Transcript Highlights:

• As you well know, many of you on this board voted in favor of passing this program two years ago.
• As previously noted, the early years are the foundation of any school program.
• I have met with her a couple of times throughout the year in working through Gator and the program.
• As they tour our school and learn more about our program, their hopes and dreams that they've held so
• In the coming fiscal year, we anticipate we'll receive 7 million pounds from that same program.

Keywords: 974, senate, all

Transcript Highlights:

• Voluntary Pre-K, or VPK, and I think early five-year-olds can also participate in that program.
• Early learning, you have two primary programs: School Readiness Program, which ages birth basically to
• , or VPK, and I think early five-year-olds can also participate in that program.
• Early learning, you have two primary programs: School Readiness Program, which ages birth basically to
• Voluntary Pre-K, or VPK, and I think early five-year-olds can also participate in that program.

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• Fast forward a couple of years to after I completed my first semester in the MPH program, the Master
• Our learning assistant program places advanced undergraduates as learning assistants in high-enrollment
• You might learn some plays, you might learn some... ...to learn football that way.
• You might learn some plays, you might learn some operations, but to learn football, you need to get out
• You learn what not to do.

Summary: The committee met at NDSU and approved the April 9 minutes. The main purpose of the meeting was an informational presentation from NDSU President David Stewart and university leaders on the university’s priorities, including enrollment, student success, research, commercialization, and use of New Horizons funding. Stewart emphasized a “One NDSU” approach, thanked legislators for past support, and said the university will focus on recruitment and retention, a new strategic plan, and growing research and tech transfer while serving North Dakota’s workforce needs. University leaders said NDSU is using tuition waivers more strategically and will work to reduce them over time through scholarship optimization. Provost Sherry Vale described academic portfolio reviews, program closures or consolidations, strategic hiring, and workload policies aimed at aligning resources with demand. They also highlighted student outcomes, including high completion rates, strong employment placement, and NDSU’s role in producing a large share of the state’s engineers, nurses, and agriculture graduates. Several students testified about how NDSU’s mentoring, internships, research, and support services helped them succeed. The committee also heard from partners on New Horizons-related collaborations: Gateway to Science described K-12 STEM outreach in rural and tribal areas, and Sanford Research discussed joint research efforts, including COBRE-related work, obesity and GLP-1 studies, and a joint biostatistics hire. Later speakers highlighted Governor’s School and NDSU’s research and commercialization efforts, including growth in research expenditures and invention disclosures. No additional votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• grants to programs promoting hands-on learning, establishing community partnerships, highlighting career
• They go through an option program, and the sub includes that within two years of their certification
• That is a very, uh, intense, uh, two-year program.
• <00:13:26.160> I<00:13:26.320> know intense uh two-year program.
• I know intense uh two-year program.

Keywords: 958, all

Summary: The committee first heard House Bill 44, sponsored by Representative Chris Lewis, which would create a robotics program trust fund and a robotics funding selection committee through the Kentucky Department of Education. Supporters, including Kentucky First Robotics executive director Kelly Gowen and students from Whitfield Academy, said the bill would expand hands-on robotics education in high schools, connect students to manufacturing and engineering careers, and help meet workforce needs. The proposal would fund grants for coach stipends, competition fees, kits, supplies, and related expenses, and Lewis requested a one-time $500,000 appropriation along with private contributions from manufacturers. The students demonstrated their robot and described how robotics programs teach coding, design, manufacturing, and competition skills. The committee took no questions and approved HB 44 with a favorable expression of opinion for passage on the House floor. The committee then considered House Bill 253, sponsored by Representative James Tipton, which would phase out the use of three-cueing reading instruction and require greater alignment with the science of reading. Tipton said the bill builds on the 2022 Read to Succeed law and would prohibit three cueing in public schools by the 2029-2030 school year, while also barring public university teacher prep programs from teaching it beginning in 2027-2028. He and Kentucky Department of Education officials said the bill is intended to shift instruction toward phonemic awareness, phonics, vocabulary, fluency, and comprehension, and to expand professional learning for teachers through LETRS and other options. KDE testified that enforcement would focus on support rather than punishment, using literacy coaches, regional support staff, and MTSS specialists to help districts transition. Members discussed the bill’s delayed implementation, the evidence against three cueing, and whether reading recovery should be excluded from approved interventions. Supporters cited studies and brain research they said show three cueing can hurt later reading performance, while several members emphasized the need for teacher flexibility and support. Representative Jackson noted Kentucky’s 2025 NAEP third-grade reading ranking of fourth in the nation as evidence that current efforts are helping. Representative Truett and others raised concerns about how the bill would affect classroom practice and intervention strategies, and Tipton and KDE said the goal is to align instruction with evidence-based methods rather than punish educators. The transcript ends during continued discussion of reading recovery and related instructional approaches, with no final vote on HB 253 shown in the excerpt.

Transcript Highlights:

• It offers three options for virtual and hybrid learning courses, programs, and campuses, with each modality
• Another student had a baby her junior year, and, uh, she had to step into our virtual program, take care
• With permanent funding, this program can grow to support all 4 years of high school.
• This is an evolution of a previous pilot program that over the course of, I believe, about 12 years had
• I'm the CEO of Pre-K4SA, San Antonio's award-winning early learning, um, program.

Bills: HB117

Keywords: county regulation, impervious cover, land use, unincorporated areas, environmental management

Transcript Highlights:

• There are many benefits to students learning outside of the school building day and year.
• learning.
• and Service Learning can f fill learning and Service Learning can f fill their<00:44:13.440> mission
• learning every single time.
• We learn best from our elders. We learn best in the environments around us.

Keywords: 1183, house

Transcript Highlights:

• As you well know, many of you on this board voted in favor of passing this program two years ago.
• As you well know, many of you on this board voted in favor of passing this program two years ago.
• As previously noted, the early years are the foundation of any school program.
• It's previously noted, the early years of the foundation of any school program.
• In the coming fiscal year, we anticipate we'll receive 7 million pounds from that same program.

Summary: The committee met for public testimony on the Finance budget, with the main discussion focused first on funding for disability services and then on the LA GATOR scholarship program. Several individuals testified in support of fully funding Families Helping Families and Louisiana Rehabilitation Services (LRS), describing how advocacy, transition services, and direct support workers help people with disabilities access education, employment, and independent living. Witnesses urged the committee to preserve or increase state general funds to draw down federal matching dollars, and provider groups said current reimbursement rates and staffing shortages are leaving agencies in deficit, creating waitlists, overtime costs, and difficulty retaining workers. Committee members thanked the speakers and noted that the testimony would be used to compare the governor’s, House, and remaining budget requests. The committee then heard extensive testimony in support of increasing funding for the LA GATOR scholarship program. Supporters included policy groups, school leaders, parents, and students who argued that the program expands educational choice, helps low-income and special-needs students find schools that fit their needs, and should be fully funded at the level of demonstrated demand. Speakers from Catholic and Christian schools said GATOR funding had helped students thrive academically and spiritually, but that shortfalls left many eligible students without awards, hurt kindergarten enrollment, and forced schools to raise private donations to cover gaps. Several witnesses emphasized that the program is not a zero-sum attack on public schools, but a way to let education dollars follow students. A few committee questions focused on the fiscal impact and on whether choice programs improve outcomes without harming public schools. Testimony cited enrollment growth, parent demand, and data from other states to argue that school choice can improve student and parent outcomes and may also strengthen traditional public schools through competition. No votes or formal actions were taken during the public testimony portion of the meeting.

Transcript Highlights:

• Last year, my Title I high school was fortunate enough to join debate and learn about the FDI.
• Last year, my Title I high school was fortunate enough to join debate and learn about the FDI.
• He learned English through our program.
• Now, a year after following our programs, today she says, Now, a year after following our programs, today
• from last year.

Bills: S1062, S1718, S7038

Keywords: speech education, debate, high school, Florida Debate Initiative, civics, competitive teams, student participation, educational advancement, educator preparation, certification, professional development, temporary certificate, military service, collaboration, teaching effectiveness, education, Florida College System, tuition waivers, vocational rehabilitation, state universities

Summary: The Appropriations Committee on Pre-K-12 Education met to consider several education bills and the proposed fiscal year 2026-2027 Department of Education budget. The committee first took up CS/SB 1062 on speech and debate, which would formalize Florida’s Speech and Debate Week, strengthen the partnership between the Department of Education and the Florida Debate Initiative, require annual public reporting, and support statewide speech and debate programming. The bill drew extensive supportive testimony from students, alumni, and advocates who said debate improved civic engagement, literacy, confidence, and school performance, while also noting the need for equitable access and funding for travel and competition. The committee adopted a delete-everything amendment and then reported the bill favorably as amended by a unanimous vote of members present. The committee then heard SB 1718 on educator preparation and certification, which expands access to educator preparation coursework, broadens eligibility for temporary certification for some formerly certified professionals, and allows prior subject-area exam results to satisfy requirements. Public testimony largely supported easing barriers for experienced educators while emphasizing that certification changes are only a partial solution to teacher shortages and should be paired with better pay, retention, and professional respect. The bill was reported favorably. Next, the committee considered SB 7038 on education, which included a wide range of higher education and workforce-related changes, including a tuition waiver for Florida State Guard members, residency clarifications, oversight changes for blind services and vocational rehabilitation providers, licensure updates for private colleges, dual enrollment and assessment revisions, scholarship and funding changes, and reserve-fund requirements. An amendment restored the Classical Learning Test as a qualifying option for a grandparent tuition waiver, adjusted a Pell Grant performance metric, changed accreditation timing, and made other technical revisions. A dental education stakeholder raised concerns that one provision could disrupt long-standing exemptions for dental assisting programs, and the Florida Dental Association said it was working with the sponsor to avoid unintended impacts. The committee adopted the amendment and reported the bill favorably as amended. The final major item was a high-level review of the proposed pre-K-12 budget, totaling $34.9 billion with local funds. Highlights included $30 billion for public schools and K-12 scholarships, a $50 increase in the base student allocation, a 1.64% increase in total funds per FTE, $4.5 billion for family empowerment scholarships as a separate FEFP categorical, $25 million for districts facing future enrollment declines, $65.3 million to help districts with current-year enrollment losses, $432.8 million for VPK, and $30.4 million for regional education consortia. Senators asked about reductions or flat funding in some allocations, teacher pay, declining enrollment support, Schools of Hope funding, and support for non-teaching school staff. Public testimony on the budget focused heavily on concerns about charter and voucher funding, especially the $6 million for Schools of Hope, with speakers urging more investment in traditional public schools, teacher compensation, and school infrastructure. The committee concluded the meeting by adjournment after no further business.

Transcript Highlights:

• Over 70% of graduates with IDD through these programs secure employment. within two years.
• Programs like Clemson Life in South Carolina and the Auburn Eagles program in Alabama have programs that
• not established enough to show success, don't offer four year on-campus... programs, don't have a relationship
• the Empower program. program at the University of Arkansas, a program that we felt was a perfect fit.
• over year.

Keywords: 1184, house, all

Transcript Highlights:

• And what makes them great is that they just completed finishing a year-long kind of residency program
• This is year one of the program, and we put out an invitation.
• I think that we learned collaboratively that there's no magic program.
• Some are learning programs. Some are doing high-impact tutoring now.
• So that 5,400 number is based on the FTEs they identified in the 2024 program year.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• And that first bucket on your left is around our professional learning programs.
• program evaluation.
• I'm not sure I know that's what we're learning. That's what we're learning.
• And as this program is expanding in this current year, this current school year, what strategies are
• year.

Transcript Highlights:

• <00:43:24.880> and programs and services for learning and programs and services for learning
• Could you explain a little bit of how those first years of learning compounds the rest of the years of
• Could you explain a little bit of how those first years of learning compounds the rest of the years of
• years of learning compounds those first years of learning compounds the<02:30:30.640> rest<02
• learning as you the rest of the years of learning as you are<02:30:33.120> sitting<02:30:33.680

Keywords: 910, house, all

Transcript Highlights:

• These programs help students learn critical thinking, problem solving, and logical reasoning.
• I learned about the Macy program and I went to UMass Boston.
• Robotics has been changing my life every year that I've been in the program, and it will continue to
• I never even thought about trying something like engineering or programming until this year.
• Well, over 10 years, I was the founder of the Social Emotional Learning Alliance for Massachusetts.

Keywords: 995, all

Summary: The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level. The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.

Transcript Highlights:

• First is that overall appropriation that you all have made for the Career Connected Learning programs
• The final sort of bucket of funding is for all other Career Connected Learning programs.
• For maybe 3 or 4 years, but we need to get these programs put in place—the CTE programs, the high-quality
• Maybe they will go in to get their certificate programs and then go on to a four-year.
• So how can this program grow, transform our school, if this program will be offered throughout a year

Transcript Highlights:

• We also have alternative pathways to the classroom, such as our Professional Learning certification program
• programs to our Florida traditional programs.
• These programs.
• , which is our professional learning certification program.
• But he was beginning of this school year. Our number of teacher vacancies declined year-over-year.

Transcript Highlights:

• My eighth grade year, I went. It was my first year. I was scared.
• It's just an awesome program.
• >> So, you've done this for a few years. >> So, you've done this for a few years.
• >> Yeah, this is my fourth year. >> Yeah, this is my fourth year.
• <00:03:35.440> about wonderful way for kids to learn about wonderful way for kids to learn

Keywords: 919, house, all

Summary: The transcript is a promotional overview of Minnesota Youth and Government, a four-day mock state government conference held each January at the Minnesota State Capitol Complex and the Hilton in downtown Minneapolis. It explains that eligible 8th through 12th grade students from Minnesota and western Wisconsin participate through school or community delegations, which meet during the year to prepare for the conference. Participants described the program as a hands-on way to learn how state government works and to build skills in public speaking, debate, leadership, scheduling, and interviewing. High school students can take on roles such as legislators, judges, attorneys, lobbyists, media representatives, or cabinet members, while eighth graders participate in a leadership corps that samples multiple program areas. Several speakers emphasized the value of meeting students from different schools and states, hearing new perspectives, and gaining access to spaces like the House Chamber. The transcript includes personal testimonials from students and program alumni about making friends, gaining confidence, and learning from committee and floor debates. One speaker noted a committee discussion on curriculum that brought in views from teachers, students, and families. A representative from Shakopee said the district has one of the largest delegations, with over 150 students involved, and praised the program as a way to prepare future leaders. No formal legislative votes or actions were taken, since this was an informational segment about the youth program.

Transcript Highlights:

• FIRST WILL TAKE UP TAB ONE A PROGRAM REVIEW OF THE DISTRICT SUPPORT PROGRAMS AS PART OF OUR REVIEW OF
• AFTER THE 2022 2023 SCHOOL YEAR WHICH WAS THE FIRST YEAR OF OUR NEW PROGRESS MONITORING SYSTEM THAT WE
• AT THESE PROGRAMS.
• TO ACCELERATE THEIR LEARNING AND YEAR OVER YEAR THEIR LEARNING IS ACTUALLY IMPROVING. >> Sen Jones:
• SUMMER AND AFTERSCHOOL LEARNING ACTIVITIES, SCIENCE AND ENGINEERING PROGRAMS, PROFESSIONAL LEARNING,

Keywords: 999, senate, all

Transcript Highlights:

• Enrollment in teacher ed programs rose to 13,675 in the 2024-25 school year.
• Yeah, as Travis mentioned, we about a year ago decided that we have a cohort program that's kind of a
• But most of them, the way it works, it's about a two-and-a-half-year program that they can...
• Before this program started, we had on average somewhere between about 60 to 80 individuals each year
• So ours are three separate classes, three periods, three-year program, and so the third year is that

Keywords: 959, house, all

Transcript Highlights:

• Uh, 14 of our schools have early learning programs um with 20 pre-K classrooms in operation and 35% of
• Uh 14 of our schools have early learning Uh 14 of our schools have early learning programs<00:11
• already introduced the Goya, our director for early learning, as well as our federal programs.
• We launched this program this school year in Central Oahu and upcountry Maui.
• over the years they have learned over the years per<02:47:42.960> the<02:47:43.120> novice<

Keywords: 910, house, all

Transcript Highlights:

• So it is a non-degree, four-year, inclusive post-secondary education program for young adults between
• So it is a non-degree, four-year, inclusive post-secondary education program for young adults between
• So in those first two years, they're getting a lot of service learning and volunteering, just like any
• Our tuition for the entire three-year program is $27,135. It's $5,700 a semester.
• This is a new program, inaugural year, first cohort.

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.