child’s individual needs, so a change in category would not necessarily change services, though it may help educators support the student differently. Members asked about whether the shifts reflect better diagnostic capability, whether the department should gather more data on the reasons for the changes, and whether autism-spectrum data could be broken down further. Fad said the department does not currently have data on the causes of the shifts or on where students fall within the autism spectrum, but that collecting and analyzing such data is on its list of priorities and a new data manager had recently been hired. She also explained that each child is counted only once on the chart by primary disability, that the IEP or eligibility team determines the primary category based on evaluations, and that any child can be referred for special education by a parent, teacher, or doctor, after which the district must meet within 15 days to decide whether to evaluate. No votes or formal actions were taken in the portion provided.

Transcript Highlights:

• My request would be for higher ed. Will there be a second part or should I just do it now?
• My request would be for higher ed. Will there be a second part or should I just do it now?
• Item 11, various appropriations, and Item 40, the adult learner program in higher ed.
• Item 11, various appropriations and 40, the adult learner program in higher ed.
• critical challenges that our education institutions are facing both in the K-12 space and in the higher-ed

Keywords: 987, senate, all

Summary: The Senate Budget Subcommittee No. 1 on Education held its close-out hearing for the 2026 budget process, with the chair saying the Senate plan fully funds Proposition 98 and continues investments in universal school meals, career education, immigrant and LGBTQ+ student supports, UC/CSU compacts, and community college stability. Public commenters largely supported those priorities, including funding for CalNEW, Dream resource centers, teacher workforce programs, community schools, special education, paid pregnancy leave, and higher education aid, while some urged rejection of proposals they viewed as underfunding Prop 98 or adding non-LEA preschool costs into the guarantee. Others raised concerns about the middle class scholarship cut, CalFresh support for college students, and the need for clearer instructional windows and English learner supports. During member comments, Senator Chao Bogh said many items were supportable but criticized placeholder language, lack of final details, accountability concerns, and some borrowing or mandate structures, including the middle class scholarship, adult learner program, Calbright common cloud platform, paid pregnancy leave, and apprenticeship backfill. The chair responded that the budget reflects major investments in K-12 and higher education, including full Prop 98 funding, elimination of the settle-up amount, middle class scholarship funding, and Dreamers resource centers, and emphasized the importance of supporting students regardless of documentation status. The committee then moved to the vote-only calendar and adopted multiple staff recommendation packages. Part A issues 2-15, 24, 26-42, 44-71, 74-90, and 92-117 were approved unanimously; Part A issue 1 passed with Senator Chao Bogh voting no; and Part A sections 16-23, 25, 43, 72, 73, and 91 were noted as agreed to. In Part B, issues 1-10, 12-24, 25A, 26-27, 29-30, 32-34, 36-44, 48-49, 51-67, and 69 were approved, as were issues 11, 40, and 68, and issues 25B, 28, 31, 35, 45-47, and 50. The hearing then adjourned.

Transcript Highlights:

• They include Vice Chair Senator Ed Kennedy, and then Senators Mark Moore, Piano, and Ranking Minority
• And of course, this committee has a capital higher ed bond bill, which is a piece of that puzzle.
• Phyllis Keenan: I spent 10 years paying off my public higher ed undergraduate degree.
• You know, it's ironic that students in Western Europe have had debt-free higher ed for almost about 50
• At NECC, students have saved over $10 million since 2014 through our open ed initiatives.

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• Um, the by-necessity definitions are going to formal rulemaking with the Board of Ed.
• Like when this passes, the Board of Ed would begin rulemaking on it.
• Board of Ed. Board of Ed.
• would begin rulemaking on Board of Ed would begin rulemaking on it. it. it.
• So, we have passed that over to the Board of Ed. Okay. Next question.

Keywords: 926, house, all

Summary: The caucus of the whole received an update from Representative Kornheiser on House Bill 955, focusing on the Ways and Means amendment and how it aligns with Act 73 and the House Education Committee’s broader education transformation work. She said the amendment was assembled from separate pieces developed earlier in the session and covers three main areas: planned property tax updates, steps needed for the future education finance system and foundation formula, and policy changes to support collaborative education service agencies and district mergers. She emphasized that the bill is aimed at the future state of the system, with many provisions tied to later effective dates and pending reports. Kornheiser described the property tax provisions as further defining the new non-homestead/second-home classification so the Tax Department can continue form development and data collection before rates are set, and she said the bill also advances regional assessment districts and a more regular reappraisal cycle. On education finance, she said the amendment adds school construction and school debt provisions, reserve guidance, pre-K funding study language, special education funding protections, and transportation-related follow-up work so those pieces can fit the foundation formula. She also framed the bill as reducing cost drivers in the system, citing health care savings, reference-based pricing, mental health coordination, special education scale, deferred maintenance, and larger-scale school organization. During questions, members asked about merger support funding, transportation timelines, private equity ownership of school transportation, tuition restrictions for approved independent and public schools, and the timing and finality of the second-home tax definitions. Staff explained that merger support would be reimbursed through AOE for committee expenses and would not count against excess spending thresholds, that transportation and other grant categories will be addressed in future reports and decisions, and that the transportation study does not explicitly name private equity but could encompass staffing and cost issues. They also confirmed that the tuition-related provisions apply to approved independent, in-state public, and out-of-state public schools receiving tuition, but only when the foundation formula takes effect. No votes were taken during the caucus; the update was informational, with the bill noted as having been referred to Appropriations and expected to come up for action later in the week.

Transcript Highlights:

• That was House Bill 156 from last year; it already put that requirement in the ed prep programs.
• We weren't going to include special ed in Martinez, and we were able to find a way for the attorneys
• But certainly, I do not oppose that for secondary ed endorsement at all.
• We need that for our teachers, especially in secondary ed.
• But for elementary ed, for special ed, for early childhood, I'm wondering if that could be amended, Mr

Bills: SB234, SB210, SB243, SB244, SM16, HB8

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• Or is higher ed trying to reach into that space?
• Because what I said years ago is higher ed thought that that was beneath them.
• It's not a good research idea, so I just say that for the benefit of the higher ed community.
• Speaker. ...more healthcare cost increases than the higher ed programs.
• So basically, the ERS population has more healthcare cost increases than the higher ed programs.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• Special ed, what I've seen, because I also have the luxury of being married to the special ed teacher
• So, Ever since COVID, our special ed numbers have increased. So the spacing for special ed.
• Now back to Ed Fellows. Back to my my my fist pump for PED.
• Special ed classrooms, service students, pre-K through 12.
• Um, the other thing is I was kind of bothered by your Ed fellow.

Transcript Highlights:

• And at least as far as the existing capital outlay processes go and this one for higher ed, the funds
• And at least as far as the existing capital outlay processes go and this one for higher ed, the funds
• And at least as far as the existing capital outlay processes go and this one for higher ed, the funds
• So those are the other projects remaining that Higher Ed will determine the processes to award.
• So who looks at it in Higher Ed? Who prioritizes in Higher Ed?

Bills: SB234, SB210, SB243, SB244, SM16, HB8

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• The curriculum director, special ed The curriculum director, special ed director,<01:37:16.560><
• It's going to affect your special ed students.
• special ed or unanticipated that way. special ed or unanticipated that way.
• She's director of special ed education.
• charter school that's special ed charter school that's special ed qualified<03:30:39.279> and

Keywords: 1189, house, all

Transcript Highlights:

• <00:16:58.600> That's<00:16:58.760> an the uh special ed teachers.
• That's an the uh special ed teachers.
• If you've ever been in a room with If you've ever been in a room with special<00:17:06.880> ed
• special ed special ed with<00:17:07.920> a<00:17:07.959> special<00:17:08.360>
• ed teacher and children with a special ed teacher and children that<00:17:10.560> have<00:17:

Keywords: MS House Floor - 6 March, 2026; 9:00 AM, 925, all

Summary: The House convened with prayer and the Pledge of Allegiance, found a quorum, dispensed with reading the journal, and moved through routine calendar business. Members tabled motions on several Senate bills, including Senate Bill 3230 and Senate Bill 2699, and there was discussion about a member’s right to hold a bill even after immediate release had been granted the prior day. The chamber also handled a hold request on Senate Bill 2838 and later tabled a motion related to it. The main floor action centered on Senate Bill 2103, which was called up and amended with a strike-all amendment. The bill was described as a broad education and retirement package focused on teacher pay, assistant teacher pay, PERS changes, school attendance officers, and support for struggling school districts. The sponsor said it would provide a $5,000 across-the-board teacher pay raise, a $3,000 increase for special education teachers, a $3,000 increase for assistant teachers, and an approximately $5,000 increase for school attendance officers. It also would reduce retirement service requirements for some state employees and first responders, allow retired teachers to return to work while drawing retirement, and create a district-of-innovation provision for D and F districts to help address teacher shortages and other needs. Several members questioned the scope of the bill, asking whether it included school choice, vouchers, portability, or other contentious provisions; the sponsor said it did not. Questions also focused on the superintendent salary cap language, the effect on PERS contributions for returning retirees, and whether the bill still contained the counselor ethics language that had been discussed earlier; the sponsor said that language had been struck out. After debate, the House adopted the strike-all amendment and then passed Senate Bill 2103 by a vote of 122-0. After passage, members made announcements and vote-change requests on prior calendar items, including Senate Bill 2432 and Senate Bill 3111. The Speaker also announced a press conference after adjournment to discuss the teacher pay raise. The House then adjourned until 4:00 p.m. on Monday.

Transcript Highlights:

• [Applause] That brings me into the ED fund, which will require $2.56 billion.
• All told, we'll send almost $800 million to the ED fund just this year.
• <00:14:03.680> fund,<00:14:04.560> which >> That brings me into the ED fund,
• which >> That brings me into the ED fund, which will<00:14:05.040> require<00:14:05.680>
• to the ed fund just this year. to the ed fund just this year.

Keywords: 927, senate, all

Transcript Highlights:

• This is a consideration of a consultant services agreement between BLR and Work Ed Consulting.
• This is a consideration of a consultant services agreement between BLR and Work Ed Consulting.
• The contract will be between the Bureau and Work Ed Consulting, and this will be for the use of the Hospital
• Work Ed has indicated, as you'll see in the scope of services attached to the contract, that they're
• So it's really his expertise that we're getting when we use Work Ed. Okay. All right.

Keywords: 1204, all