Transcript Highlights:

• The district requested.
• We also have district representation here.
• I'd like to hear from the district at this time.
• Is the district supportive of that or no?
• two districts.

Transcript Highlights:

• district and school as school district. district and school as school district.
• district appears to performing districts district appears to be<01:24:24.960> under<01:24:25.199
• Manchester School District. Manchester School District.
• across our district. across our district.
• the district of attendance. the district of attendance.

Keywords: 1189, house, all

Transcript Highlights:

• Some districts will wait, especially the smaller districts or charter schools, they may upload.
• Really lessening the burden of that data entry when you go and when you move from district to district
• or from district to district.
• Given the fact that we're not requiring districts to sign up, it's impressive that you have 70 districts
• In our districts? How many were removed from their districts? Mr.

Transcript Highlights:

• Well, it wouldn't affect just the cases filed in the district because a district court judge actually
• Even within a district, there's no ability for a district judge to make a decision.
• How that wheel is weighted can change from district to district. depending on the judges.
• District Court.
• District Court alone in which D.C. district judges have ruled against the administration.

Keywords: universal injunctions, legislative reforms, judicial authority, executive power, balance of power, judicial overreach

Summary: During this meeting, the committee focused on the implications of universal injunctions, which have become a significant concern in recent years. The discussion centered around various legislative proposals aimed at addressing the perceived overreach of district judges who issue nationwide injunctions that affect policies across the entire country. Several members expressed the belief that such injunctions undermine judicial authority and disrupt the balance of power between the judiciary and executive branches. Expert witnesses testified about the historical context of universal injunctions and the necessity for reforms that would limit the power of courts to grant remedies benefitting non-parties.

Transcript Highlights:

• <00:30:51.600> Districts<00:30:52.080> all districts in Kentucky.
• Districts all districts in Kentucky.
• district district that's<00:59:23.040> item<00:59:23.440> D.
• compared with other districts in the compared with other districts in the state?
• worked with it in this district myself. worked with it in this district myself.

Keywords: Call to Order and Roll Call: 0:00:08 26RS SB 3: 0:02:50 26RS SB 1: 0:21:12, 958, all

Summary: The committee first took up Senate Bill 3, which would expand financial transparency requirements for Kentucky school districts. Sponsor Senator Lindsey Tichenor said the bill would require public access to budgeting and spending information, including final working budgets, monthly credit card statements, superintendent contracts and compensation, audits, and related financial reports posted on district websites. A committee amendment correcting citations was adopted by voice vote. Supporters, including Laura O’Brien, described examples of district spending they viewed as excessive and argued that more detailed public disclosure would help taxpayers and school boards identify misuse of funds. Senator Higdon and others voiced support for transparency, while Senator Meredith said he supported the intent but wanted the bill to go further. The committee passed SB 3 with 11 aye votes and one no vote, with favorable expression. The committee then heard Senate Bill 1, sponsored by Senator David Givens, which would restore and clarify governance changes for Jefferson County Public Schools by defining the roles of the school board and superintendent. Givens said the bill responds to a state Supreme Court ruling and includes 42 stated reasons for the governance changes. Opponents, including Jefferson County Teachers Association president Maddie Shepard, JCPS Superintendent Brian Yearwood, and board member James Craig, argued the bill would weaken local democratic control, concentrate authority in one administrator, and reduce community voice. Yearwood said he works collaboratively with the board and that the bill is about adults and governance rather than students, while Craig said the district needs stronger oversight, not less. Supporters of the bill argued that the current structure has not produced adequate results and that the changes are needed to improve outcomes and accountability. The transcript ends during the SB 1 testimony and discussion, before a final vote is taken.

Transcript Highlights:

• It actually enables the sending district and the receiving district, or particularly the receiving district
• > in<00:52:23.119> that this district and that district in that this district and that district
• receiving district.
• for the district. for the district.
• district that are in an out of district district that are in an out of district placement.<04:11

Keywords: 928, house, all

Summary: The committee first took up SB 209, which would require schools seeking building aid for construction or reconstruction projects to use an owner’s project manager. The chair explained an amendment that would remove the bill’s requirement that the manager be engaged before application and instead revert to current law, while updating the project threshold from the older $1 million figure to a more current amount and clarifying that the manager’s role is to protect the project owner’s interests. Members asked about the cost of hiring a project manager over several years before a project is funded, the 1.5% fee in rule, and whether the rules already define the manager’s duties. The chair said the amendment addressed those concerns by leaving the timing to current law and relying on existing administrative rules for qualifications and responsibilities. The committee then voted 18-0 to adopt the amendment and 18-0 to recommend SB 209 OTPA, placing it on the consent calendar. The committee then moved to SB 99, which concerns allowing students enrolled in career and technical education programs at receiving comprehensive high schools to take additional academic courses there. The chair said the bill was intended to make it easier for students to access CTE without being blocked by scheduling conflicts in their sending schools, and to clarify how agreements between sending and receiving districts would work. He described concerns about the bill’s cost formula, transportation, part-time versus full-time status, and whether the proposal could unintentionally create open-enrollment or athletic-transfer issues. He said the amendment would mirror existing treatment for homeschool and charter school students, use a familiar funding model, and limit participation to students already enrolled in one or more CTE classes at the receiving school. The chair also emphasized that comprehensive high schools already have a statutory definition and that the bill would help more students participate in CTE, which he said currently reaches only a relatively small share of students statewide. He noted that transportation would be covered only when a CTE bus is available, otherwise students would be responsible for arranging travel as under current practice. After brief discussion, the committee voted 18-0 to adopt the amendment and 18-0 to recommend SB 99 OTPA, also placing it on the consent calendar.

Transcript Highlights:

• states there are school districts states there are school districts throughout<00:34:43.320>
• the potential for those school districts the potential for those school districts to<00:34:53.599
• there are three school districts there are three school districts throughout<00:41:46.640> this
• So we send the referral to the district, and the district is part of that meeting.
• So we send the referral to the district, and the district is part of that meeting.

Keywords: 1191, senate, all

Transcript Highlights:

• those districts if those districts<00:06:57.360> choose<00:06:57.680> to<00:06:57.840>
• It requires districts to use the commissioner's template for their local literacy plans and districts
• It requires districts to use the commissioner's template for their local literacy plans and districts
• It requires districts to use the commissioner's template for their local literacy plans and districts
• replacement for all school districts. replacement for all school districts.

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:

• RTC districts. RTC districts.
• We'll look at changes from district to district.
• <00:35:30.160> district,<00:35:30.800> oh, changes from district to district, oh, changes
• from district to district, oh, this<00:35:31.280> district<00:35:32.160> had<00:35:32.480
• comparability from district to district. comparability from district to district.

Keywords: Call to Order and Roll Call: 00:22 Office of Education Accountability Report: Early Childhood Regional Training Centers (RTCs): 01:22 Approval of July 14, 2025 Minutes 31:21 Office of Education Accountability: 2025 Study Agenda 32:35 Adjournment: 39:12, 958, all

Summary: The subcommittee heard an Office of Education Accountability report on Kentucky’s early childhood regional training centers (RTCs). OEA said the centers provide valuable training, consultation, technical assistance, and materials for preschool personnel, especially for children with disabilities and at-risk students, and that the services align with state and federal requirements. However, the report found uneven student and teacher populations across regions, wide variation in per-student funding, some staffing data inaccuracies, and several fiscal oversight concerns, including inconsistent indirect cost rates, a building rental charge that may have been duplicative, and host districts recording RTC expenditures in a way that could blur them with district finances. OEA also said some documentation of progress toward goals was incomplete and that the technology lending library appeared underused. The report recommended stronger KDE oversight, uniform coding and accounting practices, review of budgets and expenditures, and an evaluation of whether the current five-center model remains the most efficient structure; OEA also suggested the General Assembly may wish to revisit KRS 157.318. Members asked about KDE’s response, whether the centers are required by federal law, how the centers operate, and whether changing the model would affect federal funding. OEA said KDE had only discussed the findings informally and had not issued a formal response, the centers are required by state law but not federal law, and changing the model would not jeopardize IDEA preschool funds. The committee accepted the report by motion. The subcommittee then approved the minutes from its July 14, 2025 meeting after initially delaying action because quorum was not yet present. After that, members turned to the Office of Education Accountability’s proposed 2026 study agenda. OEA said the three proposed topics are the annual district data profiles, facilities funding, and implementation of early literacy statutes. The district profiles would add an appendix showing the number and percentage of students moving to private school or homeschool by district and another appendix noting data-quality issues that affect comparability. OEA explained that district staffing data can undercount contract staff because those employees are not always entered into the system, and members expressed interest in tracking whether prior recommendations were implemented. One senator also raised a separate interest in reviewing whether KDE created and implemented regulations related to KFIX. The discussion remained informational, with no final vote on the study agenda shown in the transcript excerpt.

Transcript Highlights:

• So, some districts have, some districts haven't.
• because the district didn't opt in.
• Is it district by district that the premiums that the teachers are paying vary?
• district, it's probably around 70%.
• That will depend on the district. Of the top 20 largest districts, only Santa Fe is at 50-67.

Transcript Highlights:

• unemployment Aid to school districts unemployment Aid to school districts reduces<00:02:03.119><
• easier every year when the District easier every year when the District offers<00:03:33.159>
• school district school district 196<00:16:10.600> I'm<00:16:10.880> so<00:16:11.240
• <00:19:02.960> in work it's the third largest District in work it's the third largest District
• <00:23:33.080> you and we just tell school districts you and we just tell school districts

Keywords: 1183, house

Transcript Highlights:

• , cultural districts, parking benefit districts, or other district management entities approved by the
• Just a question on creating cultural districts: is it the municipalities that create these cultural districts
• Cultural districts don’t have that, and some of the other district management entity types don’t have
• Those districts don’t have that, and some of the other district management entity types don’t have that
• business improvement districts, district improvement financing, parking benefit districts, cultural

Keywords: 995, all

Summary: The Joint Committee on Community Development and Small Business held its second hearing of the session, with Chairs Gómez and Vargas opening by emphasizing the committee’s focus on equity, small business growth, and support for communities that have historically been overlooked. Several members noted the historic nature of having two Latino chairs. The hearing covered a package of bills centered on access to capital, transparency in state assistance, commercial tenant protections, downtown revitalization, and business improvement district administration. Testimony was largely supportive of bills aimed at helping micro-businesses, small businesses, and disadvantaged entrepreneurs. Beckma, the Asian Business Empowerment Council, a minority- and woman-owned business owner, and a worker-owned Springfield business all backed measures including S. 179 and H. 312/S. 184, which would prioritize capital assistance and require reporting on where state business aid goes. Witnesses said transparency, upfront payments on state contracts, and better data collection could help businesses that struggle with delayed reimbursements, limited reserves, and difficulty accessing traditional financing. The Metropolitan Area Planning Council supported S. 173, which would dedicate a portion of sales tax revenue to a downtown vitality fund for district management, cultural districts, and downtown infrastructure, and said the bill could help sustain downtowns and prevent cultural displacement. There was also testimony on H. 306, a commercial tenant first right of refusal bill, with Beckma supporting it as a way to help small tenants stay in their locations, while the Greater Boston Real Estate Board opposed it, arguing it would add cost, delay, uncertainty, and could reduce property values and the commercial tax base. The board supported H. 305, a housing bill that would expand by-right multifamily and open-space residential development while preserving local zoning protections. Andre Leroux of MassINC also supported S. 173 and H. 299, the latter proposing longer BID renewal periods and audit requirements aligned with nonprofit standards. No votes were taken; the hearing concluded after public testimony and questions, with the chair closing testimony.

Transcript Highlights:

• were in that district.
• were in that district.
• This is out-of-district tuition that districts are paying throughout the state.
• This is out-of-district tuition that districts are paying throughout the state.
• >> parent, not the district." >> parent, not the district."

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• It can vary from district to district.
• Education for school districts.
• that exists on the Air Base, District 140, versus Grand Forks District 1.
• Public School District.
• to the other district.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• of the district school. of the district school.
• We have the district pathway, which is funded through district adequacy.
• district, charter, EFA. district, charter, EFA.
• . district. district.
• Tuftonboro, Carroll District 6. Tuftonboro, Carroll District 6.

Keywords: 1191, senate, all

Transcript Highlights:

• through the district.
• <00:12:23.600> so all this runs through the district so all this runs through the district
• for you know help from other districts for you know help from other districts or<00:13:55.079>
• process so when when the district process so when when the district district district district proposed
• I’m the state senator for District 19. Representative Tim Truett, District 89.

Keywords: 958, all

Summary: The Primary and Secondary Education Committee met and first considered Senate Concurrent Resolution 43, a proposal tied to the Southern Regional Education Board’s crisis recovery network. Senator West and Dr. Puit explained that, for an additional $10,000 in dues, Kentucky would help create a network of 40 trained counselors in each of the 16 Southern states to provide post-crisis stabilization and psychological first aid after events such as the Marshall County shooting. They emphasized that the effort would be complementary to local and state response, would run through the school district, would not replace therapeutic services, and would allow districts to coordinate parent notifications and other protocols as usual. Members asked about parent involvement and whether pastoral counselors could participate; the presenters said local districts would remain in charge and that pastors could be included if properly credentialed. The committee then voted, and SCR 43 passed with the expression of opinion that it should pass. The committee next took up Senate Bill 207, the School of Innovation Act, with a committee substitute. Senator West described the bill as creating an optional path for districts to contract with an outside education service provider for a three-year school-of-innovation model, aimed at turning around low-performing schools or supporting other schools that want to innovate. He said the model would preserve core district functions such as transportation, facilities, and SEEK funding, while allowing waivers from certain statutes and regulations inside the school building. The committee substitute also added a high-quality instructional materials component, creating a vendor-supported repository of vetted instructional materials that KDE would still control, with testing data used to evaluate whether the materials were improving outcomes. Members questioned how the proposal differed from existing district-of-innovation law and what safeguards would exist for students. Senator West said the bill would repeal the unused district-of-innovation framework and replace it with a clearer process and guardrails, including KDE oversight, attendance rules, and authority to shut down a school arrangement for financial malfeasance. He also said the model could work with local partners, including superintendents’ associations, and could be used by magnet or other schools, not only low-performing ones. The discussion also touched on whether the bill would allow more flexibility in choosing third-party providers and whether it could support longer-term recovery and even philanthropy in schools. The transcript ends during the discussion of SB 207, with no final vote shown in the excerpt.

Transcript Highlights:

• Cloud Area School District? District? About 9,500. If I may, Mr.
• school districts are all very different my<00:56:27.640> district<00:56:27.960> we<00:56
• <01:09:41.359> the organizations um the the districts the organizations um the the districts
• <01:13:00.639> to within their school district to within their school district to enforce<
• I called up my district, by the way.

Keywords: 1187, senate, all

Summary: The Minnesota Senate Education Policy Committee heard testimony on Senate File 508, a bill to restrict cell phone use in schools. Senator Mann said the proposal was based on roundtables with school districts across the state and on reports from other states, and argued that cell phones are harming student attention, mental health, classroom culture, and student-teacher relationships. She said K-8 restrictions are broadly supported, while high school policies should be more flexible, and emphasized that districts should control implementation. The bill also includes funding for education efforts around why the restrictions are being adopted and how students can use technology responsibly. Testifiers largely supported the bill or the general goal of limiting cell phone use. Dr. Anna Tyranny, a parent and licensed psychologist, said cell phones and social media can contribute to anxiety, poor concentration, cyberbullying, and inappropriate sharing, and urged a balanced approach that includes digital literacy education. St. Cloud Area Public Schools Superintendent Laori Pam and Tech High School staff member Molly Kenzie described their district’s policies, which keep phones away for the day in elementary and middle school and restrict them during class in high school. They cited U.S. Department of Education guidance, research on mental health and sleep disruption, and the need for age-appropriate, equitable, and consistently communicated policies. St. Cloud reported that its middle school policy, piloted and then expanded districtwide, led to a 50% reduction in cell phone discipline referrals and fewer classroom power struggles. The district said high school violations remain concentrated in certain grades, especially ninth and eleventh, and that it continues to address the issue through PBIS teams. No vote or final committee action on the bill was described in the transcript.

Transcript Highlights:

• This does bring up a larger issue where we've asked some districts.
• We do have a few districts that are already ineligible.
• It's really good to see school districts coming.
• districts with just one?
• Things that the district is looking at in order to better serve all of the students within the district

Transcript Highlights:

• <00:54:38.080> by<00:54:38.200> district spending threshold district by district spending
• . districts. districts.
• school districts are County districts school districts are going<01:23:18.240> to<01:23:18.280
• my district in my districts. districts. districts.
• and pain in school districts. and pain in school districts.

Keywords: 927, senate, all

Transcript Highlights:

• So now we're asking all school districts, public school districts, to suddenly become experts in the
• School District, many other school districts.
• What school district was that? It's in my district. Okay. I'm very interested.
• rural districts.
• districts to manage is the key.

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. After debate, the committee voted 6-5-1 to give HB 2076 a do pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.