Transcript Highlights:

• ><c> charter</c><01:00:26.880><c> schools</c> school district and charter schools school district and
• There is asks from school districts and, as we heard from other school districts, what they're looking
• c> school</c><01:05:11.680><c> districts,</c><01:05:12.079><c> what</c> from other school districts,
• uh</c><01:08:41.120><c> Anetu</c> school test district called uh Anetu school test district called uh
• School. That was a school in my district.

Bills: HF3435 , HF3409

Committee: House Education Policy

Transcript Highlights:

• district and in school districts across Minnesota.
• Fidley Public School District is a diverse district.
• Fidley Public School District is a diverse district. We are nearly 80% students of color.
• 20:12.320><c> school</c><00:20:12.559><c> district</c> through high school, our school district through
• Many school districts, including St.

Summary: The meeting focused on the impact of recent ICE enforcement activity in Minnesota, especially on schools, students, and families. Speakers, including legislators, superintendents, a school board chair, teachers, parents, and a student, described fear in immigrant and non-immigrant communities, increased absenteeism, disrupted school routines, and broader trauma affecting children’s mental health and learning. Several speakers said students were staying home, families were avoiding bus stops and public places, and educators were taking on extra duties such as transporting students, delivering food, and helping with housing and remote learning options. Testimony included specific examples from Columbia Heights, Fidley Public Schools, Rochester, and Maple Grove. Speakers reported detained students and family members, canceled in-person classes in some districts, expanded virtual learning, and sharp attendance declines; one superintendent cited more than 530 additional daily absences in Rochester and large increases in excused absences among multilingual, low-income, Asian-American, and Latino students. A parent and student speaker described organizing neighborhood safety efforts and a planned student walkout to demand safe busing, suspension of a policy that unenrolls students after 15 consecutive absences, and a pause on standardized testing. The speakers repeatedly called for ICE to be removed from schools and from Minnesota, and urged elected officials to act to protect children and educators. One senator reflected on democracy, liberty, and freedom from fear, linking the situation to the purpose of public education. No formal committee vote or legislative action was taken during the excerpt; the session ended with a transition to questions and a call for community responsibility and support.

Transcript Highlights:

• c> in</c> Cooperative School District was lucky in Cooperative School District was lucky in only<00:17
• District managed by the uh School District Charter<01:07:53.079><c> Public</c><01:07:53.359><c> School
• <01:22:20.239><c> districts</c> school districts school districts Etc<01:22:22.480><c> um</c><01:22:22.679
• </c><04:33:30.320><c> the</c> School District new found that the School District new found that the school
• school districts do not but they do some school districts do not comply<04:33:40.760><c> with</c><04

Summary: The committee first noted that House Bill 398, concerning Holocaust and genocide studies, and House Bill 131 had already been handled previously and were off the schedule. It then took up House Bill 740, which would require the Department of Education to maintain permanent records for closed charter schools. After brief discussion about overlap with another charter-school bill that already addressed closure and records, Representative Freeman moved to table the bill. The committee voted 16-0 to table/ITL the bill, and it was placed on the consent calendar. The main discussion centered on House Bill 557, which would require additional information on school budget ballots, including average cost per pupil, enrollment history, and teacher-to-administrator ratios. Members raised concerns that the bill was duplicative of existing law, overly detailed, costly to towns, and potentially electioneering or cumbersome on ballots. Supporters argued it would improve transparency and help voters who do not attend deliberative sessions or use online resources. The committee did not vote on the bill during the discussion; instead, members moved into caucus and later indicated they would hold the bill until Monday for further review. Later, the committee turned to House Bill 699 on special education definitions and considered Amendment 0606H. The sponsor explained the amendment was developed with the Department of Education after hearing testimony and was intended to align state definitions with federal law and incorporate recommendations from a prior audit, including changing “functionally blind pupils” to “students with visual impairments.” Some members supported the changes as responsive to the hearing and audit, while others objected that the amendment was still confusing, had not fully addressed stakeholder concerns, and should wait for a more comprehensive special education audit. The discussion also referenced House Bill 754 and another amendment, but the transcript ends before final action on HB 699 is shown.

Transcript Highlights:

• in the talking with my uh the schools in the talking with my uh the schools in the district I district
• flexibility if if a a school flexibility if if a a school district wants the more district wants the
• in the district that has more school in the district that has more school in the district that has more
• in the district that most of the schools in the district that most of the schools in the district that
• would we mandate municipalities school would we mandate municipalities school districts or whatever

Transcript Highlights:

• </c> students in that school district. students in that school district.
• They could try in their school district.
• ><c> health</c> our school districts about mental health our school districts about mental health and
• </c><00:52:32.960><c> to</c> school districts and our communities to school districts and our communities
• We want to become a school districts.

Committee: Senate Education Finance

Transcript Highlights:

• I mean, the same is true of the district schools.
• This is not a district school. This is a charter school.
• I mean, the same is true of the district schools.
• as provided to school districts eligible for school construction.
• as provided to school districts eligible for school construction.

Committee: House Education Policy and Administration

Summary: The committee first heard HB 1334, which would remove the Education Freedom Account scholarship organization’s authority to approve “any other educational expense” under the EFA statute. The prime sponsor, Representative Porchelli, said the bill would narrow the law to the specifically listed qualifying expenses, avoid broad interpretation, and shift any questions to the Department of Education or the legislative oversight committee. In response to questions, she said she did not think the open-ended category had been needed and that the statute already clearly lists allowable expenses. A representative of the Children’s Scholarship Fund testified in opposition, saying the category is used rarely but is important for unusual cases, especially students with special needs, and that removing it could create unintended consequences. After testimony, the chair closed the hearing on HB 1334. The committee then heard HB 1513, which would move several EFA reporting and oversight requirements from administrative rules and the contract with the Children’s Scholarship Fund into statute. Representative Porchelli said the bill would consolidate existing requirements on timely responses to oversight requests, publication of expense reports by category and provider, and transmission of eligibility and enrollment data to the Department of Education. She described the bill as mostly a clarification and transparency measure rather than a substantive policy change. Members asked about the meaning of “timely access,” the 45-day deadline, whether the contract already covered these duties, and whether the scholarship organization had ever failed to comply. The Children’s Scholarship Fund said it had generally met the 45-day deadline, had not knowingly refused information requests, and that the quarterly reporting requirement could add cost; the sponsor said the DOE had provided guidance and was neutral. The hearing on HB 1513 was then closed. Finally, the committee heard HB 1256, which would repeal the state librarian’s authority to award scholarships for graduate library school attendance at American Library Association-accredited schools. Representative Drago said the law was unnecessary because the state does not currently have a state librarian, scholarships are not typically granted by statute, and he objected to the ALA accreditation requirement and what he described as the association’s political advocacy. In questions, he clarified that the bill targets the accreditation requirement rather than a specific school and said he did not think the state should direct taxpayer-funded scholarships toward ALA-accredited programs. A member raised First Amendment concerns, but the sponsor said the issue was not speech itself, only the use of taxpayer dollars and state law to support that direction. The transcript cuts off before any vote or final action on HB 1256.

Transcript Highlights:

• So if a school district, then, if it's March 2nd, if I understood...
• But at the end of the day, the school district can release them if they want.
• I don't know, in a large school district where there might be a lot of hearings.
• working at the school district and appreciated the opportunity.
• My understanding is that it is not a requirement in school districts.

Committee: House Elementary and Secondary Education

Summary: The Committee on Elementary and Secondary Education met in executive session and first took up House Concurrent Resolution 31. A committee substitute was adopted after the sponsor explained revisions to the proposed civics and patriotism work group, including clearer qualifications, DESE’s role in producing seals, recognition levels for gold/silver/bronze, and a special recognition letter for students entering military service. Ranking member Steinhoff supported the substitute, saying the changes improved implementation and likely reduced fiscal impact. The substitute was then passed do pass, and the committee later corrected the recorded vote on HCR 31 from 15-0 to 16-0. The committee then considered a combined substitute for House Bills 21, 26, and 2197, focused on building-level administrator evaluations and nonrenewal procedures. The substitute required administrators to be evaluated at least once per contract year, required written notice of renewal or nonrenewal by March 1, and gave nonrenewed administrators the right to request written reasons and a closed-door hearing before the school board. Members discussed the removal of earlier language that would have created automatic renewal if deadlines were missed and the decision not to create tenure for principals. Concerns were raised about whether the hearing right gave administrators more protection than other employees, but sponsors said the intent was to ensure annual evaluations and transparency without granting tenure. The committee adopted an amendment, rolled it into a new substitute, and passed the substitute do pass by a 17-0 vote. After leaving executive session, the committee heard House Bill 3489 from Representative Hurlbert. The bill, patterned after Arkansas legislation, would expand access to workforce development assessments such as WorkKeys and allow up to nine hours of college credit for demonstrated workplace skills as recommended by the American Council on Education. Testimony from ACT, the Missouri Chamber, and DESE supported the goal of elevating career readiness, noting employer demand for skilled workers, existing use of WorkKeys in Missouri, and its role in career and technical education and accountability systems. Members asked about the bill’s relationship to the governor’s workforce executive order, whether the language should be mandatory or permissive, and how the credits would transfer. The hearing on HB 3489 concluded without a vote, and the committee adjourned.

Transcript Highlights:

• We give more dollars to districts... ...at least, if not schools, districts with the highest needs.
• districts that are adjacent or neighboring in competing with that same teacher... ...school districts
• Just to put some context, I come from Poway Unified School District.
• We are a high-performing school district.
• and larger school districts.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• We have continued working on developing the round two that will be pushed out to school districts over
• And just to refresh everybody's memory, with the community benefit fund, this was for school districts
• To see what the school district is going to do with these facilities.
• There was also an $18.8 million allocation that is going to PED for purchasing district-owned school
• This is the current New Mexico School District formal status as of December 31st, 2025.

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• </c> the Senator from District 9. the Senator from District 9.
• School. School.
• </c> catering for school events. catering for school events.
• </c> from district 18. from district 18.
• . schools. schools.

Bills: HB1576 , HB2490 , HB1546 , HB1588

Transcript Highlights:

• The other schools in the district would be A local district charter.
• not going to see the school district use the dollars.
• We don't control school districts.
• If the school districts aren't doing that, then I think it's the school districts that have to be a party
• Farmington School District is one small district.

Committee: House House Government, Elections & Indian Affairs

Transcript Highlights:

• According to PE, 140 school districts and charter schools have enrolled participants in letters training
• districts and charter schools.
• School districts and charter schools in New Mexico have the flexibility to not buy from PED's vetted
• In the Rossville Independent School District, there is one rural school.
• Because one One area of the school district might be totally different than the other side of the school

Transcript Highlights:

• </c><00:40:57.040><c> district</c> cooperatively with other school district cooperatively with other
• school district districts<00:40:57.599><c> to</c><00:40:57.720><c> help</c><00:40:57.960><c> meet</c>
• assets are given to the local school district, and the local school district does not get any of its
• local</c> local school district and the local local school district and the local school<01:11:19.880
• <c> is</c><01:12:06.040><c> no</c> local school district the answer is no local school district the answer

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

• This is an amendment specific to a new school district that was formed in my district last year.
• they wanted to split off and form a new school district.
• </c><00:05:36.080><c> district</c> that breaking up of that school district that breaking up of that
• district to Piscani school district.
• district to Piscani regional school district to Piscani school<00:07:29.199><c> district.

Committee: Senate Ways and Means

Transcript Highlights:

• district and meet with the school leadership team as well as the district leadership team to review
• ><c> that</c><00:43:14.800><c> are</c> district has so many schools that are district has so many schools
• ><c> the</c> of our school districts, they have the of our school districts, they have the gender<01:
• > or</c><01:59:46.480><c> maintain</c> school district to establish or maintain school district to establish
• district or public ability of a school district or public school<01:59:56.560><c> to</c><01:59:56.800

Summary: The committee opened with a roll call, confirmed a quorum, approved the minutes by voice vote, and recognized a guest of Senator Hickden, retired judge Dan Kelly. The chair then moved through a tight agenda and limited public presentations and questions. The first presentation was on robotics education in Kentucky, led by Representative Chris Lewis, Kentucky FIRST Robotics executive director Kelly Gowen, and students from Whitfield Academy. They argued that robotics should be expanded in high schools as a workforce pipeline for engineering, manufacturing, and advanced technology jobs. The presentation emphasized hands-on learning, industry certifications, teacher development, and a proposed framework to fund robotics education programs statewide. Committee members were not allowed to ask questions because of time constraints. The second presentation was from Canopy Kentucky, led by Adam Watson and founder Scott Collins. They described Canopy’s business and entrepreneurship education programs for fifth graders and high school students, including the NextGen Good Biz initiative and an eight-classroom high school unit. Canopy requested a one-time $750,000 appropriation for fiscal year 2026, matched by private funds, to expand into more schools and rural areas, train educators, and report outcomes. Members asked a brief question about how the programs fit into school schedules and the difference between the elementary and high school offerings. The final presentation, from KDE’s Kelly Foster and Todd Allen, reviewed the state’s school improvement classifications. Foster explained CSI, TSI, and ATSI status, the federal and state legal framework, and how House Bill 298 returned CSI identification to an annual cycle. She reported that Kentucky identified 50 CSI schools on the most recent release, with 53 CSI schools statewide, along with 39 TSI schools and 102 ATSI schools. She also outlined KDE’s support process, including education recovery staff, diagnostic reviews, turnaround plans, and required professional learning for CSI schools.

Transcript Highlights:

• Delegate Simon: Whose district do you live in? Which delegate district do you live in? Mr.
• Woodson Middle School, James E. Melvin Jr. High School, and Hopewell High School.
• A lot of them have gone on to law school and to graduate school.
• available within our school systems, back-to-school night.
• She went to law school, school of law at Hofstra University. she is barred.

Committee: House Courts of Justice

Transcript Highlights:

• </c><00:32:11.120><c> meaningful</c> school districts to take more meaningful school districts to take
• </c><00:48:31.920><c> District</c> discipline policies and School District discipline policies and School
• School and an okah henin school district School and an okah henin school district and<01:41:19.960><c
• </c><01:47:22.080><c> districts</c> that would mean that school districts that would mean that school
• </c> independent school districts throughout independent school districts throughout the<01:52:19.280

Committee: House Education Policy

Transcript Highlights:

• districts, our schools, but also for us.
• Escondido, Sweetwater, San Bernardino Union High School District, and La Mesa-Spring Valley.
• , the number of school districts, including Escondido, Sweetwater, San Bernard Union High School District
• At LACOE, we have the responsibility of approving the budgets of 80 school districts, and school solvency
• I'm a high school intern in Homeless Education Services at Sac City Unified School District.

Transcript Highlights:

• Now there’s a caveat in this too: if a school district wants to give more, that school district can continue
• Now there’s a caveat in this too: if a school district wants to give more, that school district can continue
• Now there’s a caveat in this too: if a school district wants to give more, that school district can continue
• Now there’s a caveat in this too: if a school district wants to give more, that school district can continue
• Now there’s a caveat in this too: if a school district wants to give more, that school district can continue

Summary: The House State Government Committee met with a quorum and took up several Senate bills, adopting committee substitutes where offered. Senate Bill 176, relating to statutory committees within the Legislative Research Commission, was presented by Senator Matt Nunn as a cleanup and process-streamlining measure for appointments, vacancies, and appointing authorities. It passed the committee 15-0 with a title amendment. Senate Bill 104, presented by Senator Scott Maiden and the Kentucky Public Employees Deferred Compensation Authority, would update deferred compensation law by adding a fiduciary standard, allowing less expensive liability insurance, making federal-law compliance self-correcting, and authorizing a self-directed brokerage account option. It passed 15-0 with favorable expression. Senate Bill 9, presented by Senator Jimmy Higdon, would change teacher retirement-related leave provisions, including up to 30 days of maternity leave, a 13-day annual rollover toward retirement, limits on using annual leave to increase retirement benefits, reporting requirements, and related cleanup provisions. After questions about maternity leave, district flexibility, and the actuarial cost of additional days, it passed 15-0 with favorable expression. Senate Bill 129, presented by Senator Rocky Adams and House sponsor Representative John Hudson, was described as a housing and redevelopment measure aimed at vacant, abandoned, and tax-delinquent properties in Louisville. Testimony focused on allowing qualified nonprofits to purchase certain tax-delinquent properties after a waiting period, along with provisions on density development, accessory dwelling units, urban development incentives, fire and code enforcement recovery, a Central Business District tax fix, and changes to binding elements. Members raised concerns about nonprofit qualifications, land bank overlap, and county clerk burden; the bill passed 13-1 with one pass and received a title amendment. Senate Bill 178, presented by Senator Mike Nemes, was a short reorganization bill to codify the transfer of the Department of Disability Determination Services Program from the Cabinet for Health and Family Services to the Labor Cabinet. It passed 12-0. The committee then recorded additional votes and adjourned, with the chair thanking members and staff, noting it was likely the final meeting of the year.

Transcript Highlights:

• If we are not all telling our... school districts that or conversely your school districts are telling
• Also, in my district, I'm seeing school closures.
• The school district got to keep 41 million and it sent 130 million to the school district. state asking
• districts. districts and so this this is an amendment that protects all of our public school districts
• school district. without having, he reported.

Bills: SB2 , SJR36 , SB2 , SB2 , SR29 , SB2