Transcript Highlights:

• There’s a modest increase for English learners at eight points, but they remain well below the state
• But despite these gains, these achievement gaps persist, especially for English learners and students
• And language arts.
• Because one thing that turns off test takers, especially in English language arts, is write a paragraph
• Learning gaps for low-income students, English learners, Native students, and students with disabilities

Transcript Highlights:

• language learners and all ELL students with disabilities. ...that might be in jeopardy under the current
• My good friend indicated that there is language in this vehicle to look at that entire system.
• It codifies federal protection for English learners, immigrant students, and students with disabilities
• language needs are met by the schools.
• language learners, and students with disabilities in the Commonwealth.

Keywords: 995, all

Summary: The Senate first debated and advanced Senate Bill 2561, an act to promote student learning and mental health, centered on a statewide bell-to-bell restriction on student cell phone use in schools. Supporters argued the bill would reduce distraction, improve academic performance and mental health, and encourage social interaction, while preserving flexibility for districts and exceptions for emergencies, special education, health needs, and instructional uses. Several senators emphasized local control and the need for public input, and a number of amendments were considered: some were withdrawn, some were rejected, and others were adopted, including an amendment requiring consistent and necessary exceptions and another requiring public hearings and local public input. The bill was then ordered to a third reading and passed to be engrossed by a roll call vote of 38-2. The Senate also took up a conference committee report on a $259 million FY2025 supplemental appropriations bill. The report funded EMS costs, home care, the Healthy Incentives Program, DTA chip card technology, veterans benefits, the state police crime lab, the SSI state supplement, the Fair Housing Fund, and the National Guard, and included major indigent defense provisions: $40 million for 320 new CPCS staff attorneys, rate increases for private bar advocates, guardrails to reduce future work stoppages, and an independent review of the indigent defense system. Senators questioned the timing of the report, the inclusion of items not previously voted on by either branch, and the funding sources, including use of the transitional escrow fund and excess revenues. The report was accepted, the emergency preamble was adopted, and the supplemental budget was enacted. In addition, the Senate passed other measures, including a bill authorizing the Massachusetts Water Resources Authority to supply water to the Linfield Center Water District and a municipal roads and bridges financing bill, both by roll call vote. The chamber also enacted a health care protections bill, and it concurred in referrals on a governor’s municipal empowerment legislation. The session included a brief memorial tribute and adjournment in memory of Harry C. Christensen.

Transcript Highlights:

• For English learners, again, there is no separate indicator in the SEG.
• It will ask you to create a separate indicator for EL students, English learners, and it will ask you
• The second is that it would create a stand-alone English learner factor for English learners.
• So the current at-risk has English learners as one of your components, so this would actually take it
• out and create a stand-alone factor so we're not disregarding English learner status in the formula.

Keywords: HI Senate YouTube, https://www.youtube.com/watch?v=8SRXoF8fbBI, 2026-07-02T01:22:43+00:00, 2.2.24, Data collected via generic collector engine, Scheduled for February 4, 2020 Ka ‘Aha Kenekoa THE SENATE Ka ‘Aha ‘Ōlelo Kanakolu THE THIRTIETH LEGISLATURE ‘Aha Kau Kānāwai 2020 REGULAR SESSION OF 2020 Ke Kōmike ‘Enehana COMMITTEE ON TECHNOLOGY Kenekoa/Senator Jarrett Keohokalole, Luna Ho‘omalu/Chair Kenekoa/Senator J. Kalani English, Hope Luna Ho‘omalu/Vice Chair Ke Kōmike Ikehu, Ho‘omohala Waiwai, a me ka ‘Oihana Ho‘okipa Malihini COMMITTEE ON ENERGY, ECONOMIC DEVELOPMENT, AND TOURISM Kenekoa/Senator Glenn Wakai, Luna Ho’omalu/Chair Senator Brian T. Taniguchi, Hope Luna Ho‘omalu/Vice Chair Lā / DATE: Pō‘alua, Pepeluali 4, 2020/ Tuesday, February 4, 2020 Hola / TIME: 2:45 p.m. Wahi / PLACE: Lumi ‘Aha Kūkā 414 / Conference Room 414 Ke Kapikala Moku‘āina / State Capitol 415 South Beretania Street Papa Kumuhana A G E N D A SB 2527 RELATING TO BROADBAND SERVICE INFRASTRUCTURE. Establishes the broadband service infrastructure grant program to award grants to applicants to extend deployment of facilities used to provide broadband service to unserved and underserved areas of the State. Makes an appropriation. TEC/EET, WAM Ke Kōmike ‘Enehana COMMITTEE ON TECHNOLOGY Kenekoa/Senator Jarrett Keohokalole, Luna Ho‘omalu/Chair Kenekoa/Senator J. Kalani English, Hope Luna Ho‘omalu/Vice Chair Lā / DATE: Pō‘alua, Peleluali 4, 2020/ Tuesday, February 4, 2020 Hola / TIME: 2:50 p.m. Wahi / PLACE: Lumi ‘Aha Kūkā 414 / Conference Room 414 Ke Kapikala Moku‘āina / State Capitol 415 South Beretania Street Papa Kumuhana A G E N D A SB 2837 RELATING TO INFORMATION TECHNOLOGY STEERING COMMITTEE. Preserves the continuity of the Information Technology Steering Committee to properly administer 27-43, Hawaii Revised Statutes, while redefining the composition of the committee. TEC, JDC SB 2243 RELATING TO LEGISLATIVE TESTIMONY. Requires the house and senate to permit remote testimony, via telephone, at public hearings. TEC, WAM SB 2432 RELATING TO CABLE TELEVISION. Amends the factors the director of commerce and consumer affairs must consider when determining whether cable service should be made available upon a new application of a cable franchise. Requires that the director require cable operators to provide cable service to residences in their service area where there is a minimum density of at least twenty-five homes per linear mile, with certain exceptions. TEC, CPH Ke Kōmike ‘Enehana COMMITTEE ON TECHNOLOGY Kenekoa/Senator Jarrett Keohokalole, Luna Ho‘omalu/Chair Kenekoa/Senator J. Kalani English, Hope Luna Ho‘omalu/Vice Chair Ua Ho‘opane‘e ‘ia nā Pila a i ka Pō‘alua, Pepeluali 4, 2020 MEASURES DEFERRED TO Tuesday, February 4, 2020 Lā / DATE: Pō‘alua, Pepeluali 4, 2020/ Tuesday, February 4, 2020 Hola / TIME: 2:55 p.m. Wahi / PLACE: Lumi ‘Aha Kūkā 414 / Conference Room 414 Ke Kapikala Moku‘āina / State Capitol 415 South Beretania Street Ka Ho‘oholo Mana‘o ‘ana ma nā Pila i Helu ‘ia ma Lalo Nei: DECISION MAKING ON THE FOLLOWING MEASURE(S): SB 2307 RELATING TO STATE PROCUREMENT OF WIFI AND INTERNET SERVICES. Requires that all state and state funded facilities have internet computer and wireless access filters to block access to pornography sites. GVO/TEC, WAM SB 2836 RELATING TO THE ACCESS HAWAII COMMITTEE. Gives agencies more flexibility and online options to provide enhanced digital services to the public in order to better serve the public and businesses TEC/GVO, JDC No Ka ‘Ike ‘Ē A‘e, E Kelepona Aku I Ke Kākau ‘Ōlelo Kōmike Ma (808) 587-7217. FOR FURTHER INFORMATION, PLEASE CALL THE COMMITTEE CLERK AT (808) 587-7217., 912, senate, all, 2.2.42, 2.1.47

Transcript Highlights:

• Fifteen percent are English learners speaking over 60 different languages.
• And as a student, as an English language learner student, that I was as a child, I can tell you that,
• Really focusing on our English language learners, focusing on economic disparities that we have in, that
• It's at 80 percent—80 percent of its students are high needs, many of them English language learners,
• language learners, or free and reduced-price lunch recipients.

Keywords: 987, senate, all

Summary: The committee first heard AB 402, which would increase Cal Grant award amounts for students attending private nonprofit colleges and allow community college transfer entitlement awards to be used at those institutions. The author and supporters said the bill would restore award levels to their 2001 value and improve access for low- and middle-income, working, military, and transfer students. Several witnesses from private nonprofit universities, community college districts, and advocacy groups supported the measure. Senators raised concerns about the prior Cal Grant agreement tied to Associate Degree for Transfer participation and about the need to fund broader Cal Grant reforms, but the bill advanced on a unanimous due-pass vote to Senate Appropriations and was placed on call. The committee then took up AB 2067, a sunset extension for lease-lease-back authority for TK-12 school construction through July 1, 2032. The author and supporters from school housing and contractor groups said the method provides flexibility, early collaboration, cost control, and legal certainty for school construction projects. Senators asked how often lease-lease-back and other alternative delivery methods are used, and whether the skilled-and-trained workforce provisions limit competition. Some members objected to the skilled-and-trained requirement, while others said the bill simply preserves an existing tool without changing labor rules. The bill passed on a 6-1 vote, with Senator Ochoa Bogh voting no, and was placed on call. AB 1204, which would revise the Local Control Funding Formula by increasing supplemental and concentration grants, lowering the concentration threshold, adding regional cost adjustments, and setting a minimum annual COLA floor, drew extensive testimony on both sides. Supporters said the bill better reflects regional costs, inflation, and student need, especially for low-income, multilingual, and unhoused students. Opponents, including several school district leaders, argued it would widen funding disparities and divert money from the LCFF base grant, which they said should be the priority. Committee members also questioned the fiscal impact, the proposed 4% COLA floor, and whether the bill had enough research and stakeholder consensus. Despite those concerns, the bill was advanced to Appropriations on a due-pass vote and placed on call. Finally, the committee heard AB 1235, which would require a skilled-and-trained workforce process for CSU design-build projects to align CSU with UC and community college construction rules. Supporters said it would improve training and project quality, while opponents from contractor groups argued it would reduce competition, increase costs, and impose mandates without evidence of better outcomes. Several senators objected to the skilled-and-trained requirement as limiting opportunities for contractors who comply with state law, while others noted the issue was already common in higher education construction. The discussion was still underway when the transcript ended, and no final vote on AB 1235 was captured.

Transcript Highlights:

• That's for grades. 3 through 10 English language, arts in grades, 3 through 8 mathematics.
• I will note progress monitoring started with the redesign of our content standards in English language
• And there's also a lingual English language acquisition assessment for English language learners.
• And that is our grade 10 English Language Arts Assessment, which is our fast PM 3, the end of year progress
• language learners that enter the program and 12th grade that basically newly arrived English language

Keywords: 999, senate, all

Transcript Highlights:

• When we look at English language arts across the district, we're seeing encouraging growth.
• Dual language initiatives: our community is rich in linguistic and cultural diversity.
• Our QTAL professional learning, quality teaching for English learners, is a partnership with WestEd that
• language-focused learning experiences.
• learners.

Transcript Highlights:

• You know, we recognize that our low-income students, our English learner students, our foster students
• learners.
• I began my journey in the district as an academic intervention specialist supporting English learners
• language.
• I'm a true believer as an English learner, now a bilingual individual.

Summary: The Assembly Education Committee heard a lengthy agenda of education-related bills, with quorum established at the start and several measures taken up on consent or special order. The committee also announced that AB 1644, AB 2362, and later AB 2197 were pulled from the hearing. Members reminded the public of hearing rules and limited testimony to two witnesses each in support and opposition. AB 2651, by Assemblymember Bonta, would require schools to notify parents when school vaccination rates fall below herd-immunity thresholds. Supporters, including physicians, the California State PTA, public health groups, and school employee organizations, argued that families need timely, school-specific information to protect children and vulnerable community members. Opponents raised concerns about privacy, stigma, and whether school-level snapshots could be misleading. The bill passed the committee 5-1 and later 7-1 on the roll call. AB 2509, by Assemblymember Schultz, would allow districts to use a five-year rolling average for ADA funding calculations; supporters said it would stabilize funding amid attendance declines, while one member noted concerns about masking long-term enrollment problems. It passed 5-1 and later 7-2. The committee also approved AB 2430, which would expand after-school access, especially for high school students, improve funding and transparency, and create a work group on program quality. Testimony emphasized the value of expanded learning for youth development and working families, and members discussed the need to address middle school access as well. AB 2526, focused on special education funding, would expand the low-incidence fund to include students qualifying for the California alternate assessment; supporters said it would better align funding with student need, while some concerns remained about over-identification. AB 2325, the Pathways to Bilingual Teaching Act, would create a grant program to build bilingual teacher pipelines through partnerships among schools, community colleges, and universities; it received strong support and passed unanimously. AB 2460, presented by Assemblymember Pellerin for Assemblymember Celeste Rodriguez, would update school mental-health referral protocols to address trauma related to immigration enforcement; it also passed unanimously. AB 2404, which sought to require Central Valley representation on several governor-appointed bodies, drew debate over geographic representation and board composition and ultimately failed on a 2-5 vote.

Transcript Highlights:

• director for the Public Education Department for three years, and before that, I was a high school English
• learner status, and mobility.
• learners.
• Because that affected funding for the year, and so bilingual students and English learners had to wait
• Creating that stand-alone factor for English learners and increasing the funding for secondary students

Transcript Highlights:

• We do English and algebra and chemistry and biology and history and all the other classes for all the
• <01:07:57.599> around work work regarding the language around work work regarding the language
• Representative Quam, could you please do that in English? Yes, I'm sorry.
• Back to Representative Quam—you could have him do it in English. No, thank you. Ray: yes.
• MAPE has strong concerns with the impact of the language on EDI Center staff, which we represent.

Bills: HF6, HF52, HF53

Keywords: education, literacy, science of reading, school performance, funding flexibility, innovation zones, equity and inclusion, HF52, New Germany, wastewater treatment, wastewater facility, sewer infrastructure, capital investment, bonding bill, state bonds, Public Facilities Authority, municipal infrastructure, water quality, sanitation, sewage treatment

Bills: HB34, HM7, HM8, HM17, HM3, HM11, HM14, HM15, HM21, HM25, HM34, HB95, HB111, SB1, HJR1, HM4, HM22

Keywords: HB34, school nurse, school nurses, nurse licensure, licensure, charter school, charter schools, school district, public education, Department of Health, Public Education Department, registered nurse, RN, mentorship, evaluation, competency, teacher salary parity, minimum salary, level one license, level two license

Transcript Highlights:

• So, for example, English learners or alternative learning environment funds.
• So, for example, English learners or alternative learning environment funds.
• Now looking at categorical funding, we have alternative learning environment, English language learners
• language learners enhanced student achievement and professional development these are awarded on a per-student
• So for alternative learning environment and English language learners, they're awarded based on the number

Summary: The meeting began with approval of the prior minutes and then shifted to an update from Department of Education Secretary Jacob Oliva and Deputy Commissioner Stacey Smith on early childhood education, especially the state-funded Arkansas Better Chance (ABC) program. They said Arkansas had received a federal Preschool Development Grant and described ABC as a large state program with about 23,800 funded slots and roughly $114 million in annual appropriations. Department officials said they are reviewing slot allocations because about 1,000 seats are funded but unfilled, while more than 2,000 families are on waiting lists, and they plan to reduce or reallocate slots from providers that have not filled them over several years. They also said they are examining whether income thresholds, curriculum expectations, daily rates, and summer programming should be updated, and members raised concerns about access, local control, transportation, and whether the program should better align with K-12 choice and school readiness goals. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical data and other information for future discussion. The committee then received a legal presentation from BLR attorney Taylor Lloyd on the constitutional and statutory framework for education adequacy in Arkansas. She reviewed the Dupree and Lake View cases, explaining that the state must maintain a general, suitable, and efficient system of free public schools, and that adequacy and equity are distinct but related concepts. She emphasized that the General Assembly is responsible for defining adequacy, studying whether the system meets that standard, and reacting to the evidence, while the courts ultimately decide constitutional compliance. Lloyd also explained the current adequacy definition, the role of the matrix as a funding tool rather than a spending mandate, and the distinction between unrestricted foundation funding and restricted categorical funding. BLR’s Elizabeth Bynum followed with a historical overview of how Arkansas responded to the court cases and developed the current adequacy process. She traced major legislative actions from the 1980s through the Lake View litigation, including the creation of funding formulas, categorical aid, isolated funding, declining enrollment funding, and the 2003-2004 adequacy study that led to the Continuing Adequacy Evaluation Act and the matrix used to set foundation funding. She also described later changes to the adequacy statute, the financial reporting requirements for districts, and the ongoing use of surveys, stakeholder testimony, and consultant studies in the biennial adequacy process. Members asked questions about whether private or homeschool programs could use public funds for expenses like utilities, whether stakeholders should include those groups, the difference between average daily membership and attendance, and whether school board members are surveyed; staff said those issues would need further research or were outside the scope of the presenters’ role.

Transcript Highlights:

• There was an issue that was identified around mainly English as second language learners, where there
• as a second language learner.
• uh learners uh English as a second learn uh learners uh English as a second<01:14:54.000> language
• > there second language learners um where there second language learners um where there is<01:14:
• Um and so second language learner.

Keywords: 1191, senate, all

Transcript Highlights:

• Commissioner Willie Jett: We boosted resources for our English learners and historically underfunded
• An average of 87% of these students are students of color, 38% are English language learners, and 69%
• > 69%<01:19:04.000> of English language Learners and 69% of English language Learners and
• language learners, and 45% identify as Catholic.
• > 45% are English language Learners and 45% are English language Learners and 45% identify<01:

Keywords: 1183, house

Transcript Highlights:

• Strengthen guidance and implement best practices for dual language learners in intentional family and
• best practices for dual language best practices for dual language learners<00:31:28.080> in
• <00:32:34.480> language<00:32:34.960> arts, science, English language arts, science
• , English language arts, social<00:32:37.039> studies,<00:32:38.080> math,<00:32:38.720
• <00:37:55.920> learners<00:37:56.320> and services for English learners and services

Keywords: 1183, house

Summary: The Education Finance Committee met on March 3, 2026, approved the minutes from February 26, and then held a lengthy informational hearing on the Minnesota Department of Education’s funding and internal allocation of resources. House fiscal staff walked members through several spreadsheets showing federal, non-general fund, and general fund administrative spending, noting the data was filtered from SWIFT and was not exact. The chair said the discussion was intended to help members understand how MDE is funded and how those funds are used internally, in advance of later budget decisions and a separate upcoming hearing on the Perpich Center. Commissioner Willie Jett opened by describing MDE’s mission, statewide reach, and FY 2026 budget of about $14.1 billion, most of which flows directly to districts and charter schools for instruction, special education, transportation, nutrition, and operations. He emphasized transparency, accountability, and the department’s role in implementing laws, distributing aid, and supporting schools and students across urban, suburban, and rural communities. He also noted the department serves more than 873,000 pre-K through 12 students in 2,264 schools. Deputy Commissioner Maren Holden outlined the Office of American Indian Education, the Office of General Counsel, and the Office of Inspector General, highlighting support for American Indian students, legal and rulemaking work, special education dispute resolution, fraud prevention, and student maltreatment investigations. Assistant Commissioner Dr. McCari Traum described the Office of Equity and Engagement, including equity and inclusion training, safe and supportive schools work, public engagement, family outreach, and fraud-prevention coordination. Assistant Commissioner Darren Cordy reviewed nutrition programs, special education services, and the charter center, including free school meals, commodity food distribution, IDEA compliance, and charter school support. Assistant Commissioner Bobby Bernham then described the Office of Teaching and Learning, including early education, academic standards, instruction and assessment, state library services, expanded learning, and literacy work. He highlighted early childhood alignment efforts, standards development across core subjects, professional learning, and library grants. No votes were taken beyond approval of the prior minutes, and the meeting remained informational, with members expected to ask questions after the presentations.

Transcript Highlights:

• They become an outsider and do not have a place as a learner in the school.
• Equity means giving every learner what they need to move forward at their own pace.
• , and we'll throw in a few other advanced learners to make it all equitable for the teachers.
• Teaching or learning with this range seems difficult for both teacher and learners.
• Teaching or learning with this range seems difficult for both teacher and learners.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• includes $9 million for student meals, over $6.5 million in Title funding for low-income students, English
• language learners, and those facing homelessness. that gap we have billions of dollars that we could
• includes 9 million for student meals, over 6.5 million in title funding for low-income students, English
• language learners, and those facing homelessness.
• For low-income students, English language learners, and those facing homelessness; nearly $10 million

Keywords: public education, Department of Education, funding, Trump, Kassar, Elon Musk, education policy, youth advocacy, billionaire influence

Summary: This was a press conference organized by student advocates and Texas Democratic lawmakers to oppose efforts by the Trump administration and allies to dismantle the U.S. Department of Education and to criticize Texas voucher proposals. Speakers argued that the department and its Office for Civil Rights are essential for enforcing civil rights protections, supporting special education, Title I, Pell Grants, career and technical education, and other federal education programs. They said eliminating the department would weaken oversight, shift power to states that have a poor record on student protections, and harm marginalized, low-income, disabled, and rural students. Congressman Greg Casar framed the issue as a transfer of public money from schools to billionaires, tying the department fight to federal budget and tax-cut debates and to Texas voucher efforts. State Representative Gene Wu said Texas public education is already near collapse and warned that losing federal support would worsen school closures, staffing shortages, and class-size increases. Representative Gina Hinojosa highlighted Texas’s past special education cap and attacks on Section 504, and said she filed bills to route federal block grants directly to schools if federal policy changes move forward. Representative Vicki Goodwin said the state should fund schools rather than vouchers and noted underfunding of special education and inflation pressures. Round Rock ISD trustee Melissa Ross and Texas AFT president Zef Capo emphasized that federal oversight protects students and that Texas has a history of underfunding and mishandling special education, meals, and other services. The final speaker, Westwood High School senior Eliza Abert, said the loss of federal education support would most harm low-income and middle-class students and called on attendees to oppose the changes. No votes were taken; the event ended with a call for public pressure on lawmakers and continued advocacy.

Transcript Highlights:

• It just, Madam President, absent the addition of this kind of language, it may be appropriate to return
• The second element of this amendment, Madam President, deals with English language learners.
• language learners.
• For the unique needs of English language learners.
• language learners.

Keywords: 995, all

Summary: The Senate first handled a House petition from John H. Rawlers and others seeking eminent domain authority for a parcel in Norwood; Joint Rule 12 was suspended and the matter was referred to the Committee on State Administration and Regulatory Oversight. The chamber then resumed debate on the literacy bill, with Senator Tarr offering a series of amendments focused on school district funding, teacher competency, reporting, waivers, and curriculum implementation. Most of Tarr’s amendments were rejected, but one requiring written, appealable denials of district waivers was adopted by roll call, and another amendment on reporting from the Early Literacy Fund, including provisions for English language learners and special education educators, was also adopted. A separate amendment extending the timeline for DESE to publish high-quality curricula was adopted, while several other amendments were withdrawn or defeated. The Senate also considered and adopted an amendment from Senator Comerford addressing rural and regional equity in education funding. That amendment expanded eligible uses of the Early Literacy Fund to include screening assessments, required DESE to prioritize geographic and funding equity, mandated a public hearing in Western Massachusetts before final grant criteria were finalized, and directed technical assistance to rural districts. Senators from across the chamber spoke in support, emphasizing chronic underfunding, declining enrollment, minimum-aid pressures, and the need for a broader review of the Chapter 70 formula and a Foundation Budget Review Commission. The amendment passed unanimously. Later, the Senate took up an amendment from Senator Moore on children’s vision care, which would have created a registry for vision screening and expanded eye exam requirements, but it was withdrawn after supportive debate. The chamber then adopted the Ways and Means redraft, ordered the bill to third reading, and passed An Act relative to teacher preparation and student literacy to be engrossed by a unanimous roll call. Final passage was also achieved for a separate House land-taking bill allowing the town of Hingham to use municipal property for a center for active living, which passed by the required two-thirds vote and was enacted. The Senate then adopted an order to meet again the following Monday and adjourned in memory of Donna Goldstein.

Transcript Highlights:

• Are English learner students perform better than almost all other?
• state's English learner students.
• But that does not mean that our English learner students are performing as well as not. on English learner
• Why do you think our English learners? students are doing better than other states?
• One, we. require a bilingual certification for English learners, which I do not know is universal.

Keywords: 1184, house, all

Transcript Highlights:

• That's for grades 3 through 10 English language arts and grades 3 through 8 mathematics, those end-of-course
• I will note progress monitoring started with the redesign of our content standards in English language
• And there is also an English language acquisition assessment for our English language learners.
• Those are our grade 10 English language arts assessment, which is our FAST PM3 end-of-year progress monitoring
• language learners who enter the program in 12th grade, or basically newly arrived English language learners

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.