Transcript Highlights:

• So what we are asking is for Jewish students to have the same protections as other students.
• Jewish students are being singled out by teachers, staff, and other students, which is alarming.
• with trans students.
• I am also a high school student.
• I fear the disbanding of student organizations like Missouri Students for Justice in Palestine.

Keywords: 959, house, all

Transcript Highlights:

• But we really want to think holistically about our students.
• You mentioned taking students as an out-of-district placement.
• We've recruited a few students from their program.
• And we have two or three students, I believe, coming from PYD.
• Or what does it look like to have medical students come in?

Keywords: 995, all

Summary: The meeting began with a presentation from Run the Gamut, a new two-year transition program for young adults with autism ages 18 to 24. Staff described the program’s focus on person-centered planning, independent living skills, social connection, and experiential learning, including a teaching kitchen, laundry room, community-based instruction, and job shadowing. They said the program is intended to complement existing Massachusetts services and partnerships rather than duplicate them, and that it is inspired by the founders’ experience helping their daughter transition to adulthood and employment. Committee members asked about employment outcomes, employer readiness, funding, eligibility, and whether students with intellectual disabilities could participate. Run the Gamut said the program is currently private-pay tuition-based, but a grant is covering tuition for the first cohort while they explore additional funding sources, including possible school-district or insurance pathways. They said students with intellectual disabilities would not be automatically excluded if they meet admissions criteria. Staff also emphasized building employer relationships in advance, using job shadowing and industry partnerships to improve hiring practices and create real opportunities for students. They noted partnerships with programs such as PYD, JBS, Aspire, and Boston University, and said the program is opening soon with about eight students enrolled and an open house planned for September 18. After the presentation, the committee shifted to planning its proposed workshop for the Massachusetts APSE conference, “Employment Matters,” themed “Partners in Progress.” Members discussed submitting the application by the August 31 deadline, selecting a second presenter, and shaping interactive questions for attendees using a live polling tool. Suggested audience questions focused on the benefits of hiring people with disabilities and the barriers or challenges employers and employment advocates face, with an emphasis on connecting responses back to commission resources and partnerships. The committee also approved the minutes from the prior meeting unanimously and ended with a discussion of future fiscal year goals, including interest in a possible veterans-and-disability-focused event or resource effort.

Transcript Highlights:

• current high-cost students. current high-cost students.
• to students with. to students with. Students<00:56:15.760> with<00:56:15.920> claims?
• Students with claims? Students with claims? Yeah. Yeah. Yeah.
• Because going from 1,000 students to 10,000 students, right?
• 10,000<01:08:40.160> students, 10,000 students, 10,000 students, right?

Keywords: 1189, house, all

Summary: The committee took up HB 1563, a special education aid formula bill, after a brief recess. Members reviewed a replace-all amendment that would keep the current reimbursement lag structure but make the bill effective July 1, 2028, with districts beginning to collect the new data in the next biennium. The amendment changes the reimbursement tiers from a dollar-based system to one tied to average per-pupil spending: districts would pay 100% below 2.5 times average per-pupil spending, 85% from 2.5 to 3.5 times, 20% from 3.5 to 10 times, and 10% above 10 times, with the state covering the remainder. Speakers emphasized that the bill is intended as an incremental step to gather better data before any larger expansion of state participation. A major new section would create a risk-based monitoring program for reimbursement claims. Instead of reviewing every claim individually, the department would review at least 20% of districts each year so every district is reviewed at least once every five years, with additional random or targeted reviews based on risk indicators, anomalies, prior findings, or other department criteria. Members discussed whether the audit sample should be district-based or student-based, and whether the bill should more specifically define the type of audit and the meaning of “other” criteria. Department witnesses said the current process already involves confidential information and that the new approach would not worsen privacy concerns; they also said the department would follow federal and state privacy laws and adopt rules to implement the process. Several members supported the bill as a practical first step to improve data collection and eventually expand aid, noting that districts currently do not track lower-cost special education students well. Others raised concerns about the lack of a fiscal note, possible local costs, and whether the new monitoring language gives the department too much discretion. The discussion ended with no vote taken in the excerpt, and members indicated they may need more time to review the final amendment before proceeding.

Transcript Highlights:

• That student factor does work similar to tax law, where the first 150 students will receive a certain
• So these are like med students, pharmacy students, law students.
• A full-time equivalent student does not include a student enrolled in the medical doctorate program at
• by students?
• Per FTE student—so full-time equivalent student means putting it into 15 credits for full-time, or 12

Summary: The committee met to discuss higher education funding and capital building policy. Members first heard an update from NDUS Deputy Commissioner Lisa Johnson on low-producing academic programs. She described a proposed board policy using a five-year rolling window and thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, with programs flagged for three consecutive review periods going to the board. Possible outcomes would include continuation, continuation with modifications, inactivation, or termination. Members asked about how the review would account for program costs, service to other students, workforce demand, and the difference between inactivation and termination. Johnson said the board would consider broader factors and that campuses already do detailed program analysis. Several members also asked about cost savings and staffing impacts from program terminations, and Johnson said the board would try to provide more information later. The committee then received a report on the Capital Building Fund from Jamie Wilkie. He reviewed the program’s history, matching requirements, and recent uses, noting that about $334 million in state and matching dollars has been invested overall, with most going to deferred maintenance and extraordinary repairs. Members discussed whether the program is reducing deferred maintenance and requested updated systemwide data on deferred maintenance and campus space utilization. Wilkie said the board is considering a new study to update deferred maintenance figures, which are based on information more than 12 years old. He also reported that several institutions have used current biennium funds for projects such as residence hall renovations, health sciences housing, generators, and building repairs. Later, the committee began a detailed walkthrough of a draft bill that would replace the current higher education funding formula with an FTE-based model and also revise the capital building fund structure. The draft would use fall enrollment FTEs, add completion incentives for degrees in in-demand fields, and create a separate research funding component for UND and NDSU tied to doctoral completions and external research expenditures. Members raised concerns about the use of older data in the formula, the treatment of waivers, the weighting of professional and health sciences programs, and the use of CIP codes to define CTE and education incentives. The bill draft would also combine capital building fund tiers, broaden eligible uses for deferred maintenance and legislatively authorized projects, change matching requirements, repeal the old formula chapter and the capital pool, and transfer funds from the Strategic Investment and Improvements Fund into the capital building fund. No final votes were taken during the portion provided; the meeting was primarily discussion and review.

Transcript Highlights:

• School social workers are licensed mental health professionals who support students, students, families
• , sorry, student elopement from school.
• , sorry, student elopement from school.
• who has responsibility for the student.
• and established student codes of conduct.

Summary: The Senate Education Committee met with enough members present to conduct business and approved the June 17 minutes. It first heard HB 459 with House Amendment 1, which would prohibit the sale of energy drinks on public middle and high school campuses during school hours or school events. The sponsor and Department of Education explained that the bill targets beverages containing caffeine and marketed as energy drinks, not ordinary soft drinks or coffee/tea products. Public testimony from the Medical Society supported the bill on health grounds, while the beverage industry said its companies already voluntarily limit school offerings and that the bill does not reflect current practice. No vote was taken in the transcript. The committee then heard HB 461, a follow-up to prior legislation on New Castle County property reassessment and school tax rates. Senator Cruz said the bill would let New Castle County school districts adjust and reset tax rates to reflect reassessment changes without increasing projected operating revenue, and that it includes a sunset. DSEA supported the measure, saying fair property values are important to public education funding. The committee also heard HB 452, which would require additional background checks and training for DIAA sports officials and strengthen DIAA enforcement procedures. Members questioned how checks would be handled, who would see the results, and who would provide training; the DIAA compliance coordinator said the checks would be maintained through the state process and that associations would verify eligibility. The bill’s sponsor and DIAA said the goal was to align officials with existing child-safety standards. Next, the committee considered HS1 for HB 425, which raises the salary supplement from 6% to 12% for nationally certified school counselors, nurses, and school social workers, and allows DOE to identify additional qualifying positions by regulation. Supporters, including school social workers, nurses, and DSEA, argued the change would improve retention and recognize advanced credentials. Senator Hansen raised concerns that school psychologists were not included; sponsors said a broader study and possible future legislation or budget language would address other nationally certified school-based professionals. The committee then heard HS1 for HB 358 on student elopement notifications, inspired by Ace’s Law, but administrators and the chair raised concerns that the bill may be too prescriptive and difficult to implement in practice, especially when schools may not immediately know a student has left campus. Finally, the committee discussed HB 379 on the comprehensive school discipline improvement program; DOE said the substitute was intended to consolidate prevention and intervention supports and avoid competition for funding, while DASA asked that the bill be paused or tabled. The meeting ended before action on the remaining bill, and HB 443 was deferred to a future executive meeting.

Transcript Highlights:

• This is the right thing for Minnesota students.
• So it stands to follow their students.
• . students. students.
• public school students. public school students.
• <00:13:34.080> and and particularly going to students and and particularly going to students

Keywords: 1183, house

Summary: House Republican leaders and Speaker Melissa Hortman held a press event promoting House File 3490, which would opt Minnesota into a federal education tax credit program. They argued the bill has no state cost and would keep donations made by Minnesotans benefiting Minnesota students and schools rather than out-of-state scholarship organizations. Supporters said the funds could help with tutoring, extracurriculars, school supplies, special education-related services, learning loss, and other school needs, and they repeatedly urged Governor Tim Walz to opt in or publicly explain why he would not. Rep. Andrew Myers, the bill’s chief author, said the proposal is personal to him as a parent and legislator and described recent school budget pressures, including staff and resource cuts and larger class sizes. Rep. Ben Bakeberg, a middle school principal, said the bill could generate significant funding if many taxpayers participate and argued it could help offset school district shortfalls and the Blue Ribbon Commission. Rep. Griesbach also backed the bill, calling it a “no-brainer” and saying he would not work with the governor on other budget items unless the governor opted in. In response to questions, supporters said scholarship-granting organizations could be created by a variety of entities, including education foundations, and could support both private-school tuition and public-school-related costs such as extracurricular fees, field trips, and transportation for summer learning. They rejected the idea that the bill pits public and nonpublic schools against each other, saying it is meant to expand educational opportunity for all students. No vote or formal committee action was taken during the event; it ended with questions from reporters on the bill and other Republican priorities such as rental assistance, gas taxes, and energy costs.

Transcript Highlights:

• By expend extending the period of qualification for student certain students if they're overseas because
• But we also have a large number of students that are professional students that are focused on either
• They have good, dedicated faculty and students.
• first time student to get to go to college.
• And that's because we do strive to offer every opportunity for students, whether it's a student straight

Keywords: 999, senate, all

Transcript Highlights:

• committed an act of bullying against the injured student and the student negligently failed to address
• Students like Andrew were constantly bullied on campus by his fellow students at Hamilton.
• to a student.
• What about the other students?
• or truly advancing student safety.

Keywords: 1182, all

Summary: The committee heard and voted on several education-related bills. Senate Bill 1422, which continues the Credit Enhancement Eligibility Board for 10 years to support the state’s credit enhancement program for charter school debt, received a due pass recommendation on an 8-1 vote. Senate Bill 1166, allowing county school superintendents to offer high school equivalency preparation through accommodation schools to 11th- and 12th-grade students age 16 and older, also passed 8-1 after testimony from county superintendents in support and one member opposing expansion to 11th grade. Senate Bill 1684, creating a private cause of action against public schools for failing to address known bullying that results in serious physical injury, drew the most opposition. The sponsor’s comments described it as a response to school inaction in bullying cases, including a referenced Chandler Unified student suicide. Opponents from the Arizona Trial Lawyers Association, Arizona Charter Schools Association, and Arizona Education Association argued the bill was constitutionally problematic, overly broad, lacked a definition of bullying, could expose schools to costly litigation, and could create liability for conduct outside school control. The committee held the bill without a vote. The committee also considered Senate Bill 1424, requiring annual age-appropriate firearm safety instruction in K-12 schools beginning in 2027-2028. Supporters said the bill teaches children to avoid touching firearms and alert an adult, while opponents argued it shifts responsibility from adults to children, should be handled by parents, and creates an unfunded mandate. The bill passed 6-5. Senate Bill 1475, barring students convicted of or admitting to specified serious offenses from participating in school-sponsored interscholastic activities, passed 6-5 after debate over juvenile rehabilitation, public safety, and the role of extracurriculars in helping students succeed. Senate Bill 1572, requiring Celebrate Freedom Week civics instruction, passed 6-5 amid debate over curriculum, age appropriateness, and whether it duplicated existing civics requirements. Senate Bill 1741, requiring districts and charters to allow release-time religious instruction and award credit under certain conditions, also passed 6-5 despite opposition from secular advocates who argued it undermines local control and promotes religion in public schools.

Transcript Highlights:

• , and will it improve student outcomes, particularly for those students who are currently being underserved
• students.
• Beyond advocating for students, an SPI office focused on public reporting and student outcomes could
• Help California students. Don't create one more... Stay the course. Help California students.
• and student outcomes.

Keywords: 987, senate, all

Summary: The joint Senate Education and Budget Committee hearing focused on Governor Newsom’s education governance proposal, which would reorganize state K-12 education leadership by shifting day-to-day management of the Department of Education from the elected Superintendent of Public Instruction to a governor-appointed education commissioner, while giving the superintendent a more policy-focused role and voting seats on the State Board of Education and the California Community Colleges Board of Governors. Brooks Allen, for the State Board of Education and Governor’s office, argued the change would reduce fragmented authority, improve accountability, and align California with other states that use appointed chief education officials. Amber Alexander of the Department of Finance outlined the budget-neutral staffing transfers and transition timeline, and LAO analyst Sarah Cortez said the LAO supports the shift to an appointed commissioner but recommends Senate confirmation, clearer statutory duties, preserved legislative oversight, and a cost-neutral fiscal plan. Committee members raised substantial concerns about timing, constitutionality, voter expectations, and whether the proposal would actually improve student outcomes. Senator Cabaldon argued the change would effectively alter the meaning of the constitutionally created superintendent office during an election year without voter approval, and questioned whether governance restructuring has evidence of improving achievement or should instead yield savings. Other senators asked how the new structure would work in practice, who would be accountable if it failed, whether a governor-appointed commissioner was the best model, and whether local districts would truly see clearer lines of authority. Allen responded that the Legislature retains plenary authority over education, that the transition would be minimally disruptive, and that the proposal was designed to create a single line of management and clearer communication for local districts. The discussion also covered the Legislature’s role in curriculum and education policy. LAO staff explained that the Legislature has broad authority over education and can direct curriculum-related policy, though it has generally delegated detailed curriculum work to the State Board and the Instructional Quality Commission. Several senators said the current system already creates confusion for voters and local educators, while others argued the proposal adds another layer of bureaucracy and overpromises on results. No vote was taken at this hearing; members continued questioning witnesses and indicated the proposal would be examined further in later panels, including testimony from local education leaders.

Transcript Highlights:

• You can have students complete worksheets.
• Our students deserve nothing less. Thank you.
• With student engagement, students are becoming more engaged during their literacy lessons, and initial
• TK students.
• That we prepare for our students, we will see more students wanting to eat those meals.

Keywords: 988, house, all

Transcript Highlights:

• That student factor does work similar to tax law, where the first 150 students will receive a certain
• So these are like med students, pharmacy students, law students.
• A full-time equivalent student does not include a student enrolled in the medical doctorate program at
• students?
• Per FTE student—so full-time equivalent student means putting it into 15 credits for full-time, or 12

Keywords: 908, all

Transcript Highlights:

• , and equality for all students.
• I was even a student president of the student CTA chapter at San Francisco State University.
• I taught students with special needs and neurotypical students.
• Hi, I am Hakukayono, a student at Sac State University and part of Students for Quality Education and
• Students should have.

Summary: The Assembly Education Committee held an informational hearing on AB 715, followed by discussion of SB 48. AB 715 was presented by Assembly Members Zbur and Addis as a response to rising anti-Semitism in California schools. They described incidents involving harassment, swastikas, biased classroom materials, and students feeling unsafe, and said the bill would create an Office of Civil Rights with coordinators to address anti-Semitism and other forms of discrimination, provide prevention resources, and support school districts. Witnesses in support, including a rabbi and a student who described personal experiences with anti-Semitic harassment, urged immediate action to protect Jewish students. Opposition testimony came from the California Teachers Association, county superintendents, school board groups, labor organizations, civil liberties advocates, ethnic studies educators, and many community members. Their main concerns were that the bill was rushed, had not been fully vetted in the Assembly Education Committee, and could chill classroom speech or create constitutional problems, especially around language requiring instruction and materials to be “factually accurate” and not based on advocacy, bias, or partisanship. Several opponents argued that anti-Semitism should be addressed through education, training, and restorative practices rather than new statutory restrictions. Some witnesses also raised concerns about the bill’s impact on ethnic studies and free speech. Committee members then debated the bill’s process and substance at length. The authors said the bill had been narrowed through negotiations with education stakeholders and the Senate, that some disputed provisions would be revisited in cleanup language, and that the urgency of anti-Semitic incidents required action now. Several members expressed support for the bill’s goal but criticized the late release of the final language and the lack of consultation with the Assembly committee. Others emphasized the need to protect Jewish students immediately and argued the bill was a necessary response to a real crisis. The transcript does not show a final vote on AB 715 in the portion provided.

Transcript Highlights:

• and what you’re seeing as far as a student?
• From the student perspective, tuition and cost of attendance is a big concern for students.
• Tuition is a lot of money for families and students.
• students ultimately want to get out of university.
• Additionally, the board administers the Student Tuition Recovery Fund to compensate students who are

Keywords: 1182, all

Transcript Highlights:

• with our students. with our students.
• <00:17:55.520> So provide what the students need. So provide what the students need.
• <00:20:58.240> auditoriums students paths for careers. auditoriums students paths for careers
• piece to what our students do together. piece to what our students do together.
• those that we know will improve student those that we know will improve student outcomes.<00:36:

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met for an information-gathering session and opened by clarifying that the subcommittee would not be voting on budget requests. Because there was no quorum at first, the committee did not take up approval amendments. The first presentation focused on a budget request to incentivize national certification for school social workers and school psychologists. Rep. Vanessa Gracal, along with Amy Oats and Leslie Gilpin, argued for a $500,000 annual appropriation to provide $2,000 salary supplements to nationally certified school social workers and school psychologists working primarily in their certification areas. They said the stipend would help recruit and retain professionals amid shortages, noted that current Kentucky certification numbers are low, and explained the rigorous certification and renewal requirements. In response to questions, they said there is currently no appropriation for this purpose in HB 500 and none they were aware of in HB 6 in 2024. The next topic was school facility funding needs, led by Rep. Bob McCool, Johnson County Superintendent Tom Cochran, Commissioner of Education Robert Fletcher, and other district representatives. They described the “gap funding” issue for school construction projects that had already started before COVID-era inflation sharply increased costs. Johnson County and Harrison County were highlighted as examples of districts that had already committed local funds, passed nickel taxes, and begun construction but now need additional state support to finish projects. Speakers emphasized that many projects were audited and approved, that the state has already funded about half of the gap, and that roughly $130 million more is being sought in HB 500 to complete the remaining work. They stressed that unfinished projects would leave districts with half-built schools and that completing them would bring long-term savings and better facilities for students. The committee then turned to testimony from KASA representatives on the impacts of HB 500 as introduced. The witnesses discussed the importance of school psychology and school social work certification, the benefits of advanced training for student services, and the need to recognize and support highly qualified staff. A member asked whether HB 500 or HB 6 included an appropriation for the certification stipend, and the witnesses answered no. The meeting also included a motion to approve the minutes from the prior meeting once a quorum was present, and the minutes were approved by voice vote.

Transcript Highlights:

• CTE students earning approved dual credit and 13,548 students earning valid industry certification.
• and Technical student organizations.
• count the thousands of other students count the thousands of other students involved<00:05:40.919
• service learning projects CTE students service learning projects CTE students have<00:05:45.400>
• > valid<00:05:58.400> industry 13548 students earning valid industry 13548 students earning

Keywords: Meeting Start: 01:24 Attendance Roll Call: 01:44 KY Association for Career & Technical Education: 03:40 Senate Concurrent Resolution 43 (Sen. West): 10:42 Senate Bill 77 (Sen. Deneen ): 31:26 Senate Bill 120 (Sen. Chambers Armstrong): 35:04 Adjournment: 51:44, 958, all

Summary: The Senate Education Committee met with a quorum and heard a presentation from Parker Keys, Northern Kentucky State Vice President for Kentucky FFA, on the value of career and technical education (CTE). He highlighted enrollment of more than 143,000 secondary students in CTE, work-based learning, dual credit, industry certifications, and the role of student organizations such as DECA, FBLA, FCCLA, FFA, Educators Rising, TSA, and SkillsUSA. Senators praised CTE as important for workforce readiness and resume building, and encouraged continued engagement with the committee. The committee then considered Senate Concurrent Resolution 43, sponsored by Senator Steve West, supporting a Southern Regional Education Board initiative to expand crisis counseling and recovery support for schools and colleges after tragedies and disasters. Dr. Steven Puit and Linda Tyrie described a regional network of trained counselors modeled on Kentucky’s response after Marshall County, emphasizing long-term recovery, psychological first aid, and deployment support for up to a year after an event. Members spoke in strong support, citing the lasting impact of Marshall County and Heath, and the resolution passed 13-0 and was reported favorably. Finally, the committee took up Senate Bill 77, a cleanup bill relating to the Education Professional Standards Board. Senator Matt Deneen and Association of Independent Kentucky Colleges and Universities representative Mr. Dyer explained that the bill clarifies that small independent colleges and universities may designate a qualified education department representative, not only a chief academic officer, to serve on the board. The committee adopted a committee substitute by voice vote, and the substitute was approved.

Transcript Highlights:

• needs and outcomes, especially for our most minoritized students.
• To help students graduate college with less debt, to provide service opportunities for students, and
• also to support students' career development.
• So going back to the student, what is their experience?
• Today this committee has the power to ensure that students like me and students with even greater socioeconomic

Keywords: 988, house, all

Transcript Highlights:

• Line 13 is the student in the bill.
• Line 133 is for student $100,000.
• assistance for po postsecary students. assistance for po postsecary students.
• students, which are Minnesota students who are not members of a recognized Indian tribe.
• Students with a negative SI need.

Keywords: 919, house, all

Summary: The committee took up House File 2312 and first adopted the DE1 amendment, after which the amended bill was discussed. Nonpartisan fiscal staff walked through the spreadsheet and explained the bill’s higher education budget changes, including increases for state grants and tribal college assistance, unchanged funding for several existing programs, and reductions or eliminations for items such as state work study, summer academic enrichment, student loan counseling, concurrent enrollment, and the student parent support initiative. Staff also noted transfers to special revenue funds, the cancellation and reappropriation of ALS research funding, and a new licensing/registration revenue item. The committee was told the bill met the committee’s zero target overall, with a net general fund change of zero relative to the February forecast, while also adding some non-general fund expenditures for program licensing and registration. Members asked several questions about the transfers and specific line items, including whether any new special revenue accounts were being created, the foster care wraparound services line, and the treatment of the University of Minnesota and Centric Care partnership. Staff explained that the transfers generally did not create new accounts, that some items were not in the base, and that the U of M/Centric Care partnership was a one-time appropriation in the prior bill but was now being built into the base at a different amount. The University of Minnesota section also included new or continued funding for medical school development, health training restoration, emergency assistance grants, ALS research, and a weather resiliency program, while the Mayo Foundation section eliminated funding for Mayo Medical School and the Mayo family medicine residency program. The policy portion of the DE1 was then introduced. It included a maximum tuition and fee amount for state grants, direct appropriation of emergency assistance grants to Minnesota State, a juvenile justice appropriation for Metropolitan State University, and the ALS research reappropriation to the University of Minnesota. It also contained repealers for unfunded programs, including a delayed repealer for the student parent support initiative. In the higher education policy article, the bill would allow Minnesota State to offer applied doctoral degrees in cybersecurity, make technical changes to hunger-free campus and sexual misconduct procedures, extend pregnant and parenting student protections to private institutions, allow OHE to retain up to 10% of certain competitive grants for administration, consolidate reports, change the state grant formula so negative FAFSA contributions count as zero, and reduce the state grant lifetime credit cap from 180 to 120 credits. The Northstar Promise provisions would limit tuition and fees to resident rates and require MnState, and request the University of Minnesota, to ensure eligible students receive the benefit.

Transcript Highlights:

• from our schools for staff and students from our schools for staff and students alike?
• So how do we protect those students and protect the students that do benefit from seclusion?
• seclusion does harm some students. seclusion does harm some students.
• :09:56.640> student.
• in the student in your case.

Keywords: 918, senate, all

Summary: The Seclusion Working Group approved the prior meeting minutes and then spent most of the meeting discussing draft recommendations and a Senate amendment, 007-7, related to seclusion in schools. The chair explained the history of the issue, including Minnesota’s 2023 ban on seclusion from birth through grade 3, and described 007-7 as a compromise developed with stakeholders that would extend the ban through grade 6 unless strict conditions are met. Those conditions include explicit written informed consent from all parents or guardians in their primary language, oral translation of safeguards, showing the seclusion room before consent, mandatory follow-up IEP meetings after repeated use, outreach and education for families, and data reporting on use of seclusion. The chair also said the amendment would prevent judges or other officials from ordering seclusion over a parent’s objection. Members then reviewed the draft recommendations line by line. They agreed to revise language to add “and fund” after “mandate” in the first section, and discussed changing references from “level three and level four” to “level three and higher,” though several members ultimately preferred keeping the focus on school settings and not expanding into medical or correctional settings. They also discussed replacing the word “subjected” with more neutral language such as “experience” or “whose IEP includes seclusion.” Another issue was whether the recommendations should distinguish between students whose IEP already includes seclusion and students who experience seclusion in an emergency but do not have it in their IEP; members suggested splitting that into separate recommendations and possibly adding a new item for the latter situation. A final discussion focused on whether the working group should recommend a mandated alternative-to-seclusion program and whether such a mandate should be tied to funding. School district representatives said many districts already use programs such as CPI, but others, especially outstate districts, charter schools, hospitals, and residential settings, may face significant costs if required to adopt new programs like Ukeru. Members generally agreed that if the legislature is asked to require implementation of new alternatives, funding should accompany the mandate. The chair also noted that existing law already requires an IEP team meeting after restrictive procedures are used twice in 30 days, and encouraged members to compare that with the 007-7 language before finalizing recommendations.

Transcript Highlights:

• And at a high school, 1,260 students, $94.
• But if you take those 45 students and put them in a school over here, it costs a lot for those 45 students
• That gives all of our students a place to belong and make sure... ...students a place to belong and make
• Um, I think all of our students or most of our students and activities have found a place to belong no
• We need all of our students to...

Keywords: 916, all

Transcript Highlights:

• Tuesdays and Thursdays where students Tuesdays and Thursdays where students have<00:01:42.960>
• be uh Lakeville school students or any public school student from across the state.
• I'm our student council president.
• I'm our student council president.
• over a thousand students in attendance. over a thousand students in attendance.

Keywords: 1187, senate, all