Transcript Highlights:

• Not just better at math, because algebra is the gateway to all higher math.
• Algebra just builds one after the other in math. We are focused on algebra.
• Now, the math camp... We had a little struggle with math because the testing is different.
• So you see the 23 results in math; I'll get the 24 for you soon, but the 23...
• Not all... ...they have a math teacher now, but not all.

Keywords: 924, joint, all

Transcript Highlights:

• Again, any significant intervention must be approved by the Oversight Board.
• It significantly expands the level of supports and interventions available.
• And then in 584, there were interventions or supports along the tiered system that included some interventions
• Many of the interventions are may, and there's really two, if you're familiar with 584 and 460, the intervention
• There's math on that that some of them have not learned yet.

Keywords: 909, all

Transcript Highlights:

• I'm not a math person, but I did the math at the time.
• years of math.
• years of math.
• Not everyone is a math person. They can get math in different ways.
• amounts of functional math. amounts of functional math.

Keywords: 1189, house, all

Transcript Highlights:

• Intervention implementing school-based interventions, again, attendance contracts, those have been helpful
• We try to develop an intervention plan. What can we do?
• And it provides tips and interventions for parents, again, all.
• Early warning interventions for our Tier 2 students are the same.
• You do the math of how many kids are missing just 18 days or more.

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• I'm not a math person, but I did the math at the time. 15% who were there that day chose not to take
• I'm not a math person, but I numbers.
• I'm not a math person, but I did<03:09:48.319> the<03:09:48.479> math<03:09:48.640>
• And now math class is done for the day. And now math class is done for the day.
• <04:37:01.600> work kid out, therapeutic intervention, work kid out, therapeutic intervention

Keywords: 928, house, all

Summary: The committee heard House Bill 1331, which would allow the town of Derry to incorporate the Derry Cooperative School District as a department of the town through a charter amendment. The prime sponsor and several supporters argued the change would increase local control, streamline overlapping town and school functions, and potentially help align school spending with Derry’s tax cap. Supporters also said Derry is large enough to warrant a structure more like Manchester or Nashua, and one witness cited a 2018 nonbinding Derry ballot question that passed 597 to 547 in favor of seeking authorization for this change. Opposition came from NEA New Hampshire President Megan Tuttle, who said the association and the Derry Education Association opposed the bill because schools are not simply another municipal department and because Derry voters had already rejected merging the district into town government. She argued the state should respect local control and the community’s prior decision. Committee members asked about the scope of the proposed charter change, the role of the school board, and the reported prior vote, and the sponsor clarified that the amendment would be limited to this specific purpose rather than opening the entire charter. The hearing then moved to House Bill 1374, which would change the procedures for withdrawing from a cooperative school district. Representative Mary Murphy said current law gives other cooperative towns too much control over a withdrawing town’s decision, and her bill would remove the requirement for approval by the other towns while raising the withdrawing town’s approval threshold to a supermajority. She pointed to Francis Town’s 2024 withdrawal vote and said the bill was intended to protect students and local decision-making. The sponsor asked for an ought to pass recommendation, and committee members asked follow-up questions about the prior withdrawal vote and the number of voters involved.

Transcript Highlights:

• It increases the math methods courses. How do you teach math by one course?
• math and the lower end of secondary math.
• Most of the secondary math preparation... ...math and the lower end of secondary math.
• And I've— ...because of math and the, like, scariness of math.
• are really good in math don't fear standardized math tests.

Keywords: 996, all

Transcript Highlights:

• Um, I have a simple math question and I was a math teacher, but I never should have been licensed to
• Um, I have a simple math question and I was a math teacher, but I never should have been licensed to
• math question and I was a math simple math question and I was a math teacher,<00:37:56.480> but
• thoughtful intervention and care. thoughtful intervention and care.
• intervention.

Keywords: 1187, senate, all

Transcript Highlights:

• Um, we've we've really worked on interventions in math and reading.
• Um, math scores. What was your math, um, what were your math scores for last year or 24?
• We're working on math interventions. We're working on things to elevate that.
• interventions for math with an online program, and it's just they, they just get on and hammer math
• doing their math.

Transcript Highlights:

• Section one modifies the math core program.
• Section one modifies the math core program.
• Section one modifies the math core program.
• These resources are reading and math.
• We're also glad intervention resources.

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

Transcript Highlights:

• teaching, assessment, and interventions across all grade levels.
• As a former fifth grade math teacher, I know firsthand how As a former fifth grade math teacher, I know
• firsthand how critical math is and how foundational concepts are to long-term success.
• This resolution asks the right question: When a student is behind in math, do our schools know why?
• But math... ...But math is different.

Bills: SB293, SB279, SB293, SB279

Keywords: SB 293, youth camp, child care licensing, Office of Child Care Licensing, OCCL, American Camp Association, ACA accreditation, Purchase of Care, POC reimbursement, summer camp, school-age child care, child care exemption, Division of Public Health permit, Title 14, Delaware Department of Education, health and safety standards, child care provider reimbursement, summer child care, camp licensing, license exemption

Summary: The House Education Committee met and first heard Senate Bill 293, the Youth Camp Licensing Act, which would amend child care licensing rules for youth camps. The sponsor said the bill, with amendments, would remove accreditation language, clarify shelter requirements for outdoor camps, and eliminate limits that had restricted the number of children camps could serve, especially for families using purchase-of-care assistance. YMCA and school representatives testified in support, saying the measure would expand access to safe, affordable summer care for low-income working families. The committee voted to release the bill. The committee then approved Senate Bill 328, which would require the Department of Education’s school facility evaluation instrument to be established by regulation and to include lead-based paint hazards in the standard of good repair. The Childhood Lead Poisoning Prevention Advisory Committee supported the bill, explaining that lead had not been included in the original evaluation tool and that the new language would improve transparency and public comment. Senate Bill 318, updating the Delaware State Education Association special license plate program, also passed after DSEA testified that proceeds support scholarships for educators and students pursuing education careers. House Bill 443, dealing with background checks for education volunteers and mentors, passed as well. The sponsor said it would allow DOE to continue receiving wrapback reports for mentors in the state mentoring program and ensure state and federal criminal background checks remain in place. The committee also released Senate Joint Resolution 15, which directs DOE to reevaluate Delaware’s use of the SAT, modernize the accountability framework, and develop additional measures of student achievement and readiness; supporters argued the SAT does not capture career and technical pathways or other indicators of success. House Bill 459, which prohibits the sale of energy drinks on public middle and high school campuses during school hours or events, passed after discussion focused on whether the bill would affect possession versus sale and whether it could lead to student discipline; DOE said the bill only bans sales, and the sponsor said an amendment would clarify intent. Finally, House Concurrent Resolution 137 passed, directing DOE to review math instruction and MTSS supports statewide; testimony emphasized low math proficiency and the need for stronger, more coherent interventions. The committee also began hearing Senate Bill 279 on occupational therapist salary placement, with discussion centered on aligning OT compensation with other specialist roles and broader salary regulation updates, though the transcript cuts off before final action is shown.

Transcript Highlights:

• Next, we have that grade level by math.
• Then we have eighth grade math.
• I think, to be some quick math here. We've been 163, excuse me. I'll have to do some quick math.
• Looking at early intervention, early intervention is part of the fiscal distress statute.
• districts in early intervention.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• that while K-12 spending in California has grown by 102 percent, the trajectory of the reading and math
• Oftentimes, the programs that districts put in for intervention are very specific to those communities
• eighth grade, with improvements in fourth grade math.
• About 10% are in districts that have recovered in both math and reading. 12% are in districts scoring
• Again, if we can be sure that that screening results in the right kinds of interventions and supports

Keywords: 988, house, all

Transcript Highlights:

• Intervention is always going to be necessary for a, for a number of issues, but I, I think we also want
• I want to be sure that we're focusing the funds on those interventions that have been working because
• We'll continue to look at math education and teacher supports.
• school level, to be able to teach math well.
• So knowing knowing math isn't the same thing as being able to teach math. And we need both, right?

Transcript Highlights:

• The state does score relatively low on math and reading exams.
• teachers that have the least math expertise.
• from the math coach proposal would...
• With the newly-adopted 2023 math framework.
• It also was providing intervention support.

Keywords: 988, house, all

Transcript Highlights:

• Uncertified teachers two times the national average and with no intervention a UT Institute Institute
• How many kids can actually read and do math on grade level.
• Years who have had interventions or sanctions as a result of their low student performance.
• Students are reading and doing math at this elementary school at 96%.
• He initially issued his intervention ruling in 2019, and it was not until 2023. that the intervention

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• It tells the educators where to dig in on interventions.
• And colleges are not going to provide interventions for students.
• And colleges are not going to provide interventions for students.
• I teach students math, and I teach the math that students take when they didn't get into credit math
• You're in math because you can do the math to make it work.

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its fourth public hearing, opening with remarks about the importance of protecting and expanding access to higher education amid federal disinvestment. The chairs also announced future informational hearings on the impact of federal cuts and on ASAP models. The hearing then focused on several bills, beginning with S. 951/H. 1462, An Act to Support College Students in Recovery, which would require recovery-focused housing on public campuses and expand naloxone access and overdose training. Senator Rausch, medical professionals, students, and advocates testified in support, emphasizing the prevalence of overdose risk among college students, the value of recovery housing, and the need for campus naloxone; committee members asked about implementation details and the existing state pilot program. Deb Schmill and Rep. Tarski gave especially personal testimony in favor of the bill, and the committee discussed broadening the naloxone language to opioid reversal agents. The committee also heard testimony on H. 1461, which would expand MassReconnect scholarships to practical nursing students at vocational and technical schools to help address the long-term care workforce shortage. Rep. Stanley argued that vocational schools graduate more practical nursing students than community colleges and serve many low-income students in areas without nearby community college programs. The committee then took up H. 1433, which would require public higher education institutions to accept IEPs and 504 plans as sufficient documentation for disability accommodations. Advocates from the National Center for Learning Disabilities described the high cost and burden of repeat testing, the lifelong nature of disabilities, and the need for more uniform access across campuses; committee members raised questions about documentation freshness, campus autonomy, and how to preserve the integrity of accommodations. Later, the committee heard S. 919/H. 1454 on modernizing the Community College Endowment Match Program so community colleges could receive state matching funds for current-use donations as well as endowments and capital gifts. Community college foundation leaders said the change would help fund immediate student needs such as food pantries, child care, emergency aid, and equipment. The hearing then moved to faculty-related bills: S. 933 on UMass faculty rights and tenure transparency, S. 930/H. 3948 on contingent faculty rights and career advancement, and S. 940/H. 1429 on an Adjunct Bill of Rights. Testimony from faculty and union representatives focused on low pay, lack of benefits, job insecurity, and the need for clearer pathways to full-time positions and fairer treatment for adjuncts who teach large shares of courses. No votes were taken during the hearing; the committee primarily received testimony and asked clarifying questions.

Transcript Highlights:

• There was no Narcan, no CPR, no medical interventions that could bring him back to me.
• These pop-ups and timers have the same practical effect: they come in and they provide that intervention
• These pop-ups and timers have the same practical effect: they come in and they provide that intervention
• And they provide that intervention.
• Thank you very, very much. supposed to be uh learning math or supposed to be uh learning math or English

Keywords: 919, house, all

Summary: Rep. Zach Stevenson and Sen. Mann presented Minnesota legislation aimed at requiring warning labels on social media platforms, modeled on the Surgeon General’s recommendation, and adding pop-up notifications every 30 minutes to show users how long they have been on a platform. They argued that social media use is linked to serious mental health harms among youth, including anxiety, depression, sleep disruption, self-harm, and suicidal ideation, and said the bill is part of a broader effort to add guardrails on big tech. They also referenced related Minnesota efforts on deepfakes, child influencers, platform-use disclosures, and a separate effort to remove cell phones from classrooms. The hearing featured emotional testimony from parents Bridget Noring and Tabitha Urbansky, who described losing sons to fentanyl poisoning after drugs were arranged through Snapchat. Both said social media platforms can function as drug markets and that warning labels and other restrictions could help prevent similar tragedies. Eric Mishy of SAVE and the Kids Campaign also testified in support, saying social media is contributing to anxiety, depression, suicide, sextortion, trafficking, bullying, and drug sales, and that companies have not done enough to stop these harms. In response to a question about the pop-up feature, Stevenson said the idea is new in Minnesota but similar to “are you still watching” prompts on streaming services, intended to add friction and interrupt addictive use. He and others said no state had yet enacted similar warning-label laws, though several have proposed them, and they emphasized that regulating technology companies is difficult because of their resources and lobbying power. No vote or formal committee action was taken in the transcript, though the bill was scheduled for a House Commerce Committee hearing the next day.

Transcript Highlights:

• The red line is math. Reading here is the trend across grades.
• On the right side, you'll see math proficiency rates.
• Learn math, do other things.
• 75% in math.
• So we try to judge every student by reading and math.

Transcript Highlights:

• So as far as the intervention piece to it, we are making sure that our educators are up to speed with
• doing those interventions in K1st and second.
• And another piece of this that it does I talk about math.
• And here's the trajectory if we don't intervene, if we don't have some interventions, if we don't do
• You know, I did the math on school days, which I think ties into this conversation.

Bills: HB4420, HB3974, HB3016, HB3062, HB3021, HB3145, HB4128, HB3131, HB3015, HB3472, HB3453, HB1638, HB4126, HB2696, HB2710, HB3552, HB3031, HB3544, HB3521, HB4490, HB4488, HB1746, HJR1069, HB4428, HB4429, HB1170, HB3538, HB4124, HB3904, HB4106, HB2999, HB3982, HJR1077, HB3464, HB2588, HB3462, HB4440, HB3674, HB3345, HJR1067, HB4326, HB4331, HB4337, HB4338, HB4359, HB4392, HB3557, HJR1076, HB4003, HB3495, HB3497, HB3501, HB3505, HB3749, HB3011, HB4336, HB4346, HJR1087, HB3240, HB3647, HB3796, HB3969, HB3972, HB3983, HB3984, HB3989, HB3383, HB3130, HB4358, HB3327, HJR1055, HB3386, HJR1089, HB3087, HB2970, HB3314, HB4129, HB4199

Keywords: reading, intervention, literacy, education, third grade retention, teacher training, funding, Strong Readers Act, tort claims, inmate housing, government immunity, public trust, private prison, emergency legislation, vision screening, binocular vision, kindergarten, elementary education, health, firearm rights

Transcript Highlights:

• Then we have eighth-grade math.
• Then we have eighth grade math.
• So I know it's to do some quick math here. 163, excuse me. I'll have to do some quick math.
• Looking at early intervention, early intervention is part of the fiscal distress statute.
• districts in early intervention.

Keywords: 1204, all

Summary: The committee received a Bureau of Legislative Research presentation on Arkansas academic standards, accountability, and achievement as part of the adequacy study. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act, the 2003 Quality Education Act, and the 2017 Educational Support and Accountability Act, including required course offerings, graduation requirements, career and technical education pathways, and recent additions such as success-ready pathways, Arkansas history, firearm safety, and fetal growth and development instruction. Members asked for a comparative chart showing how the laws and requirements changed over time, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff explained the state’s long-term goals for 2030, including 80% proficiency in ELA and math, 52% of English learners on track to English proficiency, and 94%/97% four- and five-year graduation rates. They reviewed 2025 assessment results showing proficiency rates generally in the 30s, with English learners and students with disabilities performing lowest and white students highest. They also discussed school support and improvement categories, equitable access to educators, and report card/public reporting requirements, noting that some ESSA-related measures such as the school index, equity labs, and certain 2024 report card data were not currently available or not being calculated. Members questioned whether those ESSA commitments were being met and asked staff to follow up with DESE, including whether the legislature can revise the ESSA plan. The committee also reviewed the Arkansas Accountability Act and related assessment data. Staff described the Atlas assessment system, alternate assessments for students with significant cognitive disabilities, ELPA 21 for English learners, ACT results, and NAEP comparisons. They reported that no student group met the 80% proficiency goal in 2025, Arkansas’s ACT composite score declined slightly over time, and Arkansas generally trailed national and SREB averages on NAEP. Members asked for additional data, including historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. The meeting ended with agreement to invite the Department of Education to a future meeting to answer questions about missing data, equity labs, report cards, and ESSA compliance.