Transcript Highlights:

• data, to be able to look at a more granular level.
• All of the data I'm using in these analyses are coming from school-level or district-level pieces, so
• And then the next one is the summary by grade level and classroom.
• Grade levels in elementary have their competitions built around it, so it’s just that competitive...
• Grade levels in elementary have their competitions built around it.

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:

• And a lot of the talk about bureaucracy and education from the federal level, a lot of students have
• also come into question about what bureaucracy looks like in higher education at our state level.
• come into question about what bureaucracy looks like in higher education at our state level.
• From failing grades to consecutively landing on the dean's list semester after semester.
• From failing grades to consecutively landing on the dean's list semester after semester.

Summary: The Committee on Education Postsecondary held confirmation hearings for two State University System Board of Governors appointees, M. Carson Good and Speaker Paul Renner. Good described his background in Florida real estate, airport governance, and fundraising, and said he would focus on improving university performance, collaboration among institutions, and growing endowments while keeping in-state tuition stable. Renner emphasized his legislative experience with higher education, and said his priorities on the Board would be transparency, compliance with legislative direction, and reducing administrative bloat. Both nominees were recommended for confirmation on a single vote, with Senator Berman noting concern about the low number of women on the board. The committee then heard and passed SB 1726, a higher education transparency bill by Senator Calatayud. The bill would require Board of Governors members to comply with constitutional financial disclosure requirements, set term limits for State Board of Education and university board members, change rules for presidential searches and public records, and require more detailed textbook and syllabus information for students. A student advocate from Florida Student Power Network supported the bill as increasing student involvement and democratic accountability in higher education. Senator Harrell raised a concern about residency requirements for Board of Governors members, and the sponsor said that issue could be revisited later. The bill was reported favorably. Next, the committee considered SB 1458 on apprenticeship and pre-apprenticeship funding. A delete-all amendment was adopted that required clearer funding splits between local education agencies and program providers, annual reporting, a standard DOE contract template, and a cap on administrative fees in certain cases. Supporters from industry groups said the changes would improve transparency and accountability without requesting additional funding. The committee then reported the bill favorably. Finally, the committee heard SB 584 on young adult housing support. An amendment removed a requirement that state agencies act as co-signers or guarantors on leases while preserving coordination for the federal Foster Youth to Independence program. Several former foster youth and advocates testified in support, describing housing instability and its impact on education, and urging broader access to campus housing and vouchers. The sponsor said the bill prioritizes housing and work-study for homeless and former foster youth, supports the FYI program, and directs a statewide study of housing barriers. The committee reported the bill favorably and then adjourned.

Transcript Highlights:

• <00:06:07.400> of<00:06:07.720> poverty the highest levels of poverty the highest levels
• If a child leaves a fourth-grade class at Birch Hill and a student leaves a second-grade class at Mount
• <00:37:47.040> at somebody leaves a fifth grade class at somebody leaves a fifth grade class
• vouchers EMA does not improve the level vouchers EMA does not improve the level of<00:54:27.599>
• competency grading.

Keywords: 1191, senate, all

Transcript Highlights:

• We also have Leila Mariano, who is in the ninth grade.
• We also have Jadrian Peacock, who is in the 10th grade.
• Quincy Meny Mules, who's in the 10th grade at Laguna Acoma. Chad Wakanda is in the 10th grade.
• Drake Sosi is in the 11th grade and joining us today.
• at Robertson High School with a 4.2 grade point average.

Keywords: 996, all

Transcript Highlights:

• Vanessa Cuddebeck, third grade teacher at Phoebe Hearst Elementary and I am in support.
• Anna, Eighth grade teacher at California Virtual Academies in support. Good afternoon.
• I've taught every grade from kindergarten to 12th grade over my 13 years as a virtual educator, but my
• I am a fourth grade teacher in Folsom-Cordova Unified.
• level gain in reading and math.

Keywords: 988, house, all

Transcript Highlights:

• As a middle grades educator that has taught 5th through 8th grade, I've seen firsthand the benefits of
• That all changed in ninth grade.
• I've had the privilege to participate in robotics since the fourth grade at all three levels, participating
• I've had the privilege to participate in robotics since the fourth grade at all three levels, participating
• up to the professional level.

Keywords: 995, all

Summary: The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level. The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.

Transcript Highlights:

• And 80% of our fellows will attain a level 3EA license.
• programs are now at grade level. below behind, and even more, that through our intervention programs
• are now at grade level or above.
• She is now testing at grade level in all areas and is fully integrated into campus life through theater
• Andres is currently in sixth grade.

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• It starts at the governance level, and we do the data discussions at the governance level, and then we
• You're one level up.
• You're one level up.
• I'll also note that the average Californian has about a seventh-grade reading level.
• , the county level, even... ...bring agencies together, albeit at the state level, the county level,

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• My story is that I was in second grade at a public school, a small rural school, and I couldn't...
• Archer started coming here in third grade, came again in fifth grade, and now he's here in seventh grade
• I'm currently in seventh grade.
• We have to help our children in Texas so that they can all learn to read at grade level appropriately
• Level set and we can go forward from there.

Keywords: special education, funding gap, dyslexia, House Bill 2, Senate Bill 568, House Bill 3928, disability penalty

Summary: The meeting primarily focused on special education funding, with significant discussions around House Bill 2 (HB2), Senate Bill 568 (SB568), and House Bill 3928 (HB3928). Key speakers advocated for increased funding to close the estimated $1.7 billion annual gap that affects special education in Texas public schools. Several witnesses, including educators and students affected by dyslexia, provided personal testimonies about the impact of insufficient funding and the disability penalty, which penalizes schools financially for identifying students needing special education services. The committee demonstrated a strong commitment to advocate for changes that would improve special education resources and training for teachers, thereby ensuring that all Texas children receive the educational support they need to thrive.

Transcript Highlights:

• <00:04:53.120> and clear that kindergarten is a grade and clear that kindergarten is a grade
• Grade-level appropriateness is determined and established in the grade-level benchmarks, as you heard
• Grade-level appropriateness is determined and established in the grade-level benchmarks, as you heard
• 4 through 12 are screened once per year and are not reading at grade level, their parents have to be
• <00:20:26.000> of purchases language, this level of purchases language, this level of scrutiny

Keywords: 1183, house

Transcript Highlights:

• Going down to line 1.29, you'll see a change from grade level proficiency to grade level benchmarks.
• <00:20:24.360> level see a change from grade level see a change from grade level proficiency
• proficiency to grade level benchmarks proficiency to grade level benchmarks that<00:20:26.600>
• We're adding in, by grade level, the number of teachers who have completed and are still required to
• <00:24:12.480> of in by grade level of the number of in by grade level of the number of teachers

Keywords: 1187, senate, all

Transcript Highlights:

• the the hospitals then the next level the the hospitals then the next level would<00:15:57.680><
• level and some mental health providers. level and some mental health providers.
• percentage among all among all grades. percentage among all among all grades. 14<01:27:31.360>
• not a assault two level offense. not a assault two level offense.
• They report it by grade.

Keywords: Meeting Start: 00:00:00 Agency Updates: 00:01:45 26RS SB 125: 00:02:10 26RS SB 101: 01:14:58, 958, all

Summary: The Juvenile Justice Oversight Council met on February 6, 2026, took roll, approved a motion to convene, and heard agency updates from materials in the packet. The council then took up Senate Bill 125 out of order because Senator Carol was present. The bill was presented as a collaborative effort focused on creating a secure, state-run high-acuity mental health facility for justice-involved youth who need specialized psychiatric care and cannot be appropriately served in detention or by private hospitals. Speakers said the facility would fill a gap in services, improve safety and treatment outcomes, and be designed with trauma-informed, medically equipped spaces rather than a jail-like setting. The presenters also outlined other parts of the bill, including a placement process in which DJJ and CHFS would evaluate youth and provide recommendations before the judge makes the final decision, with certain hospital-declination provisions to be delayed until the new facility is operating. They described payment incentives for hospitals treating high-acuity youth, confidentiality and escape-related disclosure provisions, and contracts with a public teaching university for clinical services. The proposed facility was described as a 24-bed center at Central State, with staffing to include mental health professionals and juvenile detention staff receiving enhanced training. Dr. Clark Lester said staffing needs would vary by youth and could include one-to-one supervision for some patients. The bill also addressed female juvenile detention capacity. Speakers said the number of detained girls has risen sharply since 2024, peaking at 51 in 2025, and that current facilities cannot meet the separation requirements for boys and girls or high- and low-level youth. The proposal would build two female detention centers, with possible locations discussed in central Kentucky and western Kentucky, and a third or fourth center could be added if population data show the need. Members asked about hospital placement authority, staffing, and average length of stay for girls; the presenters said the current court-order process would remain until the new facility is built and that they would provide additional data later. No vote was taken during the portion of the meeting provided.

Transcript Highlights:

• Scarlett has read books about epilepsy to her peers in third grade. She's going to sixth grade now.
• She was in third grade in Douglas Public Schools.
• 6 to grade 12 every year.
• I began considering suicide in eighth grade.
• Staff-to-student ratios are currently below recommended levels.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• I'll just give you a high-level overview of it, I guess. Uh, very simple bill.
• <00:01:12.799> Uh, level um overview of it, I guess.
• Uh, level um overview of it, I guess. Uh, very<00:01:13.760> simple<00:01:14.080> bill.
• , and they have actually very few activities offered for sixth grade.
• Uh I know they can swim, sixth grade.

Bills: HB0023, HB0024, HB0025

Keywords: extracurricular activities, public school participation, enrollment, Wyoming, student access, charter schools, application process, authorizers, public hearing, community support, scholarship, education, eligibility, continuous enrollment, 916, all

Transcript Highlights:

• The GED is a test-based credential, and success requires a 9th-through-12th-grade reading level.
• However, many of our Excel Center students come to us with only a fourth- to fifth-grade reading level
• More than 50% of our graduates To fifth-grade reading level.
• But they don't read at a grade-point level that allows them to pass that test.
• At a grade-point level that allows them to pass that test. That was the statement I was making.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education and the Excel Center model, presented by Goodwill Industries of Arkansas and the University of Notre Dame’s Lab for Economic Opportunities. Witnesses argued that about 300,000 Arkansas adults lack a high school diploma or GED and described the Excel Center as a diploma-granting public charter option for adults 19 and older, with wraparound supports such as child care, transportation, tutoring, life coaching, and career services. They said the Arkansas campuses are not state-funded, highlighted growth in enrollment and graduation outcomes, and cited research showing improved employment, earnings, and reduced criminal justice involvement for graduates. Committee members discussed the role of Goodwill’s nonprofit mission, the need for multiple adult education pathways, and the relationship between adult education challenges and broader state efforts such as LEARNS and ACCESS. The committee then debated the interim study proposal procedure, including whether questions should have been taken before the vote. The motion to adopt the ISP passed, and members noted that the study would broadly examine adult education, GED testing, high school diplomas, charter schools, in-person adult education, and funding allocation. Several members asked for follow-up information on current adult education funding, the availability of Excel Centers, and the criminal justice study results. After that, staff from the Bureau of Legislative Research gave a detailed adequacy funding overview for Arkansas K-12 education. They reviewed national funding principles and then explained Arkansas’s revenue streams and distribution system, including general revenue, the Educational Excellence Trust Fund, the Educational Adequacy Fund, local property-tax revenues, and facilities partnership funding. They also walked through the state’s foundation formula, categorical aid, supplemental aid, and additional funding, including the per-student matrix amount of $7,771 for 2025 and how funds are allocated to districts and charters. Members asked about student support staff, special education high-cost occurrences, ALE funding, teacher salary equalization, and the Excel Center’s treatment in funding totals; staff said some of those questions would be addressed in a later spending presentation. The meeting ended after the committee was told the department was present mainly to answer questions and no further business remained.

Transcript Highlights:

• We have grading plans.
• You can start grading the site. You can start putting in the utilities.
• If you're going to build a house, you need to grade it. You need to make it flat.
• They would grade their own property. There's a portion of the state site.
• , on the county level, and also all 34 cities in Orange County.

Summary: The hearing focused on the long-delayed Southern California Veterans Cemetery project at Gypsum Canyon in Anaheim, with opening remarks from Assemblymember Sharon Quirk-Silva, Senator Tom Umberg, and Assemblymember Avelino Valencia emphasizing the project’s importance to Orange County veterans and families. Anaheim city leaders, including the mayor pro tem and council members, voiced strong support and described the city’s role in planning, utilities, and final approvals. Quirk-Silva reviewed the project history, including prior legislation, county and state funding commitments, and the recent federal determination that the site meets VA criteria for a state veterans cemetery. The first panel, representing the veterans community, included the American Legion, American Gold Star Mothers, and Valor. They argued that Orange County—home to a large veteran population—still lacks a local veterans cemetery, forcing families to travel long distances to Riverside or elsewhere. Testimony stressed the emotional and practical burden on aging veterans and grieving families, and called for immediate action and possession of the property. Some speakers were sharply critical of CalVet and the pace of the process, saying veterans have waited too long and that the project should move forward without further delay. The second panel, from Orange County, described the county’s and cemetery district’s support and the unique opportunity to develop a shared site for a public cemetery and a separate state veterans cemetery. County officials said the county has dedicated land and funding, and that shared infrastructure—roads, utilities, grading, and access—could reduce costs substantially if the two projects are coordinated. They also said the county is ready to transfer the property to CalVet when appropriate and that the project has already cleared major local approvals and litigation. The final panel from DGS and CalVet explained the state’s feasibility study and current planning work. DGS said the 2023 study estimated the state’s portion of phase one at about $126 million, largely driven by site work and grading, though that estimate may change as assumptions are updated. CalVet said it is working with DGS and the county on a revised concept plan to lower costs and refine the timeline, and that legislative budget action will be needed to authorize spending from the Southern California Veterans Cemetery fund. No formal vote was taken; the hearing was informational, and the main action was continued coordination among the state, county, city, and veterans groups, with public comment at the end overwhelmingly urging faster construction.

Transcript Highlights:

• , the impact on the minimum teachers being allocated at the grade band level is minimal.
• The impact on the minimum teachers being allocated at the grade band level is minimal.
• That starts with teaching kids how to read at grade level by the time they reach third grade.
• That starts with teaching kids how to read at grade level by the time they reach third grade.
• time they reach third grade. We cannot time they reach third grade.

Keywords: 916, all

Transcript Highlights:

• "Wonderful." um way at all grade levels um and uh and um way at all grade levels um and uh and and<01
• <01:30:42.800> level consistent quality, clear grade level consistent quality, clear grade
• <01:41:37.280> level,<01:41:38.000> but catered to that first grade level, but catered
• Typically what math at grade level.
• <05:48:02.080> resources grade level, what what other resources grade level, what what other

Keywords: 1189, house, all

Transcript Highlights:

• Implementation varies by grade level, but schools generally use heritage programs to build oral fluency
• There has to be buy-in and there has to be knowledge shared at all levels.
• levels.
• Chair, that level of Details are not in school accreditation at this point.
• Many of the kids I was working with were reading above their grade level or were on track or at top colleges

Transcript Highlights:

• level. Is that correct? level. Is that correct? >> That's<00:12:51.360> right.
• , corrections level, and others level is very significant.
• grade.
• Alabama is one of only two states to exceed the pre-COVID levels in fourth-grade reading performance
• we see their eighth grade NAPE scores? we see their eighth grade NAPE scores?

Keywords: 924, joint, all