Senate Education and Youth Committee, March 12, 2026

Transcript

366 turns. Select a time to play that moment of the video.

1. 0:25:01

   About these three bills. These bills are very special to, uh, the presenters, but also special to the Senate members too. So, um, we're gonna start off with, um, Senator Payne, uh, doing a prayer for us. Please, sir. Number 10.

2. 0:25:16

   Number nine.

3. 0:25:16

   Nine, I'm sorry. Right next to me.

4. 0:25:18

   If you'll pray with me. Dear heavenly Father, Lord, we just thank you for this time together. Thank you for this opportunity that you give e- each and every one of us in this room. Lord, lead us and guide us in all the matters before us, that at the end of the day, your will be done in the service to our children and our youth and our state. Thank you, Lord. In Jesus' name we pray. Amen.

5. 0:25:37

   Amen. Thank you, sir. Um, we're gonna go in order, so we're gonna start off with Representative Donatucci.

6. 0:25:47

   Right up front. Math matters.

7. 0:25:54

   But you know what? If you, if you can't read, you can't do math, right?

8. 0:25:58

   That's true. For now.

9. 0:26:01

   Yes, ma'am. Please introduce yourself and tell us the bill and the LC number.

10. 0:26:07

    I'm Sandy-

11. 0:26:09

    Oh, I'm sorry. I got it. My, my assistant didn't help me.

12. 0:26:15

    Oh. Here you go. Try it now.

13. 0:26:17

    I'm Sandy Donatucci, and this is LC 610451S.

14. 0:26:23

    Thank you.

15. 0:26:28

    So, Chairman Hickman, members, I wanna thank you for hearing this bill today. HB 1030, in its present version, incorporates the conversations from Dr. Eric Mackey, State Superintendent of Schools in Alabama, Georgia CAN, GACES, GAEL, GSSA, Georgia DOE, Georgia PSC, uh, one of the representatives, she's a teacher, Dr. Mc- or, uh, Representative McQueen, Gwinnett Schools, and as well, we've incorporated Senate Bill 171 from the members of your committee.

16. 0:27:01

    I wanna thank the Senate for all the work that they've done, and both of these bills passed through their respective chambers unanimously. Just breaking down the bill line by line, starting off lines 27 through 36, this is the defined, uh ... This defines evidence-based math instruction and the four strands of math. Very similar to the science of reading, but for math. The 42 through 44, this is the 60-minute requirement.

17. 0:27:33

    It requires 60 minutes of daily core math grades for fourth and fifth grade. Now, this is something that our neighbors to the west are doing. Um, they've been doing it for two years, and they are the only fourth grade in the country that is at pre-pandemic levels. Lines 45 through 47 requires DOE to provide assistance for districts who do not have their own sixth and seventh grade advanced math. This was also recommended feedback from SB 171 and school leaders.

18. 0:28:06

    Lines 48 through 51, this requires SBOE to adopt advanced math content standards for grades eight through 10. And just to explain that a little bit, so at the end of grade seven presently, um, they would take the end of grade test, and those that tested distinguished would then be put automatically into the ... They would be opted into the program. Um, this would be the advanced eight math class as well as algebra.

19. 0:28:36

    Um, and so this would include, um, eight through 10. And then continuing to 52 through 66, it breaks it down with distinguished. They're opted automatically in. And then the, um, proficient, there were guidelines that were for that, and that's something that we did discuss with the Senate as well. The parents would be permitted to have their students enroll based on conversations that they had with the school board. Um, and the parents for the d- uh, distinguished could be opted out if their children qualified but they did not want them in the program.

20. 0:29:17

    Lines 67 through 78, this outlines tools and resources that will be made available to students who qualify and are placed in an advanced math course. And this is reasonable instruction support, a system of support which includes, may include specific high-quality instructional programs, a set of steps used to help students improve in math, additional instruction time, high-dosage tutoring, small group instruction, and tech- technology-enabled activities.

21. 0:29:47

    Lines 79 through 85, this outlines requirements that local school districts provide information to the students and the parents, keeping everything very transparent and a lot of communication. The purpose and goals, the, the information they would provide are the purpose and goals of guaranteed access to advanced math, the available advanced math courses, how each advanced math course helped prepare for post-secondary or for career. Lines 86 through 105, this outlines requirement for the Department of Education to report data relating to this policy.

22. 0:30:23

    106 through 109 is a no waiver. Districts cannot waive this law. And then 137 requires GACE assessment to be updated by July 1st of 2028, and this is aligned with the evidence-based math instruction. Lines 165 through 174 requires the PSC to create recommendations to the Board of Regents and private colleges and university standards and procedures for preparing education personnel for including the creation of standards related to math instruction.

23. 0:30:57

    And that would be, um, basically a summary of the bill.

24. 0:31:02

    So we normally ask people on the front end, I'm sorry I didn't ask you, tell me why this bill is important to you

25. 0:31:08

    So I have two sons. One is an engineer, one is going through college to be an engineer. My brother is an engineer, and my father was an engineer, so I know that math opens up worlds.

26. 0:31:23

    So you can relate to, relate to it?

27. 0:31:25

    I can very much relate to it.

28. 0:31:26

    Senator Sims.

29. 0:31:30

    Thank you, Mr. Chairman.

30. 0:31:35

    On line 25, there is-

31. 0:31:38

    Thank you

32. 0:31:39

    ... a definition for advanced math courses, which means a math course that is more rigorous than a course with grade level content. Are we,

33. 0:31:55

    are we deciding who needs to have more rigor, or how are we separating these students out?

34. 0:32:06

    Yes.

35. 0:32:06

    How are we placing them?

36. 0:32:08

    So thank you for that question. It is gonna be based on the end of grade testing that they do presently. Um, so it, the example I gave was at the end of eighth grade, if they press, if they test proficient, then there is a guideline that is set up for them. If they test distinguished, they're automatically placed into the program.

37. 0:32:36

    Okay. It's kinda confusing, but thanks. Appreciate it.

38. 0:32:42

    Um, any other questions for the author? Okay, we'll... Do you have a question? I have a question. Okay, um- I have a question from the- Oh yeah, I'm sorry. We got, we got some people who want to, um, that want to speak in favor of it. I'm sorry. Um-

39. 0:32:58

    Mm-hmm

40. 0:32:59

    Very first one is Michael O'Sullivan. Michael?

41. 0:33:10

    Uh, thank you so much. I'm Michael O'Sullivan with, with Georgia CAN. Um, we support this legislation. We think it's a, a terrific first step in looking into how we can improve math instruction in Georgia. Let Georgia be a leader, uh, uh, in this. Um, and what I, I, I've worked on Senate Bill 171 as well, which, which I very much appreciate. Uh, there was a, a study that recently had, had come out, uh, by the Fordham Institute, and I'm just gonna read one line that says, "While automatic enrollment is a powerful tool for expanding access, it's most effective when paired with efforts that begin even earlier.

42. 0:33:48

    Math readiness develops over time through consistent instruction, support, and enrichment, beginning in elementary school." That's what this bill does, and that's what makes this a, uh, a great policy for Georgia. I urge your consideration and appreciate it.

43. 0:34:04

    Thank you, sir. Um,

44. 0:34:08

    Mr., Mr. or Ms. Johnson, Georgia Chamber. Okay.

45. 0:34:14

    I'll take whichever one gets us the vote.

46. 0:34:16

    Also, also, also the, the- ... the mayor, the mayor of-

47. 0:34:21

    Good to see you

48. 0:34:22

    ... also we can refer to him as the mayor of Brunswick, Georgia.

49. 0:34:24

    Yes, sir. Thank you, Mr. Chairman. I, I appreciate y'all.

50. 0:34:27

    She, I, I don't, I got respect.

51. 0:34:29

    No, listen.

52. 0:34:30

    Respect your position.

53. 0:34:31

    I tell you, I, I wanna say thank you guys for, for, uh, bringing, uh, this piece of policy, and thank you, uh, Representative Donatuch, for all your work on it. We are outlandishly supportive of this bill and know the importance of it. Uh, a robust math education pipeline is foundational to a skilled workforce and durable economic growth. By expanding access to advanced math and ensuring rigorous preparation, House Bill 1030 directly supports workforce development, innovation, and the ability of Georgia businesses to compete go- globally. The proposal aligns education policy with employer needs for higher math proficiency, improved problem-solving abilities, and readiness for data-driven roles in advanced manufacturing.

54. 0:35:12

    And for those reasons, we ask your favorable consideration of House Bill 1030. Thank you.

55. 0:35:16

    Hold it just a second. Senator Sims has a question.

56. 0:35:19

    Thank you, Mr. Chairman. How are you?

57. 0:35:21

    How you doing today?

58. 0:35:22

    Doing good? Great. My expectation is always quality and rigor, having been in the classroom for over 30-something years, and as a s- school principal. But how many students, or are we giving this to some and leaving others behind that may not have had the same, um, exposure in grades K through whatever before you start to test them?

59. 0:35:55

    Uh, or is there an opportunity in this bill to give other students the same at some point in time during their, um, elementary formative years when it, when it is most important? Are we doing that? Or we just, this is just for a few? Let, let me hear what you have to say.

60. 0:36:19

    Well, Senator, speaking from the business communities, as we see the bill, getting those who are higher proficient in math inside of these bands earlier allow them to grow their proficiency in a way that will allow us to bring those workers into a more, uh, developed and robust, uh, math pipeline for the workforce industry. And so for us, having those bands stretch out in a younger time, at a younger age, gets them in those proficiency areas and proficient earlier. But I'd, I wanna send this to the, to the author of the bill as well as those who support it.

61. 0:36:53

    Well, I think what you're missing, what I'm asking is, are you going to miss some students that have the, the, um, academic prowess to do this, to, um- function well when it comes to rigor? 'Cause that, my expectation is that rigor should be there for every student, not just for X, Y, and Z. I'm just trying to see how you gonna do this.

62. 0:37:23

    Yeah, so in the- ... uh, fourth and fifth grade, they are going to begin the one hour of math, and that is something that Alabama h- has done for the last two years, and it's been very telling that they are the only state in the country that has their fourth graders testing at pre-pandemic levels. So there is something that happens when they're teaching the students longer in the math, and it's, it's been proven by our neighbors next door.

63. 0:37:53

    Thank you, Mr. Chairman. May, may I follow up with, is there a Department of Education person in the room?

64. 0:38:00

    No.

65. 0:38:00

    Okay. Thank you.

66. 0:38:12

    How are you?

67. 0:38:12

    He's limping.

68. 0:38:13

    You doing good? How much time are our students in school, in, in, in school right now spending in math? How much time are they working in math? How much teaching is going on?

69. 0:38:29

    It, it, it, probably now from doing a lot of, uh, is that on there?

70. 0:38:34

    Yeah.

71. 0:38:34

    From doing, uh, many, many schedules probably in your dense school building that, that can differ. What this bill would do is set that minimum criteria to ensure that everybody in those grade bands, or in those grade levels, uh, would be at 60 minutes. Now, some schools may be doing that already. Some may not be. They could be at 50 minutes. It, it really, it really varies right now. This would set that minimum.

72. 0:38:57

    Thank you.

73. 0:38:58

    Thank you.

74. 0:38:58

    Thank you, Mr. Chairman.

75. 0:38:59

    Senator Kemp.

76. 0:39:01

    Thank you, Mr. Chairman, and thank you, Representative, for bringing this bill. Um, is it my understanding that we're focusing it on 4 and 5 with the minimum because K through 3 is focusing heavily on literacy, so once we get them to fourth grade is when we're gonna really focus on the math, and that's why we're saying the hour requirement for fourth and fifth grade. Is that correct?

77. 0:39:20

    Yes, it is.

78. 0:39:21

    Okay, thanks.

79. 0:39:21

    Thank you. Okay, um, we have, um, Miranda Thomas. You need some help.

80. 0:39:34

    Hi, everyone. I'm Miranda Thomas with ExcelinEd in Action, and, um, so excited to be with y'all today, um, and I'm so proud of the Senate and the House for both, uh, working on math this session. It's just such great work going on. And so it's been a pleasure to work with Representative Donatucci as well as Senate members, as well as GACES, GSSA, GSVA. All of the education groups have come together and helped on this piece of legislation. But the legislation has three parts, and Senator Sims, I wanted to address the guaranteed access part.

81. 0:40:06

    This does exactly what you're trying to do. It gives every kid access h- to advanced math who is ready. So every distinguished learner will have access to advanced math. Um, and I think that's, that's an incredible policy so that every child can have that if they're ready. Um, and then second, it has the 60 minutes requirement for fourth and fifth grade, which we are all very excited about. And then, uh, it also has training for future tr- teachers in math education. So like we did in literacy, we required the science of reading training in, um, our schools of education.

82. 0:40:39

    This requires the fundamentals of math to be taught, because we want our teachers prepared when they leave their school of education to go into classrooms to teach their students. So thank y'all so much. This is so exciting, and, um, happy to help in any way.

83. 0:40:52

    Very good. Um, Dr. Claire Buck. All the way in the back. And this is our last, um, s- sign-up person.

84. 0:41:06

    Good afternoon. Chairman, members of the committee, thank you for the opportunity to speak with you this afternoon. Um, I'm Claire Buck, and I'm the executive director for GACES. We represent approximately 1,400 curriculum and instructional supervisors across the state of Georgia. We are one of the seven affiliates under the GAEL umbrella. Um, I'm here today to support the, uh, sub for House Bill 1030. Excuse me. We have worked as an organization behind the scenes with, um, the advocacy organizations that have been pivotal in developing both Senate Bill 171 and House Bill 1030.

85. 0:41:50

    Um, we believe that both are good bills. However, we think that bringing both of them together makes an even better bill. Uh, specifically, we support advanced mathematics courses. We also support appropriate placement in order to ensure that our students have success in those courses. We believe that the criteria for placement does just that in, uh, giving an automatic placement for students that score at the distinguished level, and then using multiple measures of data for students that score at the proficient level to place them.

86. 0:42:30

    Um, we thank you for considering this bill, and, uh, we urge a positive vote. Thank you so much.

87. 0:42:38

    Thank you. Senator Payne. You.

88. 0:42:41

    Oh. Yes, Mr. Chairman, it's an appropriate time in order to make a motion.

89. 0:42:47

    Okay, we got a motion on the floor, and we got a second from Senator Kemp. Um, any discussion? Oh, okay. Oh, Senator Hatchett.

90. 0:42:59

    Thank you, Mr. Chairman. Uh, I just have a question that... I have a old high school math teacher that was my AP calculus teacher and probably one of the best teachers I ever had. And she called me and wanted me to know, or wanted me to ask- Is there a difference or are y'all trying to make it a distinction between accelerated and advanced? Is there a distinction in this bill?

91. 0:43:27

    Accelerated as in, like an AP class?

92. 0:43:32

    Advanced or accelerated courses. She says that the, the terms are distinctive and will be interpreted differently.

93. 0:43:40

    It's just a, a course more rigorous than the grade level.

94. 0:43:44

    Okay. So the-

95. 0:43:45

    That's it

96. 0:43:45

    ... so this is just a course more rigorous than the grade level.

97. 0:43:49

    Okay, so the gifted programs and all those that are still, that are in place now will not be affected by this?

98. 0:43:54

    Yeah.

99. 0:43:55

    No.

100. 0:43:55

     Locals will still be able to do their, their own.

101. 0:43:57

     Okay. All right. Thank you.

102. 0:44:00

     Okay. Thank you. Seeing no other questions, we, um, if you would please, if you're in favor of the bill, will you please raise your right hand?

103. 0:44:12

     Okay. All opposed? Okay. One. Thank you. Great job. Thank y'all.

104. 0:44:18

     Thank you.

105. 0:44:19

     Thank y'all.

106. 0:44:23

     Um, next on our list is, uh, Representative Silcox.

107. 0:44:29

     And thank you for bringing this bill. And tell us again why this bill is special to you.

108. 0:44:35

     Thank you, Chairman Hickman. Um, I'm delighted to be with y'all this afternoon to present House Bill 1284. Um, Speaker Burns personally asked me to carry this bill, um, because I'm a childhood cancer survivor myself. Um, when I was a senior at Riverwood High School, I was diagnosed with rhabdomyosarcoma, which is a really rare tumor. Um, but by the grace of God, I'm here today. And, um, again, just delighted to be joined, um, by CHOA representative Emily. So Emily, if you'd like to speak.

109. 0:45:04

     Yes, absolutely. Good afternoon, Chairman and members of the committee. My name's Emily Rubin, and I serve as a hospital teacher and educational advocate with the school program at Children's Healthcare of Atlanta. I'm here in-

110. 0:45:18

     Pull, pull, pull the microphone. There you go. Either get closer or pull the microphone.

111. 0:45:20

     Yes, sir.

112. 0:45:21

     Okay.

113. 0:45:21

     Is this better?

114. 0:45:22

     There you go.

115. 0:45:22

     Yes, sir. Thank you. I'm here, um, in strong support of House Bill 1284. This bill ensures that Georgia students who are facing the end of their life can receive a high school diploma that they've worked for, allowing them to leave a legacy, honor their academic journey, and celebrate a milestone that every high schooler aspires to. At Children's Healthcare of Atlanta, our team supports students navigating serious medical challenges. And while many recover, some do not. Currently, there is no clear or concise process to help schools and families when a student is terminally ill and wishes to earn their diploma.

116. 0:46:02

     Over the last three years, we've advocated for 11 such students. Despite hundreds of hours of advocacy, only four students were able to receive an authentic Georgia high school diploma before the end of their life. House Bill 1284 would create a standardized and expedited process so more students and families can achieve this meaningful goal. By passing House Bill 1284, the Jacobi Milton Act, these students can leave a legacy that will provide comfort and pride for their loved ones.

117. 0:46:33

     This will honor the student's memory, assist their families with processing grief, and ensure that their life continues to have an impact. I respectfully ask you to vote yes on House Bill 1284. Thank you for your time and your support for Georgia students.

118. 0:46:49

     So the bill actually specifically says that, um, if a child is in high school, that a parent on a written request with, um, proper medical documentation of the child's illness, and it can be any illness, it can be cancer, it can be any terminal illness, if the child is in high school, that they can receive, they can on request, like I said, with the documentation, they can, the child can receive a diploma, a high school diploma, either in life or posthumously. Um, but I do want to have, um, the testimony of the Milton family.

119. 0:47:23

     They are here with us today, um, and testified on the House side, um, because their testimony is more compelling than anything that I could ever say.

120. 0:47:33

     Is this Ms. Milton?

121. 0:47:35

     Yes.

122. 0:47:35

     Milton? Yeah, please come forward. And identify who you are and then ple- please, please talk to us.

123. 0:47:44

     My name is Kalisha Milton.

124. 0:47:45

     Pu- pull it a little bit closer to you. Thank you, ma'am. There you go.

125. 0:47:49

     My name is Kalisha Milton, and good afternoon, Madam Chairman. I'm sorry. Good afternoon, Chairman and members of the committee. My name is Kalisha Milton. I am the proud parent of Jacobi Milton and four other boys. I stand before you today in strong support of House Bill 1284. Jacobi was not just a patient, he was a, he was not just a statistic. He was a 15-year-old boy with dreams, purpose, humor, strength, and a heart bigger than this room.

126. 0:48:28

     Are there any parents in this room? If so, just imagine. He loved being around people.

127. 0:48:40

     He loved basketball. He loved school, even during the hardest fight of his life.

128. 0:48:48

     He never stopped being who he was. At 13 years old, Cobi was diagnosed with osteosarcoma,

129. 0:48:58

     an aggressive bone cancer. From that moment forward, his life changed. Our life changed. He endured chemotherapy, surgeries, and hospital stays. Pain no child should ever have to experience. But through it all, one thing he remained important to him was school School was normalcy. School was a identity. School was hope.

130. 0:49:31

     Kobe was an identical twin to Gianni Milton.

131. 0:49:37

     Even when he was a physic- physically weak, he wanted to log in. He wanted to keep up. He wanted to graduate. He talked about his future. He talked about walking across the stage. He talked about making us proud with his twin brother. He fought not just to live, but to live fully. When his condition worsened, there was conversations about a certificate. "Mom, why doesn't my diploma says what my older brother says?" And while we appreciated the thought, there was something deeply different about a real diploma.

132. 0:50:17

     A certificate says you participated. A diploma says you earned it, and Kobe earned it. He showed up when his body was failing. He studied while fighting cancer. He pushed forward when giving up would have been understandable. A real diploma is not just a paper, it is dignity-

133. 0:50:39

     Yeah

134. 0:50:39

     ... it is recognition, it is a validation of effort. It is his legacy that families hold onto, like ours. For parents who lose a child, legacy items matters. They are what we cling in in quiet moments. They are what siblings look at. They are what grandparents hold onto. They say, "This life mattered." House Bill 1284 acknowledges that students battling terminal illnesses are still students.

135. 0:51:13

     They are still working. They are still dreaming. The bill says, "We see them. We honor them. We recognize their effort." And for families like mine, it would mean everything. It would mean that my son's hard work is formally recognized. It would mean that his fight is acknowledged in the same way as his peers. It would mean that when I look at that diploma, I see not what cancer took,

136. 0:51:47

     but what he achieved. I'm sorry.

137. 0:51:53

     We got you.

138. 0:51:53

     No parent expect to bury their child, but if we must walk that road, the least we can do is honor their effort and their identity as students. Kobe's story does not end with cancer. It continues through advocacy. It continues through legislation like this. It continues through legacy. I urge you to support House Bill 1284, not as just as policymakers, but as human beings.

139. 0:52:31

     Because behind every bill number is a child. Behind every child is a family like mine. And behind every child is a family, and behind every family is a story like mine. Thank you for your time, your compassion, and your consideration. Thank you.

140. 0:52:50

     Ms. Middleton, tell us again, or maybe I just... Uh, how old was, how, how old was Kobe when this happened?

141. 0:52:56

     Kobe was diagnosed at 13 years old.

142. 0:52:58

     Yeah.

143. 0:52:58

     Um, June 11th, 2022, and he transitioned December 10th, 2024.

144. 0:53:05

     And so he passed away... How, how old was he when he passed away?

145. 0:53:07

     15.

146. 0:53:08

     15. So, so he lived with, y'all lived with this for two years then?

147. 0:53:12

     Well, um, well, yeah, he was diagnosed twen- yes.

148. 0:53:16

     Wow. Bless you.

149. 0:53:18

     Yes.

150. 0:53:18

     God bless y'all.

151. 0:53:18

     And he's a, um, identical twin, so... And he wasn't even able to come in today, just, you know-

152. 0:53:23

     Is, is this-

153. 0:53:23

     ... my youngest

154. 0:53:24

     ... is this your young- this-

155. 0:53:25

     That's my youngest

156. 0:53:25

     ... this one of his brothers?

157. 0:53:27

     Yes, that's one of his brothers.

158. 0:53:27

     And what, what one?

159. 0:53:28

     That's my youngest.

160. 0:53:29

     And what, what's his name?

161. 0:53:30

     Caleb.

162. 0:53:31

     Caleb. And this is Kobe, the picture you got here?

163. 0:53:34

     Yes, in our shirts.

164. 0:53:35

     Oh, I see. Okay. Hold the picture.

165. 0:53:38

     Yeah.

166. 0:53:38

     Hold it up. Yeah, hold up your picture. And there's two pictures.

167. 0:53:42

     So there was, there was a motion in the House committee to name it the Jacoby Milton Act.

168. 0:53:46

     Yes, ma'am. Oh, oh, how wonderful. So what, uh, what school did he, uh, did he attend?

169. 0:53:53

     South Gwinnett High School.

170. 0:53:54

     South Gwinnett.

171. 0:53:55

     Yes.

172. 0:53:55

     Okay.

173. 0:53:58

     A good-looking young man.

174. 0:54:00

     He takes after his mom.

175. 0:54:07

     Well, well, well he looks a lot like his brother that's sitting here. Yeah. For sure. For sure. Wow. There's a lot of parents and grandparents in this room, and there may be some great-grandparents, so we, uh, we... God bless y'all. That's about all we can say. But, uh, this a great bill. You know, this, this is unusual bill. I mean, you, y- you know, we deal with a lot of stressful stuff around here. We deal with a lot of stuff where we fight at each other and we- ... talk behind doors about different people and all that.

176. 0:54:39

     But this is the best bill I think I've ever seen while we've been up here, or while I've been up here six years.

177. 0:54:44

     Thank you. Thank you. Um.

178. 0:54:46

     So we got some li- blinking lights, so we gonna let y'all talk. Um, number 13. She's first. Oh, I'm sorry. The referral was in first. Yes, ma'am.

179. 0:54:57

     Thank you very much-

180. 0:54:58

     Yes, ma'am

181. 0:54:58

     ... Mr. Chairman. Thank you for bringing this bill. Um, I wish it also said for any child that loses their life before 18 or whatever, because I'm one of those mothers.

182. 0:55:18

     I'm sorry. I'm sorry.

183. 0:55:20

     Excuse me. It's been a long time, but it's still... You made me cry, too.

184. 0:55:26

     Mm-hmm.

185. 0:55:26

     But, uh, Carey, uh, my... He was a senior in high school Went to school, was driving home, and got killed by a drunk driver.

186. 0:55:36

     I'm so sorry. I'm so sorry.

187. 0:55:39

     So I can't say how you feel, like, uh, you know, but I can say that I understand why you tender-hearted. But it, it never goes away, but I use the memories, so I'm-

188. 0:55:55

     Just gotta live for it

189. 0:55:56

     ... asking you to look forward to all the memories that you had, the positive things that, that you have. It won't make it go away, but it consoles me now. I use ... I, it took years. Sorry.

190. 0:56:11

     I'm so sorry.

191. 0:56:12

     So I wanna know if you could put down not just someone with cancer, but-

192. 0:56:19

     Any terminal illness

193. 0:56:20

     ... Any term- Well, he didn't have a illness.

194. 0:56:23

     Oh.

195. 0:56:23

     He was excellent.

196. 0:56:24

     Oh, yeah, you're right. Okay. Yes.

197. 0:56:26

     He was a minister of the gospel. That's the only reason why I know where he is.

198. 0:56:30

     Amen.

199. 0:56:31

     Okay?

200. 0:56:31

     God bless him.

201. 0:56:32

     A- a- from 15 until so, and he died at 18. He had just turned 18. He was about to graduate. They put the, you know, all of the beautiful things. Like, they put a trophy in his chair that he would've sat in, his-

202. 0:56:48

     Oh

203. 0:56:48

     ... cap and gown and things like that. So it's many beautiful gestures that y- you know, they, people can do.

204. 0:56:56

     Yes.

205. 0:56:56

     Uh, but I just, um, next year, put one in for it, uh, make an amendment, but I'm definitely supporting legislation.

206. 0:57:05

     Thank you so much. I appreciate it.

207. 0:57:06

     And I just wish my deepest condolences to you and your family.

208. 0:57:10

     Thank you.

209. 0:57:10

     Thank you, Senator.

210. 0:57:11

     Thank you.

211. 0:57:12

     Senator Bearden.

212. 0:57:15

     Thank you, Mr. Chairman. I appreciate the bill, and sorry for the loss on both sides that we've heard. But I just do want clarification, though, on the bill, lines 14 through 15.

213. 0:57:27

     Each local board of education shall issue a high school diploma to a student enrolled in a high school program. I think from the testimony, we're saying anyone from 9th grade to 12th grade, or just seniors only?

214. 0:57:38

     I think ninth to 12th, in high school.

215. 0:57:40

     Well, I just want to clari-

216. 0:57:41

     Yes

217. 0:57:41

     ... want a clarification on the, on the bill, so I-

218. 0:57:44

     Yes, any high school student.

219. 0:57:47

     Okay. That's all I had. Just wanted to make sure we had clarification on that.

220. 0:57:51

     Okay.

221. 0:57:52

     Certainly.

222. 0:57:52

     Thank you. Thank you, sir. Um, any other questions? I don't see any blinking lights. Oh, yeah. Senator McNeel.

223. 0:58:05

     Ma'am, I'm so sorry to hear about what you've gone through. It's just-

224. 0:58:08

     Thank you

225. 0:58:08

     ... I can't imagine just having to, ever having, outliving a child and, I know how hard that c- would be. Um, prayers go to you on that. Uh, my concern here is, you know, this really goes to the author here, just terminal condition not being diagnosed, and it's kind of a medical decision. But being a believer, I do believe that miracles do happen. What if we were to have a 9th, 10th, or 11th grader w- with, with the support of a medical provider saying he had a terminal condition, and, and hallelujah, a miracle happened and, um, he, uh, and he was able to ...

226. 0:58:49

     I mean, and he would have a, a, a, a diploma prior to actually graduating, actually obtaining his hours. Another concern here, too, is that we don't have any, any hour requirements or grade requirements in this bill to have some kind of reasonable expectation that this, you know, a student would've graduated. I mean, I, I, I don't want to be the bad guy, because this is an awful situation. And as far as posthumous diplomas, by all means, they need to happen as quickly as requested.

227. 0:59:19

     But-

228. 0:59:20

     I imagine most of those young people would want to be with their friends and stay in school.

229. 0:59:25

     Yeah. I would, I would hope and pray so, but just I, I would hope we're not creating more problems than, than solutions here.

230. 0:59:31

     My understanding is there's only, and I, I'll, I'd ask Emily, but that there's only three or four cases of this a year. So I think it will be rare.

231. 0:59:41

     They see at Children's.

232. 0:59:41

     That, that they see at Children's.

233. 0:59:43

     Okay.

234. 0:59:50

     Just follow your heart.

235. 0:59:51

     Right. Well ...

236. 0:59:54

     Senator Halbern.

237. 0:59:55

     Uh, terminal illness is-

238. 0:59:56

     Do you have a question?

239. 0:59:56

     ... I, I think objective enough-

240. 0:59:57

     Oh, I do

241. 0:59:57

     ... in a medical provider's opinion that, you know-

242. 1:00:00

     What number are you?

243. 1:00:00

     Having no definition of it-

244. 1:00:01

     Yeah

245. 1:00:01

     ... doesn't concern me too much-

246. 1:00:02

     Yeah. Go ahead

247. 1:00:03

     ... as long as ...

248. 1:00:04

     Sir. Okay. Um, we're gonna, um ...

249. 1:00:19

     We may do, do this a little different. Okay? I'm gonna ask all those in favor of passing this bill, would you please stand up in honor of Colby Milton, please?

250. 1:00:32

     Thank

251. 1:00:35

     you.

252. 1:00:52

     Thank you. Thank you all. Thank you so much.

253. 1:00:55

     Oh,

254. 1:01:03

     yeah.

255. 1:01:03

     Okay. Is that, who is that? Senator Halbern. I'm sorry.

256. 1:01:08

     Mr. Chairman, I move do pass on HB1284. That is LC492781S.

257. 1:01:18

     Second. Second from the tall guy at the end. Um, so I guess could we stand up again, just to make it formal this way? Thank you. Y'all.

258. 1:01:31

     All right.

259. 1:01:34

     Thank you, and God bless you, and God bless your family.

260. 1:01:36

     Thank you so much.

261. 1:01:36

     Thank you. And thank you for y-

262. 1:01:37

     Thank you very much

263. 1:01:38

     ... thank you for your courage.

264. 1:01:39

     Okay.

265. 1:01:39

     Representative Wilcock, Still, excuse me.

266. 1:01:41

     Yeah.

267. 1:01:42

     Um, we need to know who you wanna take it to the next level.

268. 1:01:45

     And, um, I don't think we've, RaShaun, I don't think we've... Are we designated? No, we have not.

269. 1:01:50

     Pick one of these good people down here.

270. 1:01:51

     Would you like to carry it, Chairman Hickman?

271. 1:01:54

     Uh, yeah, I'll be happy to.

272. 1:01:55

     Okay, great.

273. 1:01:56

     I would be happy to.

274. 1:01:56

     Thank you so much.

275. 1:01:57

     Thank you, ma'am. I need for you and I to sit down for a few minutes sometime. Okay. Ms. Pro Tem, um, it's taken a while, but I think that, um, the time was well served.

276. 1:02:11

     It was. That's a hard act to follow.

277. 1:02:12

     I think it was well served.

278. 1:02:15

     Thank you.

279. 1:02:15

     And I appreciate you being here so much. And, uh, again, I, I, as I told you the other day, I am so thankful that I know you.

280. 1:02:22

     Thank you.

281. 1:02:22

     And I'm so thankful that I've been able to serve six years with you.

282. 1:02:26

     I, I feel the same way.

283. 1:02:27

     And, um, your patience and your willingness and your d- and your determination is-

284. 1:02:34

     For good and bad

285. 1:02:35

     ... is so well respected and so thankful.

286. 1:02:37

     Thank you. Thank you, Mr. Chairman.

287. 1:02:39

     So, um, would you please, um, identify yourself?

288. 1:02:42

     Yes.

289. 1:02:42

     Tell us the bill number and LC number, and let's move forward.

290. 1:02:46

     My name is Jan Jones, Speaker Pro Tem. And, um- And, um-

291. 1:02:52

     You know the Jan Jones, huh?

292. 1:02:53

     I, I have House Bill 1293, LC 610425S.

293. 1:02:59

     Man, that was fast.

294. 1:03:00

     And, um, this, this bill has... This is not the first time we've dealt with this issue. It's generally gone through higher ed, so some of you who are in higher ed might be familiar with the program. It pertains to Technical College System of Georgia. And it's a dropout recovery program, a pilot program that was started about seven years or so ago, um, primarily to facil- You know, we used to not allow y- uh, students or adults to get a high, a high school degree during, after they left high school.

295. 1:03:37

     So that is currently the policy of Georgia that one can. But this pilot program recognized that young adults who were not successful in high school are probably going to encounter the same problems when they get to technical college, um, and they, um, want to pursue a high school degree. So this is a pilot program. It is only in five locations for the last seven years to allow a, uh, young adult, uh, to receive their high school deg- degree while they're also required to take job training classes to attain either two certifications or a technical college diploma or associate's degree.

296. 1:04:22

     Um, what, there, there are some students currently that are 16 and 17 at these, uh, five locations. Um, this was initiated, uh, seven or eight years ago b- before, y'all are more familiar probably with the completion schools, which used to be called alternative schools, that we have now, I'm very proud to say, expanded or will have expanded as of '27 to every region of the state, with the exception of the Metro Atlanta area.

297. 1:04:52

     And, um, so by 2027, every student in Georgia will have an, uh, school choice at a public school to, uh, graduate from high school with programs that are designed to support them. This primarily takes them once they've dropped out officially and they're 18 to 22. It, what the bill does is it removes the pilot aspect of it. I worked with TCSG on this bill. They're ready to take it statewide.

298. 1:05:24

     It will be a slow roll, roll out. It will be up to them to add other locations to give young adults this opportunity. Um, the bill will call for, um, TCSG to work on a funding formula increment to pay for additional support. These students didn't succeed in high school. They need extra support. They need counseling. They need advising. They need time management skills. It will not be a lot of money. In fact, currently, well, that's another story, but we're, need to add some money, uh, t- because it was omitted from the governor's budget to pay for this program.

299. 1:06:03

     Right now it's $4.7 million, uh, to pay for this extra support. But, um, so it, it does a couple things. It removes the pilot program. There will be no longer be an expiration date. It will, as completion schools roll out, um, it will allow any students that are 16 and 17 to complete the program that they're in. Um, and in the metro area, which has no current plans for a completion school network for dropouts, it will allow the two locations in the metro area to continue to operate, um, for the 16 and 17-year-olds.

300. 1:06:43

     Um, that is, that's pretty much the bill. I'm happy to answer any questions. And TCSG is here as well to answer any questions.

301. 1:06:55

     Yes, ma'am. We do have, um, Senator Payne.

302. 1:06:58

     I just wanna thank you for this bill. Um,

303. 1:07:07

     these are the kids I worked with for 30 years.

304. 1:07:09

     Yeah.

305. 1:07:11

     They just, they never had a shot out of the gate.

306. 1:07:17

     Right.

307. 1:07:17

     And those are the ones we should be fighting for the most.

308. 1:07:20

     That's right.

309. 1:07:21

     Because as I explained to my people, these kids never tasted innocence in their childhood. So if they never got to taste innocence in their childhood, what basis do they have for hope for the future?

310. 1:07:39

     And so to have these kids that are falling through these cracks in the later years, to be able to go grab them again-

311. 1:07:46

     That's right

312. 1:07:47

     ... we owe it to them. So thank you for this bill.

313. 1:07:50

     Thanks, Senator. I feel the same way, and when I... To be perfectly blunt, there was an error in a bill last year. What brought, started me working on this bill was there was an error in a bill last year. Uh, it was inadvertent. Uh, it was not the author's fault. It was just a, I don't know, call it typo, a scrivener's error that needs to be fixed in this program to continue. So when I started looking at the program, I thought, "Well, if it's that successful, why are we still calling it a pilot program and not giving access all over the state?" And so in working with, um, TS- TCSG, they agreed.

314. 1:08:27

     And so I, I agree with you. It does... You know, I believe in second chances, third chances, and fourth chances.

315. 1:08:33

     Mm.

316. 1:08:33

     It's not a race. Uh, our role in the state with regard to education, beginning at pre-K and all the way until whatever age you get over the finish line, we're there to support you.

317. 1:08:47

     Well, I ju- I would just, uh, tell you that, you know, I worked with the c- the oc- what back then was the Crossroads Academies.

318. 1:08:53

     Mm.

319. 1:08:54

     And, you know, and they were literally just holding facilities for the kids that were too, not... It, it was, honestly, it was a means of taking the bad apples away from the high schools so the high schools looked like they were doing better.

320. 1:09:08

     Right.

321. 1:09:08

     And to me, now that those kids are now actually getting opportunities, we're, and now we've got, created all these new pathways for technical skilled kids to-

322. 1:09:18

     That's right

323. 1:09:18

     ... to give them opportunities that they can... Their, their lives have value, too. They might not be going to the University of Georgia, but they do, they're deserving of a future.

324. 1:09:26

     That's right.

325. 1:09:26

     And I think, I, I'm so glad that we're now focused on giving them that.

326. 1:09:29

     Me too.

327. 1:09:30

     Thank you.

328. 1:09:30

     Thank you.

329. 1:09:31

     Thank you, sir. Senator Bearden?

330. 1:09:34

     Thank you, Chairman. Uh, quick question for the author.

331. 1:09:37

     Sure.

332. 1:09:38

     I believe you said it was $4.7 million that was supposed to be in the budget but was taken out of the budget?

333. 1:09:43

     Yes. So, so what happened was, um, earlier, uh, in previous iterations last year, um, they, uh, they were gonna have a different funding stream. And, um, when that changed, um, somehow the money just didn't make it in the budget. And so, um, I'll be working with the Senate. They... You know, I don't, I don't care w-... I, if I had known earlier, I would've put it in, uh, or tried to put it in at the House level.

334. 1:10:13

     But I learned about it too late to put it in our version of the budget. I don't care whose version the budget it's in.

335. 1:10:20

     Yeah.

336. 1:10:20

     I just think it's important that we put it back in there. The five locations, um, Mark Peavy is here, he can testify to that, and he's made it clear to both, um, chairmen of appropriations that without the funding the, the program will, will end. Br- and when I say the program, I mean the extra support. It's the advising and all of that, that, um, that we... Really is required for these students-

337. 1:10:47

     Gotcha

338. 1:10:47

     ... I think, to be successful.

339. 1:10:49

     Well, the overall picture, I think our tech- technical schools are way underfunded anyway for what-

340. 1:10:53

     I do. There's no-

341. 1:10:53

     ... the jobs they do. And-

342. 1:10:54

     There's no fat. There's no fat.

343. 1:10:56

     No, there's not. So we wanna make sure that they're able to do what they can.

344. 1:10:59

     Yeah.

345. 1:10:59

     But you also, I believe, shows this has a potential beginning date of the fiscal year 2028.

346. 1:11:07

     S-

347. 1:11:07

     Is it fiscal year 2028?

348. 1:11:09

     It, there will be, there will be a new funding formula bec- so that, that w-

349. 1:11:13

     You said

350. 1:11:13

     ... TCSG doesn't have to, uh, beg for money in the appropriations bill every year. It'll just be in the funding, you know, for TCSG, just like the Regents, you know, funding formula.

351. 1:11:24

     Thank you, ma'am.

352. 1:11:29

     Okay, um, any other questions? Senator Steele.

353. 1:11:34

     At the appropriate time, I'd like to make a motion to pass HB 1293, LC 61-0425 S.

354. 1:11:40

     Second.

355. 1:11:43

     Second.

356. 1:11:43

     Can you hear me now?

357. 1:11:45

     Okay. One of them, one of them did. Okay. Uh, any question, any other questions?

358. 1:11:52

     Seeing none, um, all in favor raise your right hand, please.

359. 1:11:58

     Thank you, Ms. Pro Tem.

360. 1:11:59

     Thank you.

361. 1:11:59

     Now, who's gonna carry the bill for you?

362. 1:12:01

     Uh, Senator Still has offered to.

363. 1:12:02

     Yeah. You got a great person to carry it, too.

364. 1:12:05

     Thank you.

365. 1:12:05

     Thank you, ma'am.

366. 1:12:06

     Thank you, sir. Thank you, Chairman.