Transcript Highlights:

• <00:02:27.040> at the office of teaching and learning at the office of teaching and learning
• <00:03:17.519> system regional professional learning system regional professional learning
• learning modules for school principles. learning modules for school principles.
• been in early learning classrooms. been in early learning classrooms.
• So how do we learn mathematics?

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• We also recognize that learning thrives through hands-on learning.
• > hands-on learning thrives through hands-on learning thrives through hands-on learnings.<00:42
• Uh, because like we said, you know, project-based learning, experiential learning is valuable learning
• Uh, because like we said, you know, project-based learning, experiential learning is valuable learning
• Uh, because like we said, you know, project-based learning, experiential learning is valuable learning

Keywords: Call to Order and Roll Call - 0:25 Approval of Minutes – 3-50 2025 RS SB 253 – 4:25 Computer Science and AI Literacy – 27:36 Fayette County School District Budget Update – 51:46 Adjournment – 2:09:46, 958, all

Summary: The committee first handled routine business, including roll call, introductions, and approval of the previous meeting minutes by voice vote. It then heard a presentation on SB 253, focused on expanding support for teacher apprenticeship and teaching-and-learning pathways. Senator Hickman and staff from the Kentucky Department of Education and Nelson County Schools described how the program uses dual credit, work-based learning, and registered apprenticeship to help students earn an associate degree in high school and continue toward a teaching degree. They said the goal is to address the teacher shortage by creating a sustainable pipeline into the profession. Witnesses emphasized that the main barrier is cost. Mary Taylor said Kentucky’s youth apprenticeship model has been successful in other fields and that education should be added as an in-demand sector, but an associate degree alone will not solve the teacher shortage because teachers still need a bachelor’s degree and certification. Laura Arnold of Nelson County Schools described the district’s Lead Nelson program, saying the district has invested more than $800,000 since 2021, currently has 37 students in the pathway and seven committed apprentices, and spends about $85,000 per apprentice from freshman year through certification. She said district staffing, planning, and university partnerships are also significant hurdles. Members asked about job guarantees, tenure, and retirement; Arnold said employment is performance-based and retirement issues are being considered. Senator Hickman said the bill would use lottery funds to help cover tuition and dual credit costs so more districts can participate, noting that a prior version died because of a high fiscal note. Representative Payne and Representative Tipton praised the program but stressed the need for funding and noted inconsistencies between statute and budget language on Work Ready Kentucky and dual credit support. Representative Tipton also cautioned that lottery revenue may not keep pace with demand and said the General Assembly may need to make broader funding decisions. After the apprenticeship discussion, the chair moved the committee to the next agenda item on computer science and AI literacy, where Code.org began a presentation on the importance of computer science for all students.

Transcript Highlights:

• So we have the work-based learning in the summer.
• Participation in activities is important because that is a learning process. They are learning.
• I can't pay my students for work-based learning.
• I don't have the funds to support the project-based learning.
• How are they owning their own learning?

Transcript Highlights:

• Kids with dyslexia and learning differences are so important.
• I, I learned a different way than the other kids.
• Kids that had severe, I mean severe learning disabilities.
• This session, I've learned about the disability penalty.
• learn how to read with confidence and success.

Transcript Highlights:

• And it's hard for them to get their feet under them and learn all the personalities and learn all the
• And then my last question is professional learning.
• And I think that they would say they love what they're learning, but the implementation of learning it
• We do have professional learning communities.
• Whenever there's other students in that classroom that want to learn, that need to learn, that teacher

Transcript Highlights:

• In the classes, just because you can learn, I mean you can never not learn more about politics and the
• I'm the CEO and founder. of the classic learning test.
• No, I think in medical school, we learn biochemistry.
• We learned chemistry, we learned physiology, so we learned the normal workings of the human body. bypass
• And that is that we learn all about normal physiology, we learn all about abnormal physiology, we learn

Keywords: 1184, house, all

Transcript Highlights:

• To distance learning.
• And for these distance learning, we have...
• was generated by those virtual learning students.
• They don't want to do peer learning.
• I would love to learn.

Bills: SB23, SB73, SB210, SB234, SB243, SB244, SM16

Keywords: student use, wireless devices, public schools, policy implementation, education technology funding, driver education, driver's ed, driving school, motorcycle safety, traffic safety, vulnerable road users, pedestrian safety, bicycle safety, cyclist, bike lane, micromobility, scooter, moped, motorcycle training, DWI prevention

Transcript Highlights:

• And she's done a really good job helping our professors learn it.
• And she's done a really good job helping our professors learn it.
• They learn. They go to public events. They are Wildcats.
• She learned how to buy property. She learned how to get some of her fellows free, buy people...”
• We learned, recently we just brought a judge in to speak to them.”

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• The fox also learns how to be brave and survive.
• I like this book because it shows that learning something hard takes time and courage, just like learning
• I like this book because it shows that learning something hard takes time and courage, just like learning
• Students need more time to learn.
• Students need more time to learn.

Bills: SB234, SB210, SB243, SB244, SM16, HB8

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• We certainly saw that with virtual learning, and many of our schools have dedicated virtual learning
• And if our kids aren't there to learn, they aren't going to learn from home.
• If they are there, they can learn. If they're not there, they're not learning.
• And so one of the things that we learned, or thought we learned, was that students who were involved
• And so one of the things that we learned, or thought we learned, was that students who were involved

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• So briefly problem in K space learning is rooted in what we call experience a learning problem based
• learning involves students working in groups to solve complex problems and case based learning uses detailed
• I liked how this course incorporated active learning in a unique way.
• And we have plans, like I said to incorporate it into our learning lab as well.
• are learned within class.

Keywords: 999, senate, all

Transcript Highlights:

• people to learn, dream, and thrive. people to learn, dream, and thrive.
• They're called learning stairs. hubs. They're called learning stairs.
• that will be used for early learning. that will be used for early learning.
• action is is in the learning spaces. action is is in the learning spaces.
• those concepts to to learn more. those concepts to to learn more.

Keywords: 910, house, all

Transcript Highlights:

• We do a lot of hands-on lab-based and outdoor field learning.
• Um, we get to learn a lot. We get to understand culture.
• I have no doubt that he's learning. Excellent question. Thank you.
• So the homework, it's part of what we're doing, um, learning to learn, I would say is the heart of our
• If a student can't learn that over time, they're not going to stay with us.

Transcript Highlights:

• I notice about this budget is I don't see any money for early learning scholarships.
• Early learning scholarships are an incredibly important part of affordability for many families.
• Of the percentage of their residents, their clients who are there on early learning scholarships.
• I first learned about early learning scholarships when I was in early recovery from an addiction to heroin
• For early learning scholarships, how much do families who are participating receive?

Bills: HF2436, HF470, HF2643, HF2456, HF102, HF1367

Keywords: child welfare, economic assistance, child care, grant program, video security cameras, early education, scholarships, funding, children, families, Minnesota education, child care licensing, family child care, child care center, Minnesota Department of Children, Youth, and Families, correction order, conditional license, fix-it ticket, documented technical assistance, license suspension

Transcript Highlights:

• they're learning financial skills, where they're learning skills important for employment, for example
• They are also getting service learning credit and learning a great deal about themselves and who they
• , learning how to make precision cuts on various meats and seafoods, as well as learning how to make
• These students learn how to speak up when These students learn how to speak up when something isn't right
• , and they learn how to persevere when something feels hard, and they learn how to collaborate, even

Summary: The meeting opened with routine business, including approval of the January 13, 2026 minutes, and a brief recognition of Autism Awareness Month. The task force then heard a presentation from the University of Arkansas College of Education and Health Professions on two student support programs: the Empower Program for non-degree-seeking students ages 18–24 with mild intellectual disabilities, and the Autism Support Program for degree-seeking students with autism. Speakers described academic coaching, peer and career coaching, residential supports, person-centered planning, internships, and scholarship/fee structures, noting that both programs charge a $5,000 per-semester fee and rely on scholarships and fundraising to offset costs. Members asked about dorm arrangements, individualized plans, and how students transition in and out of supports; presenters explained that Empower students remain in the program throughout, while Autism Support Program students may enter or leave services as needed. The committee next heard from Pulaski Technical College’s 3D program, a three-year transition and post-secondary program for students with intellectual and developmental disabilities focused on culinary, baking, and hospitality training. Presenters outlined integrated classes with traditional students, faded support over time, internships, and outcomes such as 97 students enrolled since the program began, 57 graduates, strong completion rates, and many graduates obtaining and retaining jobs in the food service industry. Members asked about how success is measured, why rates are not 100 percent, the role of integrated classes, tuition, and community partnerships; staff explained that grading includes technical and professional skills, tuition is $5,700 per semester, and scholarships such as GETS and FAFSA help reduce costs. They also noted plans to expand offerings and pursue accreditation through the Inclusive Higher Education Accreditation Council. Finally, the task force received a presentation from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, community activities, and advocacy. Leaders described a long-term vision tied to the Cato Springs mixed-use development, where housing, jobs, clinical services, and community amenities would be integrated in a “live, work, play” model. They discussed a residential program, a new vocational program called Program Forge, community events, and the challenges of the “services cliff” after age 21, especially for adults with complex support needs. Members and parents spoke about the importance of trained direct support professionals, ABA-based supports, and the need for better funding and service models for adults. The meeting ended with announcements about upcoming autism-related events and a request for future discussion on task force appointments and broader issues around ABA oversight and misuse.

Transcript Highlights:

• We certainly saw that with virtual learning, and many of our schools have dedicated virtual learning
• And if our kids aren't there to learn, they aren't going to learn from home.
• If they are there, they can learn. If they're not there, they're not learning.
• If they are there, they can learn. If they're not there, they're not learning.
• And so one of the things that we learned, or thought we learned, was that students who were involved

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.

Transcript Highlights:

• head, what if I really hated learning head, what if I really hated learning pods?
• A learning pod typically means a homeschool group, whereas a micro school is different than a learning
• self-learning, all that kind of stuff. self-learning, all that kind of stuff.
• <02:01:22.960> so curiosity, and accelerate learning so curiosity, and accelerate learning
• meeting infrequently in these learning meeting infrequently in these learning pods<02:01:39.040>

Keywords: 1189, house, all

Transcript Highlights:

• So as the Educator Diversity Act is implemented and as we continue to learn more, we want to continue
• I use what I have learned every day in my classroom. The impact is immense.
• their teachers who were certified and licensed in advanced learning and gifted education pedagogy.
• , group work, independent projects, extended learning, and increased research. learning, group work,
• And most importantly, they will not have the opportunity to ...have the opportunity to learn how to learn

Keywords: 995, all

Summary: The Joint Committee on Education held its 13th hearing, chaired by Senator Jason Lewis and Representative Gordon, and heard testimony on a large slate of bills covering personnel and miscellaneous education issues. The first major topic was House Bill 711 and Senate Bill 327, the “So All Students Thrive” proposal, which would change reduction-in-force rules so districts could consider teacher effectiveness, student impact, staffing needs, and diversity-related factors alongside seniority. Supporters from Educators for Excellence, including teachers and a former school committee chair, argued that current seniority-based layoff rules can push out effective early-career educators and harm efforts to build a more diverse workforce. Committee members raised questions about tenure, union involvement, and how the bill would interact with the Educator Diversity Act and local contract negotiations; members generally said they shared the goal of diversifying the educator workforce and encouraged continued collaboration and feedback. The committee then heard testimony on House Bill 658, which would require educator training on gifted and advanced learners. Parents, teachers, researchers, and advocates said Massachusetts lacks required preservice or professional development on gifted education, leaving many advanced students unchallenged and underserved. Witnesses described students who are bored, under-identified, or even discouraged in school, and argued that training would help teachers recognize and support gifted students, including students of color, multilingual learners, low-income students, and students with disabilities. Testimony also supported related prior bills on advanced learners and emphasized that the state should act on a 2019 DESE report recommending such training. The committee also heard testimony on House Bill 736 and Senate Bill 435, which would establish de-escalation training for school transportation. The Massachusetts Developmental Disabilities Council said the measure would improve safety for students and bus operators, fill a gap in current school bus driver certification requirements, and better support students with disabilities. Finally, the committee heard House Bill 4720, concerning the Athol-Royalston Regional School District’s state bailout-related reserve requirements; the superintendent said the district has long maintained fiscal stability but is still forced to leave over half a million dollars unspent each year, limiting resources for a high-poverty student population. After testimony concluded, the chairs read the full list of bills on the agenda, thanked the committee and staff, and the hearing was adjourned.

Transcript Highlights:

• Every morning she was excited to go, actually excited to learn.
• She loved learning.
• She's learning again. Her test scores are now up.
• She's learning again. Her test scores are now up.
• She gets to learn about God, learn about morals, learn about values, Christian values that we'd like

Keywords: 974, senate, all

Transcript Highlights:

• Research on early mathematics learning is clear.
• She has learning disabilities, and they were not caught until third grade.
• When we feel safe, we can focus on learning and planning for our futures.
• When we feel safe, we can focus on learning and planning for our futures.
• You want to prioritize fast, surface-level processing over deep learning.

Summary: The committee heard SB 1067, which would require annual math screening for kindergarten through second grade students beginning in 2028-29 to identify early numeracy difficulties and connect students to evidence-based supports. Senator Weber and supporters, including EdVoice, UC Davis researcher Charles Wilkes, and several education and community advocates, argued that California’s math performance is too low and that early screening would help close gaps before they widen. Opponents, including the California Mathematics Council, county superintendents, and the CTA, said the bill could narrow instruction, overemphasize deficit-based measures, and should instead be paired with stronger investments in teacher training and implementation of the California Mathematics Framework. Committee members generally expressed support for the bill’s goals while discussing how the screener would work and what kinds of follow-up supports would be needed. The committee also heard SB 1110 on child care subsidy administration, which would restructure funding for alternative payment programs and core contracts as the state moves to enrollment-based funding. Supporters said the bill would stabilize child care providers, improve payment timelines, and better reflect the administrative work of enrolling families and managing services; there was no opposition testimony. SB 1374, supported by the CSU and UC systems, would allow public higher education institutions to seek temporary restraining orders when credible threats are directed at a campus rather than a specific person. Supporters described recent campus threats that created safety concerns but did not fit current restraining-order law; there was no opposition. Senator Nilo presented SB 1321, which would direct the State Auditor to review remedial course use and student preparedness at selected UC and CSU campuses after a UC San Diego report showed a sharp decline in incoming students’ math readiness. Supporters argued the audit would help identify gaps in college readiness and the effects of K-12 changes, while some members raised concerns about bypassing the usual legislative audit process; the bill was held on call. The committee then took up SB 1086 on microschools, which would define microschools and direct model ordinances for local land-use regulation. Supporters said it would create a clearer path for small, individualized learning communities, but several members questioned whether the concept was sufficiently defined and whether the state had enough information to draft model ordinances; the bill was also placed on call after a quorum was established. Finally, SB 1181 was presented as a limited pilot program in Central Valley counties to connect schools with regional threat assessment centers when credible safety concerns arise. The author and supporters, including the mother of a student killed in a shooting and several students, said it would improve early intervention and communication; committee members raised privacy and federal-sharing concerns but indicated support, and the bill was moved forward on a vote once quorum was present.