Transcript Highlights:

• If a student is failing math, maybe they're not bad at math, maybe they just keep missing math class,
• not bad at failing math, maybe they're not bad at math,<01:11:55.920> maybe<01:11:56.080>
• math, maybe they just keep missing math math, maybe they just keep missing math class,<01:11:57.600
• referral, or truency court intervention. referral, or truency court intervention.
• <01:25:42.400> and schools for early intervention and schools for early intervention and supports

Keywords: 1183, house

Bills: HB28, HB50, HB196, HB268, HB271, HB285, HB316, HB649, HB807

Keywords: teacher certification, certification appeals, BESE, State Board of Elementary and Secondary Education, Teacher Certification Appeals Council, educator licensure, teaching license, teacher licensure, appeals process, certification denial, administrative appeal, special meeting, board president, retroactive application, education board, Louisiana teachers, Department of Education, statutory entities, re-creation, termination date

Bills: HCR1006, SB1226, SB1239, SB1309, SB2132, SB1189, SB1344, SB1295, SB1355, SB1998, SB1330, SB1297, SB1338, SB1546, SB1378, SB1859, SB1333, SB1341, SB1377, SB1990

Keywords: campaign finance, election spending, political spending, money in politics, constitutional amendment, Citizens United, free speech, ballot measures, elections, corruption, dark money, outside spending, foreign influence, special interests, corporations, unions, federalism, self-government, political equality, term limits

Bills: HB10, HB33, HB35, HB42, HB74, HB102, HB107, HB10, HB33, HB35, HB42, HB74, HB102, HB107

Keywords: body-worn cameras, dashboard cameras, law enforcement, public disclosure, investigation, transparency, juveniles, nonviolent offenses, intervention program, juvenile detention, youth services, volunteer firefighters, cancer compensation, death benefits, line of duty, first responders, bail reform, cash deposit, judicial discretion, criminal justice

Bills: SB 8, HB7, HB15, HB 265, HCR 13, SB 8, HB 7, HB 15, HB 265, HCR 13

Keywords: sex designation, restroom access, civil penalties, private civil right of action, women's privacy, abortion, healthcare, jurisdiction, civil action, qui tam, prohibition, state law, youth camp, safety regulations, advisory committee, child welfare, health standards, summer camp, camp safety, child abuse reporting

Transcript Highlights:

• Most of us would look at that person without any medical intervention and guess that they were a woman
• doctors to decide the best path forward for themselves, including access to all. ...forms of medical intervention
• That answer wasn't about math; it's about power.

Bills: SB 8, HB7, HB15, HB 265, HCR 13, SB 8, HB 7, HB 15, HB 265, HCR 13

Keywords: sex designation, restroom access, civil penalties, private civil right of action, women's privacy, abortion, healthcare, jurisdiction, civil action, qui tam, prohibition, state law, youth camp, safety regulations, advisory committee, child welfare, health standards, summer camp, camp safety, child abuse reporting

Transcript Highlights:

• One of those is Unbound Now's early intervention program, and so they work on building rapport, determining
• In my experience, early recognition can lead to timely interventions, which are essential to stopping
• The goal of this program is twofold: to protect children through early identification. informed interventions
• This history shows up, and they have been denied medical care due to the medically compelled interventions
• with dietitians, IBCLCs support individualized nutrition plans that can prevent costly medical interventions

Bills: HB136, HB451, SB425, SB466, SB905, SB1986, SB2311, SB2450, SB2805, SB2826, SB2919, SB3001, HB136

Keywords: Medicaid, lactation, healthcare, consultation, reimbursement, maternal health, infant care, commercial sexual exploitation, child sex trafficking, human trafficking, child welfare, foster care, DFPS, Department of Family and Protective Services, juvenile probation, risk assessment, needs assessment, trauma screening, child abuse prevention, exploitation screening

Transcript Highlights:

• So, really, when we're talking about early literacy and early intervention if we're going to move our
• just if we just did that math extrapolated, it's about $10 million.
• And I understand wanting to make sure that parents have a strong understanding of what interventions
• It is really where those interventions need to begin.
• You can learn math through playing with Legos and blocks.

Bills: SB1632, SB1594, SB2045, SB1251, SB1884, SB1250, SB1630, SB1262, SB1374, SB1292, SB1432, SB1199, SB1790, SB1481, SB1614, SB1734, SB1437, SB1489, SB1718, SB1778

Keywords: career readiness, education reform, high school assessments, workplace skills, state education, credentialing, teacher certification, principal requirements, education administration, special education, Oklahoma education law, SB2045, Grow Your Own Educator Program, teacher recruitment, teacher retention, alternative certification, alternative teacher certification, teacher preparation, tuition reimbursement, course fee reimbursement

Transcript Highlights:

• THIS RUNS THE GAMUT FROM MEDICAL TREATMENT, MENTAL HEALTH COUNSELING, LEGAL ASSISTANCE, CRISIS INTERVENTION
• PROBATION AND COMMUNITY INTERVENTION.
• SOME OF THOSE GOOD NUMBERS THE LAST FEW YEARS, BUT COVID PLAYED A PART IN MATH AND WE ARE DOING WELL
• IF A YOUTH HAS A SUBSTANCE ABUSE HISTORY AND WE NEED TO LOOK AT INTERVENTIONS WE PROVIDE IN THEIR CARE
• WE DON'T WANT TO HAVE A YOUTH AND INTERVENTION NOT ALIGNED TO WHAT THEIR NEEDS MIGHT BE BECAUSE YOU'RE

Keywords: 999, senate, all

Transcript Highlights:

• Another academy charge from Article 5 was to develop reading and math intervention academies for teachers
• That's easy math to follow.
• Fourth grade math remains a bright spot, but in fourth grade reading and eighth grade reading and math
• Intense intervention in place.
• They can design an intervention, an academic intervention for a kid who's struggling.

Keywords: 1184, house, all

Transcript Highlights:

• math example that math reduced<00:04:26.160> time<00:04:26.680> in<00:04:26.880> grades
• strategies and intervention efforts. strategies and intervention efforts.
• Um, writing and math or ELA, math and science.
• They don't need a history math.
• That's it, and then math. That's it, and then math. That's<03:21:14.640> it.

Keywords: 916, all

Transcript Highlights:

• We look at ELA and math metrics. We look at graduation rates, which for us is about 80% right now.
• We do not receive title money or lab money for ALE programs, so there's not support for intervention.
• And we offer intervention curriculums for students that need intervention curriculum.
• in the areas of reading, writing, and math.
• They want to come in for a math class and learn it from an instructor and use our curriculum.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• Now, yes, their focus is math.
• Now, yes, their focus is math.
• The state does score relatively low on math and reading exams.
• teachers that have the least math expertise.
• It also was providing intervention support.

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• behave positive behavioral interventions behave positive behavioral interventions and<00:03:57.920
• And then we had 64% higher in math.
• Um, and uh this is our math scores, and our math scores, you know, usually especially uh the last number
• /c> our math scores and our math scores, you our math scores and our math scores, you know,<01:06:04.160
• ,<01:20:14.080> this standard, for example, in math, this standard, for example, in math,

Keywords: 958, all

Summary: The committee met with a quorum, approved the September meeting minutes, and heard presentations from Carter G. Woodson Academy in Lexington and related school programs in Fayette County Public Schools. School leaders described the academy as an all-male public school option focused on culture, belonging, and opportunity, with a mission to educate, empower, and equip young men academically, socially, and morally. They emphasized culturally responsive instruction, restorative practices, mentorship, brotherhood circles, and access to advanced coursework, dual enrollment, and career pathways. Student speakers highlighted school culture, leadership opportunities, and clubs such as SGA, Beta Club, FFA, and the Bow Tie Club, along with service and community engagement. Presenters said the academy began in 2012, is housed with Frederick Douglass High School, uses an application and lottery process, and can serve up to about 350 students but is intentionally kept near 300 because of space. They reported 302 enrolled students, about 38 seniors, a 100% graduation rate, 95% average attendance, 100% postsecondary success, and $1.8 million in scholarship offers last year. They also shared demographic and achievement data, noting growth in MAP scores, strengths in reading and writing, and math as an ongoing focus area. The school said 90% of high school scholars are taking at least one dual credit class this year, and some students have earned opportunities at selective programs such as Gatton Academy and Craft Academy. Committee members praised the school’s results and asked about enrollment, funding, and whether the model could be replicated statewide. School leaders said the program is fully funded through Fayette County Public Schools, could be replicated with committed staff and training, and that teachers receive preparation through the Gearing Institute to better understand how boys learn. They also noted that Fayette County has other specialized programs, including girls’ academies and other options for underrepresented students. Members expressed interest in long-term tracking of graduates, and the school said it is preparing to study outcomes as the first graduating class approaches its 10-year anniversary.

Transcript Highlights:

• Intervention material: we are in the process of partnering with Carrie, who's facilitating the intervention
• who's facilitating the intervention who's facilitating the intervention review<00:20:18.799>
• now and should have those interventions now and should have those interventions um<00:20:25.240>
• to use evidence-based interventions to use evidence-based interventions hopefully<00:20:35.600><
• <01:15:16.239> and meet the needs of our kids in math and meet the needs of our kids in math

Keywords: 1187, senate, all

Transcript Highlights:

• WE OUTPERFORM THE NATION IN GRADE FOR MATH.
• WE CAN MEET WITH THOSE FAMILIES AND PULL REAL-TIME DATA ON THE STUDENTS, LOOK AT THE INTERVENTIONS THAT
• SO THE USE OF THE FUNDS, THESE FUNDS ARE USED FOR TUTORING, LITERACY AND MATH TUTORING.
• IT MIGHT BE THAT THEY ARE ZEROED IN ON GRADES 3-5 ELA OR ENGLISH LEARNING ARTS OR MATH OR HIGH SCHOOL
• OUR RURAL CONNECTS PROVIDING SPECIALIZED HELP WHETHER IT IS GEOMETRY, ALGEBRA, BIOLOGY, CIVICS, ELA, MATH

Keywords: 999, senate, all

Transcript Highlights:

• It is a low-cost and high-impact intervention that reaches all corners of Minnesota.
• It is a low-cost and high-impact intervention that reaches all corners of Minnesota.
• can just explain the math for the bill. can just explain the math for the bill.
• Understand their math and be polite, and we will embrace you here.
• Understand their math you're serving.

Keywords: 1187, senate, all

Transcript Highlights:

• The first bill on our agenda is House File 1171, authored by Representative Rarick, which is a Math Corps
• I move the A2 amendment, which simply adds a definition for evidence-based math, as we discussed when
• I think both Reading Corps and Math Corps are excellent programs, and focusing on literacy and math is
• Members, with that, all those in favor of moving House File 1171, the Math Corps bill, to Education Finance
• This bill strengthens accountability, increases transparency, and encourages early interventions when

Transcript Highlights:

• And we feel that if we really use interventions at that earlier age, that will counteract some of the
• Their academic skills seem to slip a little bit, so that early intervention is really important.
• that if we uh really use interventions that if we uh really use interventions at<00:03:33.879>
• <00:03:59.120> is<00:03:59.280> really bit so that early intervention is really bit
• reading and the writing and the math reading and the writing and the math scores<00:28:12.960>

Keywords: 1187, senate, all

Transcript Highlights:

• One, I teach literacy and my co-teacher teaches math and science.
• When she was in math, she would go in there, and then literacy she would come in there.
• They either have an IEP, they have a 504, they've had extra intervention.
• They started intervention. They started tutoring.
• So schools, like if a student's taking assessment, they're already doing intervention.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.