Transcript Highlights:

• adult to be alone with one student. adult to be alone with one student.
• students and staff. students and staff.
• the student.
• Many K- through2 students the student.
• in order to keep that student safe.

Keywords: 919, house, all

Summary: The committee heard House File 3489, as amended, which aims to strengthen protections for students against sexual grooming. An author’s A1 amendment was adopted to tweak grooming-related definitions. The bill would clarify field trip supervision rules, create a new felony offense for child grooming, expand mandatory reporter training to include grooming, and update reporting and licensing provisions so grooming-related offenses can trigger action against teacher licenses and prompt notice to licensing boards. It also includes provisions allowing older maltreatment allegations to be investigated and defines terms used in the criminal code sections. Representative Bennett described the bill as a response to personal experience and to cases involving students who were groomed by school staff. Hannah L. Presto testified in strong support, describing years of grooming and abuse by a high school band teacher and arguing that better training and a standalone felony for grooming could help prevent escalation and recognize the harm caused by grooming itself. Detective Chad Clawson, who investigated her case, also supported the bill, saying the case exposed gaps in Minnesota law and that the field trip and grooming provisions would help protect students and staff. He noted that delayed disclosure is common in grooming cases and that time limits had prevented some school investigations. Deb Corhouse of Education Minnesota supported the training provisions and the general goal of safer field trips, but asked for clearer exceptions for emergencies, student health needs, confidentiality, and situations where a student requires one-on-one assistance. Members raised questions about costs to schools and whether the field trip language clearly covered coaches, volunteers, and extracurricular activities; the author said he was willing to work on those definitions and exceptions. The committee then voted to refer House File 3489, as amended, to the Committee on Public Safety.

Transcript Highlights:

• students have a solid foundation. students have a solid foundation.
• declining opportunities for students. declining opportunities for students.
• In Rochester, the high school was left with two students before it closes for good. Two students.
• now serves about 800 students. now serves about 800 students.
• students reach their full potential. students reach their full potential.

Keywords: 927, senate, all

Transcript Highlights:

• ghost students funding students that ghost students funding students that used<01:05:48.079> to
• home education students is negligible. home education students is negligible.
• Most students when hundred students.
• <01:31:42.000> Any<01:31:43.040> other students um not EFA students.
• Any other students um not EFA students. Any other questions?

Keywords: 1189, house, all

Transcript Highlights:

• for students who take and families they for students who take and pass<00:08:19.159> the<00:08
• We had nine students take it, and seven of those nine students passed.
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income
• Also, there's prioritized outreach to students of color, Indigenous students, students from low-income

Keywords: 1187, senate, all

Transcript Highlights:

• bring positive effects in student bring positive effects in student learning<00:07:05.080> and
• inflicted upon public school students inflicted upon public school students when<00:26:57.399>
• Are you speaking about students? Absolutely not all students.
• <00:43:52.880> with represents the students with represents the students with disabilities
• <01:14:03.560> our targeting a 14-year-old student our targeting a 14-year-old student our

Keywords: 928, house, all

Summary: The committee heard testimony on HB 129, which would redefine “evidence-based” in public education to require objective, science-based evidence for pedagogical methods. The prime sponsor said the bill is a verbatim reintroduction from the prior session and argued that current federal definitions are too vague, allowing subjective surveys and other weak evidence to justify teaching methods. He said the bill is limited to pedagogy, not subject matter, and is intended to improve student outcomes, reduce fad-driven practices, and potentially save money by limiting unnecessary retraining and new materials. Members asked repeatedly about the bill’s scope, including whether it would affect classroom teachers, curriculum content, and existing instructional approaches such as phonics versus whole language or queuing. The sponsor said the bill applies to state and local education bodies and educator training policies, not individual teachers in their classrooms, and that teachers would retain flexibility. He also said standardized testing could be part of a scientific study but is not itself a study, and that textbook providers could be asked to furnish the studies supporting instructional guidance included in their materials. Several members raised concerns about the fiscal note and possible cost shifts to local districts and taxpayers. The sponsor disputed the idea that the bill would necessarily create major new costs or require additional staff, saying any costs would likely be limited and that the department is already applying federal evidence-based rules. He also said if some current methods are not science-based, updating them would be justified even if there were some initial expense. No vote or final action was taken in the portion of the meeting provided.

Transcript Highlights:

• Senator Davis, you asked a question about non-traditional students. That's who our students are.
• We don't get those students.
• We don't get those students.
• I do it all in my small school of a student body of 120 students, mostly practical nursing students.
• I do it all in my small school of a student body of 120 students, mostly practical nursing students.

Summary: The Committee on Health Policy met with a quorum and considered three bills. Senate Bill 526 on nursing education programs, sponsored by Senator Harrell, would tighten oversight of nursing schools by requiring admission criteria, exit exams, remediation plans, annual reporting, on-site inspections, and stronger action against programs with poor NCLEX results or adverse actions in other jurisdictions. After testimony from the sponsor and several committee questions, a late-filed amendment restored a two-year probation period instead of one year, and the bill was reported favorably. Senate Bill 714, also by Senator Harrell, would create a voluntary non-opioid advance directive allowing patients to document a wish not to receive opioids, including when incapacitated, with the form developed by the Department of Health and potentially included in electronic medical records. The sponsor said it would not prevent treatment discussions and would provide liability protection for providers who lack actual knowledge of the directive in emergencies. The bill drew no opposition in the meeting and was reported favorably. Senate Bill 170, sponsored by Senator Burton, would add nursing home quality and transparency measures, including consumer satisfaction surveys, patient safety culture surveys, electronic health record requirements, reporting to the Florida Health Information Exchange, a $10,000 fine for failure to submit required financial data, and reporting on Medicaid quality payments. An amendment clarified the fine’s application to both facilities and home offices. Testimony from AARP and the Florida Health Care Association supported the bill, and it was reported favorably after discussion about implementation and costs.

Transcript Highlights:

• The average cost per student is exactly the same whether the student leaves or the student stays.
• If they allocated for 100 students and they end up with 100 students, then they got the money per student
• Maybe a student in Bington, maybe a student somewhere else.
• all of our students.
• > who<02:03:43.520> may students, out ofstate students who may students, out ofstate students

Keywords: 1191, senate, all

Transcript Highlights:

• funding for certain students.
• Behaviors we're just seeing are much more challenging, and whether the students receiving lots of students
• Student engagement, I think, is the key to student attendance.
• And you've got a student that is doing this.
• They're, you know, anywhere from a dollar per student to 15 per student depending on what the platform

Transcript Highlights:

• Expanding opportunities to underserved students, to low-income students, but students that draws equitable
• only 46,000 students do.
• ...all students.
• Martinez-Yazzie at-risk students.
• English learner students there.

Bills: SB83, SB106, SB107, SB123, SJR1

Keywords: ecological monitoring, sustainability, tribal engagement, education, research funding, graduate scholarship, higher education funding, New Mexico, appropriation, financial aid, out-of-school programming, education funding, youth programs, affordability, nonprofit organizations, defibrillators, public schools, health and safety, emergency response, school elections

Transcript Highlights:

• The University of Texas system educates over 260,000. students, more than one-third of all students in
• degrees of value and contribute to student success.
• Programs that prepare our students for career success.
• In fact, 90% of our students live within 200 miles of Nacogdoches.
• The momentum is most evident in our student enrollment trends.

Keywords: 1184, house, all

Transcript Highlights:

• . student. student.
• . students. students.
• that student. that student.
• . student. student.
• students? students?

Keywords: 928, house, all

Summary: The meeting began with approval of the October 15 minutes and a brief discussion of the committee’s report process, including the likelihood of a minority report and a deadline of November 1 for any separate report. Members then heard from Jod Adams of the New Hampshire Alliance for Public Charter Schools, who gave an overview of charter schools in the state: there are 37 charter schools, with 6,034 students last year, and schools are formed by certified teachers, parents, or nonprofit organizations. She said charter schools receive about $9,180 per pupil in adequacy aid and charter school grant funding, must fundraise for additional money, and are governed by their own boards under their charters and bylaws. Members asked about admissions, governance, transportation, and special education. Adams said charter schools are open enrollment, not geographically based, and may use lotteries when applications exceed available seats. She explained that districts and charter schools coordinate on special education and busing, with the sending district responsible for special education coordination and certain transportation obligations depending on where the student lives and attends. She also said charter schools are public schools, not selective, and that each school’s board operates independently of the local district school board, though some schools may have special arrangements. A substantial portion of the discussion focused on funding and statutory obligations. Adams and members discussed how special education aid follows the student, while charter schools do not receive some district-level aid such as catastrophic aid; free and reduced lunch funding and Title funds can go to charter schools. Members also raised concerns that some state laws and administrative rules do not clearly specify whether they apply to charter schools, creating confusion and, in some cases, causing districts to perform services such as dyslexia screening for charter students without additional funding. Adams agreed that clearer statutory language would help and noted that charter schools are subject to many state requirements, including testing and reporting, even though not every public-school rule applies to them.

Transcript Highlights:

• students of which some of those students students of which some of those students are<00:46:03.839
• , how this program is supposed to help special education students. ...served all the students.
• students how this one of those students students how this program<00:52:28.720> is<00:52:29.000
• catastrophic Aid to support student catastrophic Aid to support student students<00:56:26.680>
• <02:18:23.519> should<02:18:23.760> be student had this every student should be student

Keywords: 928, house, all

Summary: The committee first heard HB 295, which would make school building aid funds non-lapsing/non-APS. Representative Cahill said the bill was intended to keep any unused building aid money available for future projects, potentially helping move projects up the priority list or provide a little more funding for school construction. Members asked about how much money has lapsed in past years, whether the education trust fund and building aid are separate, and whether any lapsing dollars could be used to pay down debt. Department of Education official Jim Carney said about $29.1 million would be available if building aid is funded to the $50 million maximum in FY26, confirmed that the fund currently lapses, and said the department would gather historical lapse data. Committee members also discussed whether a dedicated fund structure could achieve the same goal, and the chair noted that the education trust fund statute includes school building aid as one of its uses. No vote was taken; the hearing was closed and the committee said it would later hold a work session after receiving more information. The committee then took up HB 237, introduced by Representative Dan McGuire, which would prohibit the use of special education state funds and differentiated aid for students not receiving special education services. The New Hampshire School Boards Association, through Becky Wilson, opposed the bill as written, saying it was unclear, potentially unnecessary, and difficult to implement because adequacy and differentiated aid are distributed as part of a districtwide lump sum rather than as student-specific dollars. She explained that special education costs are embedded across district budgets, including staffing, training, transportation, and instruction, and that some staff and services benefit both special education and general education students. Wilson also said differentiated aid is not tied to a specific pupil and is used at the district’s discretion, though it is intended to support students with greater needs. Committee members pressed on whether the bill would require districts to track money by individual student, whether it could conflict with federal special education law, and whether it would affect least restrictive environment requirements. Wilson said making the funds student-specific could create privacy and accounting problems and could make it difficult to staff inclusive classrooms, though she did not give a definitive legal opinion on federal compliance. She agreed that students who are not eligible for special education would not be included in the separate catastrophic/special education aid reimbursement program. The discussion continued into the second section of the bill, with members exploring how adequacy aid and differentiated aid are used in practice, but no action was taken during the portion provided.

Transcript Highlights:

• Please welcome these five students to the chamber. Philippines.
• We provide a few exceptions for students, such as those who need a device for medical reasons, students
• What works for an elementary school student is not what works for a high school student.
• We built in accommodations for students with disabilities.
• We owe our students more than constant distraction.

Keywords: 995, all

Summary: The House first recognized several student athletes and teams, including East Bridgewater cheerleaders, Medway athletes and teams, and the Housatonic Valley basketball team, and adopted a resolution congratulating the William Diamond Jr. Fife and Drum Corps on its 25th anniversary. Members also suspended Joint Rule 12 to advance a petition concerning an extension of a lease authorization for conservation land. The chamber then took up Senate 2581, as amended, a major education and youth technology bill. The bill was rewritten to promote safe technology use and distraction-free education, including restrictions on personal electronic devices in public schools and limits on social media access for children. Members debated whether the policy should be bell-to-bell or allow more local flexibility, and several amendments were offered. An amendment from Attleboro to preserve district-specific policies was rejected, while a consolidated amendment tightening social media restrictions and related protections was adopted. The House also considered and passed several other bills, including measures amending the Sandwich charter, authorizing Springfield to help certain residents with local tax obligations, authorizing charity alcohol auctions, and directing the Boston Police Department to waive the maximum age requirement for a specific police applicant. In addition, the House rejected concurrence on a Senate version of a higher education infrastructure bill and instead appointed a committee of conference. Later, the House accepted a conference report on modernizing cannabis laws after debate focused on regulatory streamlining, equity, ownership caps, and hemp regulation. The report was adopted by roll call, and the House then passed the amended education bill to be engrossed before adjourning to the next day.

Transcript Highlights:

• public school students?
• My name is Raymond Munoz, and I am an Exceptional Student Education (ESE) student attending Emerald Cove
• All the ESC students that we have in our classroom, and I have in my binder a portion of all the students
• and divergent students, and it is all of our responsibility to make sure that Every student is recognized
• , every student is heard, every student is educated in the state of Florida, and we will continue to

Transcript Highlights:

• students are not second class students students are not second class students that<00:06:44.840>
• sets up is a process whereby a student sets up is a process whereby a student from<00:07:10.720>
• Thomas there and there may be students Thomas there and there may be students who<00:09:32.800><
• <00:09:55.880> actually that there are some students actually that there are some students
• Education um student of the Bureau of Education um student of the Bureau of student<00:40:28.240>

Keywords: 1191, senate, all

Transcript Highlights:

• with our students at the dining hall.
• That our students are taken care of.
• Anytime a student needs anything, they know to go to the Student Success Center, because I always have
• She has built meaningful connections with all our students, both traditional and non-traditional, student
• athletes and non-student athletes.

Keywords: 996, all

Transcript Highlights:

• pencil sharpeners to food for students pencil sharpeners to food for students who<00:02:53.959><
• Thank you for your time. supplies for their students by the supplies for their students by the middle
• <00:03:56.200> with Statewide providing all students with Statewide providing all students
• <00:04:29.720> students<00:04:30.560> many supplies for student students many supplies
• /c><00:11:00.480> and<00:11:00.600> I'm students for all students um and I'm students for

Keywords: 912, senate, all

Transcript Highlights:

• <00:07:29.000> nursing<00:07:29.280> student I'm a kctcs student nursing student I'm
• a kctcs student nursing student student<00:07:30.080> interested<00:07:30.400> in<00:07
• :30.560> transferring<00:07:31.080> into student interested in transferring into student
• <00:12:17.399> and I'm mainly looking at student demand and I'm mainly looking at student
• more is from high school students.

Keywords: 958, all

Summary: The committee first heard House Bill 305, which would clarify and expand a healthcare workforce bill to explicitly include physician assistants and dietitians in efforts to address shortages, especially in rural areas. Rep. Fleming said the change was intended to help with Medicaid-related needs such as diabetes care and noted a decline in dietitian internship applications. Rep. Roarx supported the bill, emphasizing the value of dietitians in helping patients make practical nutrition changes. The bill received a unanimous favorable expression, 14-0, and was reported to the House floor. The committee then considered House Bill 427, which would create statewide 60-credit-hour transfer pathways for high-demand bachelor’s degree programs under the Council on Postsecondary Education. Rep. Grossl explained the bill is meant to prevent students from losing major credit when transferring between KCTCS and four-year institutions, using nursing as an example. Questions focused on rigor, dual credit, how high-demand programs would be selected, and the July 1, 2026 implementation date; the sponsor said CPE and faculty would map curricula and align standards. The Kentucky Student Rights Coalition testified in support, saying the bill would help students complete degrees faster and make credits count toward majors. HB 427 also passed unanimously, 14-0, with favorable expression. The committee then took up House Bill 424, as amended by a committee substitute. Rep. Tipton said the substitute removed language allowing up to six-year contracts and instead set up a process for four-year contracts and periodic performance reviews for faculty, including presidents, at public postsecondary institutions. He said the bill is intended to give universities clearer authority to remove underperforming employees and be more efficient with taxpayer dollars. Several faculty witnesses opposed the bill, arguing it would erode tenure protections, create arbitrary performance standards, and harm recruitment, retention, and academic freedom. The committee adopted the substitute and heard testimony, but no final vote on HB 424 is shown in the transcript excerpt.

Transcript Highlights:

• . students. students.
• student outcomes. student outcomes.
• And these are students who are not Minneapolis students.
• including students with of all students including students with disabilities. disabilities. disabilities
• enrollment and student on student enrollment and student demographics<01:41:11.080> is<01:41:

Keywords: 1187, senate, all

Transcript Highlights:

• :04:55.280> also<00:04:55.600> recognize students today, let us also recognize students
• <00:15:20.240> with achievement gap between students with achievement gap between students
• <00:15:30.240> His the students, the school students.
• His the students, the school students.
• school teacher, who with her students school teacher, who with her students came<00:17:42.559>

Keywords: 912, senate, all