Transcript Highlights:

• . education. education.
• They support education, and they want a system that they can afford, though.
• Uh<00:24:36.960> they<00:24:37.120> support<00:24:37.520> education<00:24:38.160
• > and<00:24:38.240> they<00:24:38.360> want Uh they support education and they want
• Uh they support education and they want a<00:24:38.600> system<00:24:38.960> that<00:24

Keywords: 926, house, all

Summary: The meeting was a caucus of the whole on House Bill 955, described by House Education Chair Rep. Peter Conlin as the year’s education transformation bill. He said the bill is still evolving and must still go through Ways and Means, Appropriations, and the Senate. Conlin framed the bill as a response to declining enrollment, school building needs, future funding changes, and equity concerns, drawing on prior commission work, testimony, surveys, emails, and committee input. Conlin said H. 955 has two major structural pieces: it creates seven mandatory Cooperative Education Service Areas (CESAs) to provide shared services more efficiently at larger scale, and it requires merger study committees in all parts of the state to examine whether districts should voluntarily merge into pre-K through 12 union school districts. He emphasized that CESAs are service providers, not governing bodies, and that merger study committees are required to study merger but not to merge. He also said the bill includes startup grants for CESAs, fee-for-service funding, a guidance map for facilitator work, deadlines culminating in merger votes on November 7, 2028, and reporting requirements back to the General Assembly. Members asked about whether CESAs duplicate supervisory unions, how representation would work, whether the bill affects academic standards, what happens to articles of agreement, why some study groupings include only one district, how the process would work in practice, and what support facilitators would have. Conlin responded that CESAs are intended to add scale for specialized services rather than replace supervisory unions, that they do not govern schools, and that representation and structure could be adjusted as the bill moves forward. He said the bill does not change what is taught in schools, only governance and funding, and that any merger would still require new articles of agreement and voter approval. He also said the facilitator system would be supported by a lead facilitator and the existing CESA structure, and that some groupings may be revised based on local conditions. The committee also discussed cost savings and timing. Conlin said the bill is intended to reduce costs through shared services and larger-scale districts, and that the proposed delay in implementing a foundation formula is meant to allow time for mergers and related administrative work, including bargaining, records, and district consolidation. He cited the existing Vermont Learning Collaborative in southeastern Vermont as an example of a CESA already providing specialized services and saving member districts money.

Transcript Highlights:

• In higher education, the Intersegmental Coordinating Committee serves as a forum for cross-sector education
• We are in support of this item and the establishment of the California Education Interagency Council.
• And support this program has provided.
• Supporting this budget request is an investment in California's future leaders, educators, advocates,
• And grants to support local initiatives.

Keywords: 988, house, all

Transcript Highlights:

• , compensation for— Providing ongoing engagement, support, compensation for the educator.
• of a legislature in the state of North Dakota that supports education.
• of a legislature in the state of North Dakota that supports education.
• That being said, how do we we're... in North Dakota that supports education.
• So the first layer of validation is educator involvement, sound processes, and psychometric support from

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• And the State Board of Education is really, Our governance structure and the State Board of Education
• Board of Education members, and then those members in turn appoint the Commissioner of Education.
• And then finally, that division then helps with all the virtual education and home education programs
• Classrooms, and they also help with our educator licensure exams for those educators who want to hold
• But I'm, you know, as a lifelong educator, this is my 34th year in public education.

Summary: The subcommittee first heard an overview from Department of Education Chancellor Paul Burns on Florida’s K-12 governance structure and major divisions, including early learning, public schools, safe schools, school choice, and accountability. He highlighted school readiness and VPK, teacher preparation and licensure, school safety functions, scholarship and virtual/home education programs, and FAST progress monitoring. Burns also cited statewide gains such as higher mid-year reading performance, a record graduation rate of 89.7%, and record CTE enrollment, while members questioned the meaning of Florida’s “number one” education rankings, teacher pay, post-COVID learning loss, vacancies, and chronic absenteeism. St. Lucie County Superintendent John Prince then described the scale and responsibilities of a mid-sized district, emphasizing student safety, transportation, meals, hurricane shelter operations, career and technical education, teacher recruitment and retention, progress monitoring, remediation, and mental health supports. Members asked about school shelter construction standards, remediation funding, late school start times, attendance, and concordance scores; Prince argued for more flexibility for CTE pathways and noted that local districts use a mix of state and federal funds to support remediation and staffing. The committee then moved to an early warning systems panel. Burns explained that Florida law requires districts to use attendance, behavior/suspensions, course performance, FAST results, and other academic indicators to identify students needing support, with districts and families developing intervention plans. Superintendents from Putnam, St. Johns, and St. Lucie counties said chronic absenteeism is tied to achievement and NAEP decline, but causes vary by district, including poverty, transportation, daycare, family instability, travel, and student athletics. They described MTSS, PBIS, home visits, attendance letters, and community partnerships as responses. Members also discussed VPK access, full-day VPK funding, excused versus unexcused absences, and the need for earlier intervention in pre-K and K-2. Finally, Vice Chancellor Darren Norris outlined Florida’s post-Parkland school safety measures, including armed school officers, anonymous reporting, behavioral threat assessment teams, mental health training, panic alert systems, emergency drills, active assailant response policies, and firearm detection canines. Superintendents said compliance is costly and often requires shifting local funds, but they praised state grants for mental health, hardening, and mapping. They noted ongoing challenges with new mandates, capital costs, manual reporting burdens, and the need to balance safety requirements with classroom resources.

Transcript Highlights:

• Thank you. 3 Senate Education Committee.
• from adopting national sexual education standards developed by future of Education Initiative, prohibit
• national sex education standards.
• This is not education. So it's just not education.
• Expanding adoption education in schools is a critical... a culture of life and supporting women with

Bills: SB207, SB611, SB920, SB1174, SB1207, SB1325, SB1396, SB1551, SB1619

Keywords: SB 207, Texas Education Code, public school attendance, excused absence, mental health appointment, mental health care, behavioral health, school district, student absenteeism, same-day return, health care professionals, physician certification, religious holy days, court appearance, DFPS, foster care, education policy, student wellness, school mental health, attendance policy

Transcript Highlights:

• The Department of Education supports the intent of this bill.
• support, Hawaiian-medium education remains critically underrepresented at the BOE and DOE level. testimony
• support why medium education<01:10:20.199> remains<01:10:21.040> critically<01:10:21.880
• Education um Department of Education Education um Department of Education Department<01:13:05.400
• <02:37:02.880> any absolutely support this we support any absolutely support this we support

Keywords: 910, house, all

Summary: The committee heard three House bills related to the Department of Hawaiian Homelands. HB 606 would extend the Act 279 special fund to June 30, 2028, continue deposits and appropriations to help eliminate the DHHL waitlist, and require a strategic plan and annual reporting. DHHL strongly supported the measure, saying most of the initial $600 million had been used and that the need remains large, with more than 29,000 people on the waitlist. Public testimony also supported the bill, emphasizing its importance to Native Hawaiian families and concerns about Hawaiians leaving the islands because of housing costs. A member noted the bill is a priority and that the committee will keep working on how to fund another $600 million. HB 1086 would exempt DHHL homestead lot and housing development from general excise and use taxes. DHHL supported the bill, saying any tax savings would reduce the eventual cost of housing for low-income beneficiaries. The Department of Taxation said it could administer the measure and noted it is already being implemented under the governor’s emergency proclamation, with a proposed effective date of January 1, 2026. The Tax Foundation of Hawaii offered technical comments and urged the committee to weigh existing benefits already received by DHHL beneficiaries. HB 1307 would appropriate funds for DHHL water well development and geothermal exploration on Hawaiian homelands. DHHL said the bill is a follow-up to prior study funding and would support slim-hole drilling, site evaluation, and consultant work to identify viable geothermal resources, especially on Hawaiʻi Island. Several testifiers opposed the bill, arguing there had been inadequate beneficiary consultation, raising environmental, cultural, and safety concerns, and objecting to using $20 million for geothermal rather than housing. In response to committee questions, DHHL staff explained that the goal is to gather information for a future public-private partnership to develop geothermal electricity, and that a Chapter 343 environmental review would be required later in the process. No votes were taken during the portion of the meeting provided.

Transcript Highlights:

• areas of social work, nursing, and education.
• We need to be educated and trained in that community, and so our distance education programs allow that
• Often in our own little bubble of trying to support and educate our own students, and so it's really
• Along these lines, we have multicultural education dispositions through our accredited teacher education
• But what's SNAP nutrition education?

Transcript Highlights:

• I too stand in support of the certificate.
• supporting STEM education in schools.
• I strongly stand in support of Dr. King.
• , enacting the Special Education Act, creating the Office of Special Education, providing powers and
• the Early Childhood Education and Care Department, reorganizing the Office of the State Special Education

Transcript Highlights:

• Regarding special education funding and possible special education funding models.
• Of $1.7 million without the additional support, actual reduction of support.
• We can support our special ed districts and educators and students through funding without it interrupting
• special education.
• The para is the support.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• policy information around the country so that we can support you all as education policymakers to make
• policy information around the country so that we can support you all as education policymakers to make
• for special education students education for special education students it's<01:10:22.880> just
• CTE educ centers might be educating CTE educ centers might be educating future<01:34:17.520>
• Senate and House Education Committees and the State Board of Education.”

Keywords: 1191, senate, all

Transcript Highlights:

• universities to afford their education. universities to afford their education.
• the cusp of getting additional support. the cusp of getting additional support.
• By providing this financial support, we can help students focus on their education, leadership, and future
• By providing this financial support, we can help students focus on their education, leadership, and future
• With uncertainty around federal aid and support for higher education, it feels urgent that our state

Keywords: 1187, senate, all

Transcript Highlights:

• It supports<00:03:10.400> students supports students supports students um<00:03:12.480> that
• of Federation urges your support. of Federation urges your support.
• It's to support our economy, uh, and it's to support businesses and to make sure that we're supporting
• It's to support our economy, uh, and it's to support businesses and to make sure that we're supporting
• It's to support our economy, uh, and it's to support businesses and to make sure that we're supporting

Bills: HF2634, HF2241, HF2649, HF2520, HF2610

Keywords: North Star Promise, scholarship, higher education, Minnesota Office of Higher Education, in-demand jobs, workforce development, career training, job market, high-demand occupations, high-demand industries, college aid, state financial aid, FAFSA, student eligibility, program of study, degree program, certificate program, community college, university, labor market data

Transcript Highlights:

• that<00:46:32.400> is higher education system that is higher education system that is
• reality is that higher education reality is that higher education associations<00:54:01.599>
• education and have successful outcomes. education and have successful outcomes.
• pursuing higher education. pursuing higher education.
• provided by the Department of Education. provided by the Department of Education.

Keywords: 1187, senate, all

Transcript Highlights:

• So I'm very supportive of you and your staff. I'm very supportive of you and your staff. Mr.
• I am a full supporter I'm a full supporter of the Empowerment Scholarship Program.
• child's education.
• I'm happy to support them today, and I'm happy to support them in the budget.
• I'm happy to support them today, and I'm happy to support them in the budget.

Bills: HB2352, HB2388, HB2418, HB2499, HB2500, HB2579, HB2584, HB2804

Keywords: funding, auditor general, county treasurer, procedural reviews, state appropriations, HB2388, Arizona Commerce Authority, ACA, small modular reactor, SMR, nuclear energy, advanced nuclear, data center, data centers, economic development, study, appropriation, general fund, jobs, wages

Transcript Highlights:

• Jason Crawford, Home Education Foundation, waving against. Scott Darius, waving in support.
• Andrea Dumala, waving in support. Andrea Dumala, waving in support.
• Crystal Etienne is speaking in support? educational plan.
• , waiving in support.
• Jason Crawford, Home Education Foundation, waves in support. Is there... Waves in support.

Summary: The Pre-K-12 Education Committee took up a series of education, school safety, health, and student access bills. SB 754 on International Baccalaureate bonus funds was amended to clarify the theory of knowledge course and then reported favorably. SB 370 would allow routine non-invasive school health screenings, such as vision, hearing, and dental checks, to proceed with written notice and an opt-out process rather than active parental consent; supporters said it would improve participation and access, while opponents argued it was too broad and weakened parental rights. After debate over scope, funding, and consent, the bill was reported favorably. The committee also advanced SB 1070, which would require ECG screenings for student athletes under a phased rollout beginning in 2026, with religious and medical opt-outs. The bill was renamed the Second Chance Act in honor of Chance Gainer. Supporters described it as a life-saving measure to detect hidden cardiac conditions, while some members raised cost and implementation concerns. SB 508, the Family Empowerment Scholarship bill, would require private schools to disclose in writing what accommodations and services they will provide to students with IEPs, 504 plans, or ELL plans before enrollment; it was supported by parents, advocacy groups, and some school representatives and was reported favorably. School safety measures were also considered. SB 1470 would refine campus locking and supervision rules, create clearer exceptions, expand training and security options for school safety personnel, and allow district-employed law enforcement officers to use canines for threat detection. Witnesses from school safety and Parkland-related advocacy groups supported the bill but urged caution on exemptions and implementation details. SB 1472 would extend a public records exemption to certified school security guards, matching the protection already given to school guardians, and it was reported favorably. Finally, SB 248 would expand participation in FHSAA sports for private school and home education students at public schools when their own schools do not offer the sport, and SB 1618 made broad changes to VPK through grade 12 policy, including reading instruction, financial literacy, school funds restrictions, teacher certification, and advisory council rules; both bills were reported favorably. Several members later recorded votes in support of specific tabs before the committee adjourned.

Transcript Highlights:

• , compensation for— Providing ongoing engagement, support, compensation for the educator.
• of a legislature in the state of North Dakota that supports education.
• That being said, how do we... ...in North Dakota that supports education.
• of a legislature in the state of North Dakota that supports education.
• That being said, how do we we're... in North Dakota that supports education.

Keywords: 908, all

Transcript Highlights:

• The bill focuses on research, clinical care, education, and advocacy to support children with rare diseases
• So we're changing a bifurcated program that had both teacher support and education and student support
• and education.
• Bob Harris, waving in support, representing the Panhandle Education Consortium.
• Waving in support: Vance Ahern is waving in support, and Kyle Kieran Easton is waving in support.

Summary: The committee took up a series of bills and amendments, reporting several measures favorably. Early in the meeting, CS for CS for SB 344 modernizing the Telecommunications Access System Act was approved without opposition. The committee then adopted amendments and passed CS for SB 714 on non-opioid advanced directives, CS for SB 738 updating child care and early learning provider regulation, CS for SB 756 revising health insurance coverage for individuals with developmental disabilities, and CS for CS for SB 1356 creating a Florida Institute for Pediatric Rare Diseases at FSU and a newborn genetic testing pilot. Later, the committee also approved CS for SB 1624 on higher education, CS for SB 1626 on child welfare, SB 178 on an agronomic study for emerging crops, SB 1162 on water access facilities and boat ramp parking, CS for CS for SB 958 creating a type 1 diabetes early detection program, CS for CS for SB 1402 expanding dropout retrieval eligibility, SB 774 requiring electronic transmission of certain court orders, SB 1516 creating an international aerospace innovation fund, and SB 994 revising driver education requirements. Most of these bills were reported favorably by roll call votes after brief explanations and, in several cases, amendments. Several measures drew substantive discussion and public testimony. CS for CS for SB 1624 prompted questions about replacing “minority” with “underrepresented,” the role of the Florida Department of Education’s Commission for Independent Education in overseeing private religious postsecondary institutions, and whether the changes could affect access for students at institutions such as FAMU and FIU. CS for CS for SB 1070 on ECGs for student athletes received extensive emotional testimony from parents and advocates describing children lost to sudden cardiac arrest and urging mandatory screenings; the sponsor said the bill would be cost-neutral for districts by encouraging partnerships with screening groups. SB 994 on driver education was discussed as a vehicle to add distracted driving instruction, and the sponsor agreed to work on that issue. SB 774 was presented as a response to a fatal delay in transmitting an ex parte order, with support from clerks and sheriffs. The most extended debate centered on SB 810 on stormwater management systems. The sponsor said the bill, as amended, would narrow annual inspections to infrastructure identified as vulnerable by MS4 entities, but the Florida League of Cities, Florida Association of Counties, and Florida Stormwater Association warned the proposal could impose major costs and duplicate existing MS4 permit requirements. Committee members questioned the fiscal impact, whether the bill would apply to FDOT or other entities, and whether annual inspections were feasible for large and small jurisdictions alike. Despite those concerns, the sponsor and several members emphasized flood prevention and public safety, and the bill remained under discussion with the sponsor indicating continued willingness to work with stakeholders.

Transcript Highlights:

• I want to thank President Albritton and Chair Hooper for their support of education in Florida.
• I want to thank President Albritton and Chair Hooper for their support of education in Florida.
• And certainly President Albritton and Chair Hooper's support of higher education continues the trajectory
• appropriations for public education to the school districts that educate the students.
• I ask for your favorable support.

Summary: The Senate opened with prayer, the Pledge of Allegiance, and several gallery introductions before taking up Committee Substitute for Senate Bill 168, the Tristan Murphy Act, on mental health. Senator Bradley explained that the bill is intended to divert clinically appropriate defendants with mental illness from jail to treatment, create pretrial mental health diversion programs, expand grant uses for mental health and substance abuse reinvestment, require evaluations and treatment follow-up in certain probation and prison settings, add Hillsborough County to a forensic hospital diversion pilot, and establish a Florida Behavioral Health Data Repository. Senators from both parties spoke in support, emphasizing treatment over incarceration, public safety, and the Murphy family’s role in the bill. The Senate passed the bill 37-0 and then recorded 37 co-sponsors. The chamber then moved into presentations on SB 2500, the 2025-26 General Appropriations Act. Chair Hooper said the Senate budget totals $117.4 billion, reduces overall spending from the prior year, maintains reserves, keeps employee health contributions level, and includes major investments in water quality, transportation, education infrastructure, and nearly $1 billion in education capital outlay. Committee chairs outlined their portions of the budget, including increased funding for K-12 schools and scholarships, higher education workforce programs, Medicaid and health services, corrections and courts, transportation and housing, and environmental restoration such as Everglades and water quality projects. Members then asked extensive questions, especially about education funding, school choice, AP/IB and accelerated programs, the Family Empowerment Scholarship, and the FEFP calculations. Senator Burgess repeatedly explained that scholarship funding is being moved “below the line” to improve tracking and that the Senate position is to preserve funding while giving districts more flexibility. Senators also questioned the APD wait list for disability services, opioid settlement spending, arts funding, the My Safe Florida Home condo pilot, and proposed IT and agency restructuring. Several chairs said some issues would be resolved in conference, and no final vote on the budget was taken in the portion provided.

Transcript Highlights:

• Representative Johnson continued: "And so my wife is a former educator and was our Education Foundation
• So you have sector-by-sector information, region-by-region information, educational institution by educational
• , your support of investments in workforce education funding—something like more than $8.5 billion since
• supports apprenticeship.
• So we’ve trained both some K-12 educators, but also a lot of focus on the career technical educators.

Summary: The Careers and Workforce Subcommittee met for its first meeting of the year, took roll, and heard member introductions centered on the importance of workforce pathways beyond the traditional four-year college route. Members repeatedly emphasized manufacturing, trades, rural workforce needs, apprenticeships, and helping students and adults find multiple paths to good jobs. The chair outlined the subcommittee’s focus on policies that build a skilled workforce and announced the day’s theme would be manufacturing, with presentations from the Florida Department of Commerce, the Florida Semiconductor Institute, and Fleet Force CDL training. Secretary Alex Kelly presented Florida’s manufacturing report, saying manufacturing is a major economic driver and that Florida has become the 10th largest state in manufacturing employment. He highlighted strong job multipliers, rapid growth in manufacturing GDP and establishments, the importance of logistics and ports, and the state’s small-business-heavy manufacturing base. He also stressed the aging manufacturing workforce, the need for modern skills such as robotics, cybersecurity, and data analytics, and the role of public-private partnerships, apprenticeships, and workforce education investments in supporting reshoring and industry growth. Dr. David Arnold described Florida’s semiconductor sector and the Florida Semiconductor Institute’s mission to grow research, workforce, and ecosystem development. He said semiconductors are strategically important, Florida ranks fifth nationally in semiconductor workforce, and the main bottleneck is mid-level technician talent rather than engineers or entry-level workers. He pointed to NeoCity, Valencia College, and other regional partnerships as models, and said the state needs more proactive planning, better instructor capacity, and stronger pathways from K-12 through postsecondary. Evan Agiloff of Fleet Force discussed Florida’s CDL shortage, saying trucking is essential to the supply chain, Florida has about 18,000 open CDL positions, and Fleet Force’s college-based model can quickly move students into middle-class jobs. Members asked about apprenticeships, CTE pathways, semiconductor training, infrastructure needs, and how to expand and better fund workforce programs; no votes were taken.

Transcript Highlights:

• out is how can we support our kids, and those kids that are... ...is how can we support our kids and
• , the Hispanic Education Act, the Multilingual Education Act, those $500,000 amounts.
• And again, just to support what you just said, Representative Herndon, I completely support that.
• New Mexico's education system was not providing a uniform nor sufficient education to all students.
• going to continue to support it.

Keywords: 996, all

Summary: The meeting began as an informal education budget work group focused on reviewing a revised House Appropriations and Finance Committee scenario and flagging concerns rather than taking votes. Staff outlined the main changes from the LFC recommendation, including moving the statewide student information system appropriation, adding funding for the Black, Bilingual, Multicultural and Hispanic Education Act, universal school meals overrun costs, an evidence-based CTE pilot with a 50% local match, STEM network funding, wellness room pilots, Martinez-Yazzie action plan items, and changes to innovation zone and out-of-school time appropriations. A separate handout on the seven-year CTE pilot explained spending patterns, reversions, and possible federal maintenance-of-effort concerns if the state continues funding beyond a true pilot. Members then debated CTE extensively, with several arguing it improves attendance, graduation, and career readiness and should be sustained or expanded, especially in rural areas, while staff and others emphasized that much of the current funding has gone to general operational costs rather than intentional program design and that regional or matched funding models may be more effective. Members also discussed STEM and math initiatives, the need for more industry involvement, and whether the proposed match requirements would be too burdensome for smaller districts and BIE schools. The discussion also covered the Black, Hispanic, and Multilingual Education Acts and the Martinez-Yazzie lawsuit. Some members stressed that the acts should be explicitly named in the budget language and not merely implied, while staff said the scenario reaffirms prior commitments by building the costs into agency operating budgets. Members raised concerns about charter school hold-harmless funding, declining enrollment, and the need to align spending with the needs of at-risk students. The work group ended the education portion without any votes, with staff noting they would incorporate the feedback and return with clarifications, including on CTE funding, the educational acts, and the charter hold-harmless item. The meeting then shifted to the child well-being and early childhood work group, where staff presented a revised Early Childhood Education and Care Department scenario. The proposal moved money toward child care assistance and early pre-K, kept the FIT program funding level unchanged, and used a mix of trust fund, TANF, federal, and operating-budget adjustments to close part of the gap between the executive and LFC recommendations. Members questioned the policy direction, especially the shift toward infant and toddler care and pre-K expansion, the impact on school-age child care, and the implications for continuity of care and provider costs. Staff explained that the scenario prioritizes younger children and at-risk families, includes language for a wage and career ladder, and would require legislation to raise the early childhood trust fund distribution cap from 500 to 525. Members also discussed a separate proposed CYFD pilot bill (HB 65), which would be distinct from ECECD funding. No votes were taken, and staff said they would return with more cost information on full pre-K plus wraparound care. A final work group reviewed C2 and Department of Information Technology-related appropriations. Staff compared the LFC and executive recommendations for new funding and reauthorizations, noting that the LFC generally limited new projects while the executive funded more. Members discussed several IT modernization requests, including the Secretary of State’s voter registration and election management systems, the Spaceport Authority, Game and Fish, the State Engineer’s WATERS system, ECECD’s FitKids and EPIC replacement discovery, and Aging and Long-Term Services’ enterprise system modernization. The main themes were whether to fund planning versus full replacement, how to avoid piecemeal spending, and whether new systems should wait for incoming leadership. The Secretary of State’s office said its system is nearing end of life and the planning funds would help prepare a realistic replacement request, while other agencies described aging infrastructure, cybersecurity risks, and the need for modernization. The work group did not vote on any of the items and ended with staff noting additional follow-up on funding needs and reauthorization details.