Transcript Highlights:

• they' expect those resources to educate they' expect those resources to educate and<00:11:25.920
• Department of Education to the New Hampshire Department of Education.
• <01:16:30.760> or education and Department of Education or education and Department of Education
• If a district is educating a special education student, they're going to receive special education differential
• Oh, special education.

Keywords: 928, house, all

Summary: The Department of Education’s Bureau of School Finance provided an adequacy-funding training for Division II, led by Mark Mello. He walked the committee through the adequacy formula using Albany, Allenstown, and Alton as examples, explaining average daily membership, base adequacy aid, and differential aid for free/reduced-price meals, special education, and English language learners. He also noted a recent change requiring home-education differential aid and emphasized that these aid streams are generally unrestricted district funding rather than money tied to specific students or programs. A major focus was the ongoing litigation over the adequacy base amount and the statewide education property tax, or SWEPT. Mello explained the historical basis of the current base amount, the 2008 legislative report that set the original methodology, and the later court ruling that the adequacy amount should be $7,356, which is now before the Supreme Court. He also described how SWEPT currently raises a fixed statewide amount of $363 million and how that revenue is used to offset the state’s adequacy obligation. For the example towns, Albany and Allenstown receive state adequacy grants because their SWEPT revenue is below their calculated adequacy cost, while Alton is an excess SWEPT community because its local SWEPT revenue exceeds the cost of adequate education. The discussion then turned to the pending “excess SWEPT” issue in the Supreme Court and what would happen if excess collections had to be remitted to the state. Mello said the Department is preparing a hypothetical walkthrough and explained that, if the court upholds the Superior Court ruling, DRA would likely be directed to collect excess SWEPT. Members raised concerns about whether SWEPT must be used for educational purposes and about the cash-flow burden on towns if money had to move from municipalities to the state and then back to districts. Mello and members discussed possible administrative workarounds, such as credits against other state aid distributions, and noted that the committee would continue reviewing the mechanics if the court decision comes down during budget work.

Transcript Highlights:

• <00:07:45.199> in education in education in Minnesota<00:07:47.199> and<00:07:47.720>
• finances of Education finances of Education thinking<00:13:00.160> about<00:13:00.680>
• We also know that a majority of the E-12 education general fund budget goes toward general education,
• not special education.
• Are there any talks about general education programming possibly being targeted if special education

Keywords: 1187, senate, all

Transcript Highlights:

• The representative from Education.
• Vermont's career technical education Vermont's career technical education system. system. system
• with the Career Technical Education with the Career Technical Education Division<00:03:26.320>
• , secondary and adult education, secondary and adult education, and<00:03:33.440> our<00:03
• Education to students.

Keywords: 926, house, all

Summary: The House took up Senate Bill 313, relating to transforming Vermont’s career technical education system. The Committee on Commerce and Economic Development described the bill as part of a broader effort to integrate CTE more fully into Vermont’s education system, with goals including universal access, more consistent admissions and credit policies, better transportation access, updated rules and procedures, and stronger alignment with workforce needs. The committee emphasized that CTE should be treated as a core part of education, not a stand-alone track, and reported the bill favorably 11-0-0 after hearing from education, labor, workforce, fiscal, and CTE stakeholders. The Committee on Education recommended a few changes, including a typo correction and removal of a legislative working group, explaining that broader education reform work already underway would make a separate working group duplicative. It added a task for the Agency of Education to study how to serve adult diploma students in CTE programs amid federal funding changes, and it supported the bill with an amendment vote of 10-0-1. The Committee on Appropriations said the fiscal impact could not yet be estimated because it depends on future rulemaking, and it recommended the bill ought to pass in concurrence as amended by a vote of 10-0-1. The House adopted the Education Committee amendment, then adopted a further amendment offered by Representative Bartley and others that incorporated language from S. 230 while removing a solicitation provision related to Department of Corrections property. The House then agreed to propose the amended bill to the Senate, ordered third reading, suspended rules to place the bill in all remaining stages of passage, passed S. 313 in concurrence with proposal of amendment, and suspended rules again to message its action to the Senate forthwith. The House then recessed until 1:00 p.m.

Transcript Highlights:

• people who are committed to improving sex education in our schools.
• have sexual education to no longer provide that education due to the radical ideology.
• education, which... ...comprehensive health education; it is in opposition to public education, which
• For its implementation, my team of history educators at the Asian American Education Project stands ready
• Students and educators have long been calling for interdisciplinary climate education and the necessary

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• and the tech education programs.
• Is the Education Trust West still here?
• Currently, substitutes work 30 days in a general education classroom and 20 days in a special education
• special education, alternative education, court schools, migrant education, foster youth, homeless student
• special education, alternative education, court schools, migrant education, foster youth, homeless student

Keywords: 987, senate, all

Transcript Highlights:

• The educators aren't doing a good job.
• As our students navigate the world of early adolescents, our work as educators is to create educational
• One key way has been through Gloucester education foundations or local education fund, but there have
• As education leaders, we must balance innovation with inclusion and embrace tools that empower educators
• We save the students' educations.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• Elevating the importance of career education and career technical education in our changing economy.
• Of career technical education.
• Department of Education?
• Would it be the Department of Education administering the Career Technical Education Incentive Grant
• While this is not part of the career education, this council is part of the master plan for career education

Keywords: 988, house, all

Transcript Highlights:

• our Educator Preparation Program.
• Education and teacher education would benefit from the same kinds of communities of practice that have
• These would be math, science, special education, and bilingual education.
• and special education folks.
• that includes everyone who works in the field of education, including early childhood education.

Keywords: 988, house, all

Transcript Highlights:

• technical education in our changing economy, making sure that our education programs are relevant to
• Department of Education. Good morning.
• So, rest assured, on career technical education as well as general education courses or general programming
• Would it be the Department of Education administering, you know— Would it be the Department of Education
• Those are out of county offices of education.

Summary: The Assembly Budget Subcommittee on Education Finance heard an overview of the governor’s new Career Education Master Plan and related budget items. Labor Secretary Knox described the plan as an effort to reduce fragmentation across K-12, community colleges, workforce boards, and other systems by improving statewide and regional coordination, data sharing, skills-based hiring, career pathways, and wraparound supports such as child care, housing, food, and transportation. Members asked how success would be measured, how the plan would serve disconnected youth and adults, and whether the proposed data integration would rely on Cradle to Career; the secretary said it would. The Department of Finance said it was available to answer questions on the education side. The committee then reviewed existing CTE funding and oversight. The LAO, CDE, and Community Colleges Chancellor’s Office described the major ongoing programs, including CTIG, Perkins, K-12 Strong Workforce, and Community College Strong Workforce, and noted that many programs overlap in purpose and administration. Members repeatedly raised concerns about duplication, annual applications and reporting burdens, lack of clear outcome metrics, and whether funding incentives should be better aligned to regional collaboration. CDE and the Chancellor’s Office said they support alignment and dual enrollment, and Finance and CDE said LCFF/local match dollars are part of the funding structure. The committee also discussed child care as a barrier to participation and the need for better tracking of enrollment, completion, and job outcomes. On the consolidated application proposal, Finance proposed a study directing CDE to examine whether three long-standing CTE grant programs—Specialized Secondary Programs, CTIG, and California Partnership Academies—could be streamlined into a single application and reporting process. The LAO supported reducing administrative burden but noted that the largest programs, CTIG and K-12 Strong Workforce, were excluded from the proposal even though districts most often cite them as burdensome. CDE said it did not oppose the study but warned that statutory differences may limit consolidation. Members said the proposal should better address regional coordination, multi-year funding stability, and outcome measures rather than only simplifying paperwork. Finally, the committee heard a proposal for a $5 million ongoing California Education Interagency Council. GovOps said the council would provide a neutral venue for statewide coordination across education and workforce systems. The LAO opposed the proposal, arguing that existing bodies already provide coordination, the proposal does not change agency incentives, and the council would lack authority to implement decisions. Members expressed mixed views, with some supporting a coordinating body and others questioning whether it would differ from past efforts. No votes were taken during the portions summarized here, and the committee indicated it would hold some items open for further discussion.

Transcript Highlights:

• education is made.
• same system for special education tracking.
• Additionally, the state lacks qualified candidates for educational roles such as special education teachers
• on special education staffing shortages.
• for special education.

Summary: The JLARC I-900 Subcommittee heard a State Auditor’s Office performance audit on special education services, focused on comparing student needs, district identification practices, and funding. Auditors said Washington does not appear to under-identify any particular population for special education, though districts face ongoing challenges with identification, documentation, staffing shortages, and inconsistent referral tracking. They explained that their analysis used statistical models because the true prevalence of disabilities is unknown, and found Washington districts generally clustered near the national average, with little evidence that any demographic group was systematically under-identified. The audit also found that special education funding has historically been insufficient, with districts collectively covering about $500 million in costs not paid by state or federal sources, and that districts spent about 26% more per student than they received in funding. Auditors noted recent legislative changes that removed the special education enrollment cap and changed the safety net process, but said it was too soon to assess their effects. Their recommendations to OSPI included clarifying what counts as an official special education referral, requiring districts to report referral data even when no evaluation follows, and ensuring the new statewide data system is developed with district input, training, and possibly a mandate for uniform use. OSPI staff said they concurred with the report and appreciated the work of the auditor’s office and JLARC. During member questions, Representative Paulette raised concerns that the audit did not directly examine prevalence of specific disabilities, such as autism and dyslexia, in vulnerable populations or compare Washington’s identification practices to medical and peer-reviewed prevalence data. Auditors responded that medical prevalence is not known in a systematic way, that educational eligibility differs from medical diagnosis, and that the report’s conclusions should not be read as proving no populations are under- or over-identified. No public testimony was offered, and the meeting adjourned.

Transcript Highlights:

• Their children's education is addressed in numerous chapters of the Texas Education Code, Health and
• The National Sex Education Standards are the common core of sex education.
• I was raised in private Christian education from K-12 and never received education in school.
• In 2019, the district approved an expansive sex education curriculum that mirrors the NSA's sex education
• The Future of Sex Education Initiative, the driving force behind these National Sex Education Standards

Bills: SB204, SB570, SB735, SB784, SB1207, SB1396, SB1447, SB2392, SB2540, SB747, SB875

Keywords: parental rights, education, school trustees, training, handbook, truancy, attendance policy, chronic absenteeism, school attendance, student absence notifications, parent notification, home visit, attendance officer, truancy court, school district, open-enrollment charter school, student support services, school counselor, principal, administrator

Transcript Highlights:

• Texas Arts Education Campaign.
• Funding arts education not only supports the arts but also leads to improved access to education.
• It supports teacher pathways in high-needs areas like special education and bilingual education.
• I've been in education for 28 years as a general education and special education teacher. teacher, counselor
• Then we have the special education allotment, which adds on state money for special education.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• special education services.
• educate Sean in the general education setting.
• > classes education and general education classes education and general education classes and<00:
• c> with educ education for students with educ education for students with disabilities<02:00:41.560
• same fund that guarantees adequate educ same fund that guarantees adequate educ education<02:34:

Keywords: 928, house, all

Summary: The hearing focused on HB 563, which would revise the education funding formula for pupils receiving special education services by replacing the current single special education amount with three differentiated categories. Representative Rick Ladd, the prime sponsor, said the bill largely tracks a House-passed version from the prior session with minor figure adjustments, and explained that the proposal uses projected FY26 amounts for three categories based on time in general education versus more intensive placements. He also noted that the bill does not address catastrophic aid directly, but that special education aid, CAT aid, and proration all remain issues for later work sessions. Ladd and supporters argued that weighted categories better reflect actual costs and are more sustainable than treating all IEPs the same. Representative Margaret Drye said the approach was one of the best ideas from the education funding subcommittee and urged the committee to support differentiated aid. Representative Ames asked how the category amounts were derived, and Ladd said Category A follows the FY26 base, Category B is a higher weight, and Category C is a still higher weight for more intensive services, though he acknowledged the exact multipliers were developed earlier and could be revisited. He also said the committee would continue discussing whether the weights are appropriate and how they interact with CAT aid. Testimony from Bonnie Dunham strongly opposed the bill. She argued that funding based on placement rather than actual service need would create incentives to move students into more restrictive settings, could stigmatize children with labels such as "Category C," and would undermine the least restrictive environment requirements under federal special education law. She described her son’s experience in inclusive settings as beneficial and said the bill would have penalized the district for serving him there. In response to questions, she said schools and parents should base funding on the child’s actual needs and costs, not on placement, and urged the committee to recommend the bill inexpedient to legislate.

Transcript Highlights:

• the Minnesota Department of Education the Minnesota Department of Education and<00:23:07.440>
• values and expectations for Education values and expectations for Education would<00:25:37.120><
• 18,000 per pupil in public education 18,000 per pupil in public education while<00:42:13.200>
• the solution to Minnesota's education the solution to Minnesota's education crisis<00:42:54.200>
• Paul by educating our local youth.

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• Special Education. ...by creating an Office of Special Education with a named deputy by the Secretary
• of Education.
• Our office is federally funded, and we are not able to even supervise gifted education if gifted education
• The Office of Special Education and a Deputy Secretary of Special Education would ensure compliance,
• Act and state education law.

Keywords: 996, all

Transcript Highlights:

• You can use multiple educational options to compile your child's education, but home education is not
• home educator. home educator.
• educator versus homeschooler. educator versus homeschooler.
• . educator. educator.
• education already works in practice. education already works in practice.

Keywords: 1189, house, all

Transcript Highlights:

• I serve both the Education Policy Committee and the Education Finance Committee.
• I serve both the Education Policy Committee and the Education Finance Committee.
• Caucus for education.
• Educators um and Educators parents Educators um and Educators parents community<00:25:52.640>
• <00:27:58.360> make Educators We Trust educators to make Educators We Trust educators to make

Keywords: 1183, house

Transcript Highlights:

• <03:42:11.120> is education um I think stem education is education um I think stem education
• while I was being educated.
• while I was being educated.
• while I was being educated.
• while I was being educated.

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• Before you is the Education K-12 Education Finance and Policy Working Group agreement.
• > dedicated<00:14:29.040> to educators for education dedicated to educators for education
• Education. Education.
• special education aid appropriation. special education aid appropriation.
• education policy within consideration of education policy within the<01:52:24.000> education<

Keywords: 1187, senate, all

Transcript Highlights:

• of Higher Education.
• Down to special education, line 35 shows the special education transportation reimbursement reduction
• Special education assistants are the vital link in special education, building relationships and fostering
• Minnesota is facing an educator shortage crisis due to the chronic underfunding of public education for
• education assistant cadre for early childhood special education.

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching