And to be honest, it was quite hard to track. I don't know how anyone from the public would have followed along.

So the supplemental um so there wasn't one education budget bill like we're used to. There was uh many different bills and provisions put in different pots here and there.

Uh, a big issue this session was whether or not school districts would receive school safety aid. Because of a disagreement with the governor and the house and senate, the Democrats and the Republicans on aid for non-public schools, no agreement was reached.

What that means is it would mean about right now districts get about $68 per pupil. The same districts get the same everywhere. This means districts would get about $40 to $50 more per pupil.

The weight of a $250 million cut weighs on everyone really heavily. So we're watching that closely. They have to have a report due to the legislature by October 1st. The legislature has to act on those recommendations. And if they don't, then that $250 million will be cut.

The legislature, the House Education Finance Committee did pass a bill to repeal that budget reduction. It didn't go anywhere after that, though.

Uh, and so that is something I think will come back and I've had numerous conversations with Anthony about that and it's something we'll be working on in the term.

I believe so. I have to look at the bill.

It's a crime, right? They've made it a crime. So it would be the responsibility uh for the police to report it to a school district.

The proposal was to ban cell phones period unless there's exceptions if the student uh needed it for a medical um medical issue or to accommodate IEP or 504 plan.

We're excited today, and we have a full agenda, so we're going to get started right away, and we will be succinct.

And so as we think about the year-long process, we kind of met in August, November, February, and then in May.

With that, um, our, uh, our transformational cycle was grounded in the idea of being focused on the disproportionality in student outcomes for students who identify as black and receive special education services.

So with that, with the empathy interviews, we continued. We u met with every student who identified as black and received special education services and we were intentional in our approach of even who was doing the interviews.

So this is the AIOIS version uh courtesy of the the brilliance of Dr. K uh in these formats.

And so, you know, again, that just uh really is powerful to see our our leaders learn in the moment and then trying to apply that uh information to how they're going to move forward.