Transcript Highlights:

• As I said, this bill does not prohibit schools from teaching courses or instruction in the areas related
• in the areas um as provided instruction in the areas related<00:04:51.120> to<00:04:51.240>
• in liberated ethnic studies in every grade and subject, including math, science, language arts, and
• at grade level in this academic math at grade level in this academic crisis<00:11:23.320> ethnic<
• helps me see myself see who instruction helps me see myself see who I<00:13:55.519> really<00

Bills: HF29, HF921, HF922, HF1048, HF1049

Keywords: railroad, infrastructure, transportation funding, environmental remediation, capital investment, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization

Transcript Highlights:

• Section 32A allows families to opt their children out of human sexuality instruction.
• The reality is that young people in Massachusetts are not getting solid, integrated, holistic instruction
• It updates all existing references in state law from STEM, or science, technology, engineering, and math
• chronic absenteeism, stronger student and family engagement, and gains in English language arts and math
• The arts should be thought of as important as core subjects like science, math, reading, writing, and

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• If you meet college benchmarks and with the ACT it's an English 18, a 19 in math, or 20 in reading, or
• c> reasoning English, math, science reasoning English, math, science reasoning um<00:13:17.560>
• where they receive instruction. where they receive instruction.
• And these are for all students regardless of where they receive instruction.
• um ensuring that everybody is instructed um ensuring that everybody is instructed at<01:37:28.640

Keywords: 0:00:03 - Call to Order and Roll Call 0:00:43 - Approval of October 14, 2025 and November 4, 2025 Minutes 0:01:15 - Acceptance of Office of Education Accountability Report: Analysis Of Student Discipline Data in Kentucky Schools 0:02:10 - Implementation Update on 26 RS HB 257 0:49:38 - Career and Technical Education in the Assessment and Accountability System 1:13:50 - Office of Education Accountability Annual Report 1:47:27 – Adjournment, 958, all

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• <00:07:06.639> and<00:07:06.800> reading instruction and reading instruction and reading
• begins next month our instructional begins next month our instructional coaches<00:31:37.200>
• with planning appropriate instructional with planning appropriate instructional responses<01:31:
• Progressions also speak into science and math and other areas of instruction, and so I would say we are
• and other areas of re um of of math and other areas of re um of of instruction<01:42:39.840> and<

Keywords: 1187, senate, all

Transcript Highlights:

• And in math, from fourth to 13th.
• math, we're fourth in the country. math, we're fourth in the country.
• And we're math, from fourth to 13th.
• attack the literacy problem and the math attack the literacy problem and the math problem<00:26:
• doesn't just steal instructional doesn't just steal instructional minutes,<00:45:42.600> it

Keywords: 916, all

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• It starts all the way from the age of instruction in the state of Minnesota.
• them in school so that they are learning, because if they're not at school, they're not able to learn math
• We've said many times that you may get a bad grade in math, but the reality is maybe you're not bad in
• math; maybe you just didn't go to math class.
• They're not doing well in math." All that we were trying to do in this underlying amendment is...

Transcript Highlights:

• or their core instruction um support that<00:21:30.880> they're<00:21:31.039> delivering
• So it takes the core instructional measures and brings it up another notch for our students.
• So it takes the core instructional measures and brings it up another notch for our students.
• Title 2A focuses on supporting effective instruction across our state.
• Each of those elements contributes to strengthening our academic instruction in our schools.

Keywords: 1187, senate, all

Summary: The committee met to hear a Minnesota Department of Education presentation on federal education funding and the potential effects of federal actions on those dollars. Chair Kunesh framed the discussion around concerns about threats to the U.S. Department of Education and noted that federal funds make up about 10% of Minnesota’s education budget, or roughly $1.4 billion. Senator Lang pushed back, emphasizing that 90% of school funding comes from state and local sources and urging the committee to focus on state mandates and how to pay for them. New member Senator Clark introduced himself and said he would teach ethics or running if he were a teacher. Department staff explained that federal education dollars are divided between entitlement/formula funds and competitive/discretionary grants. They said Minnesota receives federal money through established systems and that the department is seeking clarity about how federal changes might affect the flow of funds, oversight, and program administration. They also outlined Minnesota’s legislative review process for federal funds, which includes several pathways such as the governor’s biennial budget, supplemental budget submissions, legislative advisory committee review, and expedited review processes when needed. The presentation then focused on ESEA Title funding, especially Title I. Staff said Title I is one of the largest federal education programs in Minnesota, with about $200 million in current funding, and supports 476 local education agencies. They described how funds are allocated through Minnesota’s North Star accountability system and Compass support structure, based on measures such as poverty, graduation rates, and state assessment performance. Examples of allowable supports included professional development, attendance initiatives, reading curriculum, training, and peer coaching. Senators asked whether executive action could affect these funds and whether the money flows directly to districts or through the state; staff responded that they would avoid speculation and would continue explaining the different funding streams and oversight structure.

Transcript Highlights:

• Moving into, I wanted to share with you our per pupil Instructional and non-instructional.
• You can see where we OK, instructional time in calendar models.
• And then the other one is the instructional days.
• There's about a dozen of those instructional coaches.
• What do we really classify as instructional time and instructional expenditure versus non-instructional

Keywords: 914, all

Transcript Highlights:

• And so, distance learning programs calculate their instructional hours in different ways.
• to our statewide assessment, distant learners perform 30% lower in language arts and 73% lower in math
• And then, of course, how many days that can count towards instructional time.
• So in that classroom, I had math, English, history, everything underneath the sun.
• If it was math, a problem. If it's history, a subject.

Keywords: 996, all

Transcript Highlights:

• Math doesn't teach itself. Kids don't feed themselves.
• versus non-instructional software we're spending money on. system where we're already tight to fill
• <00:37:23.599> versus ...know what instructional versus non-instructional software we're spending
• <01:31:10.440> delivered skills for reading instruction delivered skills for reading instruction
• <01:37:35.080> failed approach to reading instruction failed approach to reading instruction

Keywords: 1183, house

Summary: The Education Policy Committee approved the minutes from January 21, 2025, and then heard testimony from several school superintendents about the financial and operational impact of recent education-related mandates. Chair Bennett framed the hearing as an opportunity to hear from districts about the effects of more than 65 new mandates and restrictions adopted in recent years. The first witnesses were Corey McIntyre of Anoka-Hennepin, Michael Thomas of Prior Lake-Savage Area Schools, and David Law of Minnetonka Public Schools. The superintendents said districts are facing rising costs, flat or declining enrollment, the end of federal pandemic aid, and mandates they described as unfunded or underfunded. McIntyre cited major budget cuts in Anoka-Hennepin, including reductions in central office staff, and said the district faces continuing shortfalls tied to special education, multilingual learner costs, unemployment claims, paid leave, transportation, literacy materials, and the K-3 discipline statute. Thomas said Prior Lake-Savage is balancing growing student needs against limited revenue, and argued that mandates such as REACT and other requirements should be delayed or better funded so districts can implement them with fidelity. Law said the concerns are statewide, not just metro-based, and criticized the accumulation of expectations around food service, mental health, sick and safe time, unemployment, and family leave without corresponding resources. Several witnesses emphasized that school budgets are heavily committed to staff costs and that new obligations create administrative burdens as well as direct expenses. They urged lawmakers to reduce, delay, or better fund mandates, adjust timelines, and provide more flexibility in local revenue tools and equalization aid. No votes were taken on legislation during this portion of the meeting beyond approval of the prior day’s minutes.

Transcript Highlights:

• While there are many indications that can make us optimistic about Florida's educational performance, math
• through... ...and be accepted for university admission while delivering instruction through practical
• bill further requires the department to partner with the Lassenger Center in an adaptive AI-based math
• support tool, helping to modernize math instruction without lowering standards.
• work with his hands, when you can start to make sense out of the things that you're working on, and math

Summary: The Senate Education Pre-K through 12 Committee met with a quorum and considered several education-related bills. SB 1036 on school counselors was amended with a technical clarification and reported favorably. SB 1136 on dental screenings for K-12 students was converted by delete-all amendment to place the screening definition in the School Health Services Act and align notice and parent-exemption procedures; it also passed favorably, with support noted from PTA and other witnesses. SB 920 on mathematics education was reported favorably after discussion of applied algebra courses tied to career pathways, while preserving Algebra I standards, the end-of-course exam, graduation requirements, and university admission eligibility. SB 1216 on public school personnel compensation, which would give districts more flexibility on pay, cost-of-living adjustments, and advanced degrees, also passed favorably with broad support from educators and former school board members. The committee then approved SPB 7022, which reenacts and extends a public records exemption for classroom examination and assessment instruments through 2031 and expands coverage to district school boards and public schools. SB 464 on observance of Veterans Day in K-12 schools was reported favorably after extensive debate about whether schools should be closed or could instead hold Veterans Day programs; supporters emphasized statewide consistency and honoring veterans, while some members raised scheduling and instructional-day concerns. SB 538 on physical education and extracurricular participation was amended to establish standardized eligibility rules for public, private, virtual, and home education students, limit duplicate participation across schools, require annual participation in the Presidential Youth Fitness Program, and leave coach compensation to district discretion; it was then reported favorably. SB 178 on athletics and public K-12 schools was amended to add a $15,000 annual cap on coach personal spending per team and was reported favorably after discussion about good-faith support for student-athletes, recruiting concerns, and the need for guardrails. A temporary postponement was announced for SB 430 on the oath of school personnel. At the end of the meeting, Senator Osgood recorded a favorable vote on SB 1036, and the committee adjourned without further business.

Transcript Highlights:

• <00:11:27.839> delivered skills uh reading instruction delivered skills uh reading instruction
• <00:20:35.440> grounded to provide reading instruction grounded to provide reading instruction
• <00:36:53.160> we effective literacy instruction we effective literacy instruction we strongly
• I teach essential skills like reading, math, and social skills.
• I teach essential skills like reading, math, and social skills.

Keywords: 1183, house

Transcript Highlights:

• To me, that's instructional purpose.
• So, House File instructional purpose.
• While it may not involve direct instruction in the moment, it is inseparable from the instructional mission
• I mean, in is number two MCA in math.
• ,<01:08:39.679> and impactful academic instruction, and impactful academic instruction, and

Bills: HF3790, HF3654, HF3371, HF3470, HF1099

Keywords: education finance, lease levy authority, graduation ceremonies, school districts, Minnesota Statutes, local revenue, funding increase, education, state appropriation, local control, HF3371, local optional revenue, school finance, general education aid, school district funding, referendum revenue, referendum market value, equalization aid, state aid, property tax levy

Transcript Highlights:

• We wouldn't let kids graduate without math and science.
• and science as well, if a teacher has their credential in math, they can also teach computer science
• A big part of this effort is to have high quality instructional materials across content areas in the
• Districts might create out of classroom positions solely to produce instructional materials for their
• This bill would provide much-needed funds for high-quality instructional materials.

Keywords: 988, house, all

Transcript Highlights:

• So, like for me right now, I took all my math and English classes.
• Chair Sikler, I want to clarify on behalf of the Department of Public Instruction.
• So your science, math, the AP test for STEM content areas.
• So your science, math, computer science, and then English courses as well.
• They could take their math courses.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• And I just want to say, instructions with respect to instructional materials apply to all instructional
• Instructional materials are broadly defined by the education code.
• LEAs omit all violating portions of the instructional materials.
• and instructional materials shall be factually accurate.
• I don't understand that math.

Summary: The committee heard several education-related bills, with the most extensive discussion focused on AB 2189, AB 2615, AB 2496, AB 1750, and AB 1644. AB 2189 would create an $800,000 grant program through the State Council on Developmental Disabilities to support a statewide parent network for special education advocacy and training. Supporters said families need stronger coordination and information to navigate special education, while an opponent argued the bill could duplicate existing family-led organizations. The bill passed 6-0 and was sent to Appropriations, held on call for add-on votes. AB 2615, a cleanup bill to AB 715 on antisemitism and instructional materials, drew the most controversy. The authors said it was intended to clarify prior commitments by removing references to professional responsibility standards, refining the “factually accurate” language, and clarifying how discriminatory materials are handled. Supporters said it would help protect students from discrimination, while many educators, civil rights groups, and other organizations opposed it unless amended, warning that the factual-accuracy language could chill teaching and be applied too broadly. The committee chair and members raised concerns about implementation but ultimately supported moving the bill forward; it passed 5-0 and was held on call. AB 2496 would streamline school accountability reporting by making the California School Dashboard the primary transparency tool, phasing out the School Accountability Report Card over time, and making mid-year LCAP reporting optional. Supporters said this would reduce duplication and administrative burden while preserving access to key data; opponents worried families could lose the simplicity and accessibility of the current SARC and that the mid-year update still serves an important purpose. The bill was approved 3-0 and held on call. AB 1750, which would extend full salary for an additional five months for school employees who exhaust sick leave due to illness or injury, was supported as a dignity and retention measure but opposed by administrators over staffing and cost concerns; it passed 4-0 and was held on call. AB 1644 would require a bell-to-bell smartphone ban in TK-8 and recommend it for high school, with exceptions for instructional and safety needs; supporters said phones are harming attention and learning, while opponents argued districts had just adopted local policies and needed more flexibility. The transcript ends during discussion of that bill.

Transcript Highlights:

• We're still teaching math and literacy and science.
• > literacy still teaching math and literacy still teaching math and literacy literacy<00:14:54.959
• Compensatory ed revenue supports core instruction.
• They lose daily than class instructions.
• highquality instruction. highquality instruction.

Keywords: 1183, house

Transcript Highlights:

• will get a particular specialized kind of instruction inside this same building.
• Persistently low-performing school in the bottom 10% of performance for math and English.
• I mean, at a base level, I think, yeah, that math makes sense because those rooms are empty.
• I have one that teaches math in a rural village in Alaska.
• I have one that teaches math in a rural village in Alaska.

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum present and took up several education bills. SB 1150, which would remove an unrelated exam barrier for school social workers to help districts retain them, was briefly explained and reported favorably. The committee then heard SB 1514 on anaphylaxis in public schools, which would require emergency action plans and training for school personnel; amendments narrowed and clarified the bill, including applicability to K-8 schools and FDA-approved epinephrine devices. Orange County Public Schools waived in support, and CS/CS/SB 1514 was reported favorably. The committee spent the most time on SB 1708, which expands Schools of Hope and creates a co-location framework allowing high-performing charter operators to share space in underused public school facilities, with the sponsor explaining that agreements would address safety, supervision, grade levels, emergency protocols, and liability. Members raised concerns about who would be served, lottery access, accountability, and whether the bill would worsen inequities or strain public schools; many public speakers opposed the bill on similar grounds, arguing it would divert resources from already underfunded schools. The sponsor clarified that Schools of Hope recruitment is exempt from lottery, that the bill would not use classrooms already in use, and that districts would receive $600 per student plus associated funding for vacant space. Despite mixed debate, CS for SB 1708 was reported favorably. Finally, the committee considered CS/SB 822, which updates charter school governance by limiting sponsor-imposed deadlines, preventing enrollment caps below facility capacity, improving data sharing, and allowing high-performing charter schools to assume existing charters. A charter school advocate supported the bill as a fairness and efficiency measure, while senators pressed him on claims of district “harassment” and the basis for the bill’s deadline changes. After brief debate, CS/SB 822 was reported favorably. The meeting ended with members recording votes on prior tabs and adjournment.

Transcript Highlights:

• Also included is expanding the use. of instructional facility allotments to now incorporate renovation
• We have concerns about replacing a core course, so English, math, science... ...or history with one of
• Now, you need to take at least some minimum math, English, and so forth.
• your first two math which is algebra and geometry your advanced math This would allow the commissioner
• going to take math applicable to that, or electrical, or plumbing, or whatever it is, he can replace

Bills: HB20, HB 120, HB20, HB120

Keywords: applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, career readiness, education reform, workforce training, public schools, financial aid, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Transcript Highlights:

• to the or so if the school has is in the bottom, 10% of the student performance statewide in either math
• will give a particular specialized kind of instruction inside the same building.
• You know, a company somebody would would come in and provide that specialized instruction.
• The site it's which has had underperforming as it relates to math and language arts scores.
• And but for the bottom quarter, 3rd, whatever the metric is of of assessment on math and reading, if

Keywords: 999, senate, all