Transcript Highlights:

• , whereas Cloverport is present with teachers on Zoom doing the instruction.
• , whereas Cloverport is present with teachers on Zoom doing the instruction.
• <00:36:18.880> whereas a six-hour day of instruction whereas a six-hour day of instruction
• on Zoom who are doing the instruction on Zoom who are doing the instruction and<00:36:24.640>
• , of the money, just like any instruction, of the money, just like any instruction, is<00:49:38.640

Keywords: 958, all

Summary: The Senate Education Committee heard House Bill 132, which would change home and hospital instruction funding so schools can be reimbursed sooner when students miss school for short-term mental health-related stays. Representative Nick Wilson said current law requires a student to be out five days before funding begins, leaving schools unpaid when they provide instruction during 2- to 4-day absences. The committee gave HB 132 favorable expression unanimously. The committee then heard House Bill 193, a cleanup bill on dual credit scholarships. Representative J.T. Payne and KHEAA’s director explained that the bill consolidates academic and CTE dual credit scholarships into one statute to reduce administrative confusion, since the programs have been funded together in recent budgets. HB 193 passed unanimously with favorable expression. House Bill 241 drew the most discussion. The committee first adopted a substitute, which members said changed the bill to give the Commissioner of Education discretion, rather than a mandate, to grant calamity days. The bill and substitute centered on virtual instruction and Cloverport Virtual Academy: supporters said the school was a pilot project that needed more time and that a prior agency effort to cap virtual instruction would have effectively shut it down, while opponents argued the substitute would reward a low-performing virtual model and extend NTI/virtual learning too broadly. Testimony from an Oldham County parent criticized NTI quality and opposed adding more virtual days. No final vote on HB 241 was included in the portion provided.

Transcript Highlights:

• sectors of uh engineering science math sectors of uh engineering science math and<03:42:20.720><
• And there's some school where math scores, only 20% can do math at grade level.
• And there's some school where math scores, only 20% can do math at grade level.
• can get you better math scores.
• less time on math can get you<04:28:47.239> better<04:28:47.600> math you better math

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• We also need some instructional design support.
• We get math interventionists to teach the math courses or math methods to provide some of the workshops
• They're going to focus heavily, if it's math, on integers, or we're gonna break it down, and they're
• For that reason, our students' test scores in New Mexico in reading and in math are concerning.
• Madam Chair, I know we're focusing on math this year, and we're looking closely at it.

Transcript Highlights:

• It does not mandate religious activity, prayer, or instruction in public schools.
• It does not mandate religious activity, prayer, or instruction in public schools.
• The bill strengthens instruction by expanding elementary agriculture instruction, requiring development
• The bill strengthens instruction by expanding elementary agriculture instruction, required development
• So are we contemplating the state actually publishing instructional materials?

Bills: S0824, S1170, S1620, S1738, S7036

Keywords: school district, real property, inventory, land use, education, video monitoring, safety, special education, parental rights, public education, school board rights, transparency, employment conditions, nondisclosure agreements, educational facilities, student safety, teacher accountability, physical plant, school design, construction standards

Summary: The Education Pre-K-12 Committee considered several K-12 bills and resolutions. SJR 1104, by Senator Massullo, would place on the ballot a proposed constitutional amendment protecting voluntary religious expression in public schools; supporters said it simply codifies existing law and protects student and employee rights, while opponents warned it could entrench religious pressure and exclusion. The resolution was reported favorably. The committee also heard SB 1738, by Senator Yarborough, on educational facilities; an amendment removed crime-prevention-through-environmental-design language and adjusted transparency/safe-space provisions, and the bill was reported favorably as amended. SB 824, by Senator Truenow, was amended into a transparency measure requiring districts to submit annual reports on unimproved land holdings to DOE, and it was reported favorably. Appointments in tabs 7 and 8 were recommended for confirmation. The committee then took up SPB 7036, a comprehensive education package by Chair Simon. The bill would expand educational emergency triggers, adjust Title I withholding uses, align charter school rules with school improvement processes, update safety and early learning provisions, expand literacy and math interventions, and revise educator pipeline policies. Members raised concerns about a provision that could allow the state to develop instructional materials; Simon said that section was still being considered and would need guardrails. The committee adopted a motion to submit the bill as a committee bill, and it was reported favorably. SB 1620, by Senator Leak, proposed a “school board members’ bill of rights” giving board members direct access to district documents and staff, limiting district attorneys’ dual representation, strengthening nepotism rules, and prohibiting nondisclosure agreements. Volusia County school board members and others testified both for and against the bill, with supporters citing transparency and accountability and opponents warning about confidentiality, staff pressure, and undermining the superintendent’s authority. The bill was reported favorably. Finally, SB 1170, by Senator Calatayud, as amended, would allow parents of students in self-contained ESE classrooms to request cameras, with district policies governing review, notice, timelines, and appeals. Parents, advocates, and educators testified strongly in support, while one witness opposed it as an unfunded mandate. The committee reported the bill favorably.

Transcript Highlights:

• So a School of Hope has to pay the school that they would be entering for non-instructional costs that
• So if, let's say, the School of Hope is going to utilize those non-instructional services, they have
• My next question is about an answer that you gave earlier regarding instructional or non-instructional
• Does your bill outline what non-instructional services would be categorized as?
• and English, are they going to have to go back and get the math?

Summary: The House took up a series of Senate messages and concurred in several amendments before passing multiple bills. Early actions included unanimous passage of CS/CS/HB 1299 on Department of Health matters, CS/HB 1549 on financial institutions after removing a Senate-added trust-account provision, and CS/CS/SB 768 on foreign ties in business ownership after trimming registration requirements. The chamber also insisted on its housing amendment to CS/CS/CS/SB 184 after the Senate refused to concur. A major portion of the meeting focused on CS/CS/HB 875 on educator preparation. The House adopted an amendment restoring two teacher-prep courses, preserving the Florida Center for Teaching Excellence at Miami-Dade College in partnership with USF, and modifying the teacher candidate testing framework and mentor qualifications. Supporters said it reduced barriers while keeping standards; opponents raised concerns about the remaining “identity politics” language and other provisions. The bill then passed 91-22. The House also passed HB 1101 on out-of-network providers after adopting a House amendment that kept the original bill’s notice and referral provisions with a good-cause exemption, despite objections that it placed too much responsibility on doctors. Later, the chamber approved CS/CS/SB 180 on emergency preparedness and response, with members highlighting debris management, emergency planning, crane safety, and hurricane recovery provisions; it passed unanimously. The House then rejected concurrence in a Senate amendment to HB 1609 on waste incineration, and later spent substantial time debating CS/CS/HB 1115 on education, especially Schools of Hope, expanded co-location authority, funding, transportation, and school-district agreement terms. Critics argued the language was added late and could disadvantage traditional public schools, while supporters said it would expand options for students; the debate continued with the bill still under consideration at the end of the excerpt.

Transcript Highlights:

• So if, let's say, the School of Hope is going to utilize those non-instructional services, they have
• So if, let's say, the School of Hope is going to utilize those non-instructional services, they have
• My next question is about an answer that you gave earlier regarding instructional or non-instructional
• Does your bill outline what non-instructional services would be categorized as? Thank you, Mr.
• , English, are they going to have to go back and get the math?

Summary: The House convened with prayer, the Pledge of Allegiance, quorum established, and several recognitions, including a legislative intern, a guest in the gallery, and Representative Bruce Antone’s upcoming induction into the Tuskegee Athletic Hall of Fame. The Speaker also gave brief remarks about the end of session and the freshman class. The chamber then took up a series of Senate-returned messages and concurred or insisted on several amendments while moving bills toward final passage. The House unanimously approved CS/CS/HB 1299 on Department of Health matters, CS/HB 1549 on financial institutions after adopting a House amendment to remove the IOTA-related provision, and CS/CS/SB 768 on foreign ties and business interests after a House concurrence motion. It also insisted on its amendment to CS/CS/CS/SB 184 on housing. CS/CS/HB 875 on educator preparation was amended to restore House provisions on teacher-prep courses, the Florida Center for Teaching Excellence at Miami-Dade College, and related testing and mentor-qualification changes; it passed 91-22 after debate over teacher certification, testing, and “identity politics” language. HB 1101 on out-of-network providers was amended to keep the House’s original notice and referral framework with a good-cause exemption; it passed 87-27 despite objections that it placed too much responsibility on doctors. After recess, the House took up CS/CS/SB 180 on emergency preparedness and response. Members described changes including removal of some homestead-assessment and debris-removal provisions, a study requirement for a post-hurricane county restriction concept, and a Florida Keys evacuation-time change paired with a 10-year cap of 900 permit allocations; the bill passed 116-0. The House also refused to concur in a Senate amendment to HB 1609 on waste incineration and requested the Senate recede. Later, the House returned to HB 1101 and insisted on its amendment after the Senate refused to concur. The longest debate came on CS/CS/HB 1115 on education, where the House amendment replaced the Senate version with the substance of HB 1267, including Schools of Hope, higher education governance, and course transparency. Members questioned provisions expanding Schools of Hope co-location and sponsorship authority beyond traditional opportunity zones, the role of the Department of Education versus school districts, transportation and facility-cost issues, and performance-based agreements. Supporters said the changes would expand options for students and use vacant or underutilized facilities; opponents argued the language was added late, lacked transportation funding, and could allow charter operators to enter high-performing schools. The bill remained under debate at the end of the transcript, with no final vote shown.

Transcript Highlights:

• <00:02:55.440> So, math education in Washington DC. So, math education in Washington DC.
• Uh we're not trying to hide math.
• our assessment part, you know, our math our assessment part, you know, our math tests,<00:40:01.200
• Now again, we want our math test.
• ><02:03:44.000> and engage in instructional monitoring and engage in instructional monitoring

Keywords: Meeting Start: 00:00:12 Attendance Roll Call: 00:00:33 Kentucky’s New Assessment and Accountability Model Update: 00:03:50 Federal Education Policy and Its Impact on States: 01:00:55 Educational Leadership Training Opportunities in Kentucky: 01:26:44 Consideration of Referred Administrative Regulations: 02:10:38 Adjournment: 02:13:57, 958, all

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• That works closely in tandem with math and cyber and computer science.
• So here's this math concept.
• Superintendent of Public Instruction Bachmeier presented at that meeting.
• Which college math course did you take?
• You could actually contract with the college to provide that instruction.

Summary: The Higher Education Institutions Committee met on the Minot State University campus for presentations on campus operations, enrollment, and new academic initiatives. President Shirley reviewed recent audits, noting mostly clean results with only minor technical findings, and highlighted MSU’s broad academic offerings, specialized accreditations, athletics, and partnerships with Minot Air Force Base and the MSU Development Foundation. Members asked about declining interest in teacher education, tuition waivers for athletes, dual credit incentives, and how MSU decides when to launch new programs and avoid duplication within the university system. Shirley also discussed several workforce-focused initiatives supported by the Legislature’s Workforce Education Innovation Funds, including the purchase of the Trinity Health Center West building for a downtown health sciences hub, a new daycare/preschool partnership near campus, the Aspire program to recruit rural students into teaching, and a paraprofessional-to-special-education degree pathway. Enrollment data showed overall headcount was flat at just under 2,750, but full-time equivalent enrollment rose slightly and new student numbers increased, including the largest freshman class in 15 years. The committee also discussed Minot State’s in-state tuition rate for all students, its dual credit “Emerging Scholars” scholarship, and concerns about the share of high school graduates who do not immediately pursue postsecondary education. Faculty then presented two new programs funded in part by WEAF: an Innovation Engineering degree and a master’s program in counseling with an integrated addiction studies focus. The engineering program was described as industry-driven, designed with broad early coursework, hands-on learning, and local employer input to prepare students for western North Dakota workforce needs; officials said it had already drawn more applicants than expected and would use renovated library space and donated or grant-funded equipment. The counseling program will be mostly face-to-face with hybrid options, aims to address shortages in mental health and substance use providers, and is structured to help students meet licensure requirements. Committee members asked about startup costs, licensure supervision hours, and whether the programs would be on campus rather than online, and presenters said both programs had recently received required approvals and were moving forward.

Transcript Highlights:

• You have instructional materials and supplies.
• You have instructional materials and supplies.
• So when we taught math, the student could go to where the math that his or her level was being taught
• We decided we were going to teach math We decided we were going to teach math at<00:40:19.280>
• So when we teacher, what taught math.

Keywords: 1189, house, all

Transcript Highlights:

• everything, and by the end of that year, student engagement soared and achievement in reading and math
• I received strategies, instruction, and in-class support.
• research. learning, group work, independent projects, extended learning, and increased reading and math
• While 18% of fifth graders exceeded math expectations last year, our accelerated pathway had room for
• Teachers in Massachusetts are required to be trained in sheltered English instruction in the event that

Keywords: 995, all

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

Transcript Highlights:

• The clerk is instructed to record the action of the House.
• The clerk is instructed to record the action of the House.
• direct instruction and why that's so important to you?
• For math, for reading, Is in the 30s, for math, for reading, for science, you name it.
• They did a traditional instruction.

Summary: The House convened, completed roll call, approved the journal, and took up several Senate bills and one Senate concurrent resolution through motions to reconsider, return bills for reconsideration, and refer measures to additional Committee of the Whole sessions for further amendment. Early actions included returning SB 1175 and SB 1198 to the Senate for reconsideration, rescinding passage of SB 1336 so it could be reconsidered, and referring SB 1111 and SB 152 to an additional COW. The House also recognized Representative Travers for a personal privilege statement honoring National Women Veterans Recognition Day and recorded attendance. In Committee of the Whole, members adopted floor amendments and recommended passage for SB 1511, SB 1552, SB 1198, SB 1110, SB 1618, SB 1431, and SCR 1004, with some debate on SB 1110’s home-confinement/reentry program, SB 1618’s Military Affairs Commission changes, and SB 1431’s city and town authority over residential project standards and streetscapes. The House later adopted the COW reports and moved the measures to engrossing or third reading as appropriate. SB 1336 and SB 1519 were also advanced from committee, while SB 1004 was reconsidered and ultimately failed on reconsideration. On third or final reading, the House passed SB 1127, SB 1180, SB 1428, SB 1198, SB 1336, SB 1511, SCR 1004, SB 1552, HB 2104, HB 2105, HB 2114, HB 2311, HB 2729, and HB 4117. SB 1687, SB 1004, SB 1519, and SB 1502 failed. Members explained votes on several measures, including support for tax administration clarity in SB 1180, objections and support for the May primary proposal in SB 1687, concerns about sex offender monitoring in SB 1004, support for the Arizona Beef Council in SB 1198, and debate over the photo enforcement referral in SCR 1004. The session also included recesses for caucuses, lunch, and dinner, plus a brief technical outage of the live stream.

Transcript Highlights:

• They have improved, and that's both in math and English.
• We'll be able to get more books for math, open labs for science, and get an art class where students
• We'll be able to get more books for math, open labs for science, and get an art class where students
• Smaller class sizes meant more individualized instruction.
• It is a different way of learning, and with the right instruction, interventions, and support, these

Keywords: 974, senate, all

Transcript Highlights:

• <00:35:23.440> Motans instruction that same year. Motans instruction that same year.
• The math teachers at Minnetonka are second to none.
• The math teachers at Minnetonka are second to none.
• Do some math, people.
• Do some math, people. Do some math, people.

Bills: HF3490, HF4040

Keywords: education finance, scholarship-granting organizations, charitable purposes, student scholarships, nonpublic schools, K-12 education, tax credit, advance payment, Minnesota tax law, child education expenses, taxpayer assistance, 1183, house

Transcript Highlights:

• And let's say, you know, we're in a math class and we're sitting inside a facility.
• We might have a couple of individuals that are in middle school math courses.
• And let's say, you know, we're in a math class and we're setting inside a facility.
• So do the math for me. How many teachers?
• It's somewhere around 168 instructional staff statewide.

Summary: The committee met to hear an overview of the Appropriations Committee on Criminal and Civil Justice budget area and then received performance-measure presentations from the Department of Corrections, the Commission on Offender Review, and the Department of Juvenile Justice. Staff reviewed the roughly $7.4 billion criminal justice and judiciary budget, noting major funding areas such as corrections, law enforcement, victim services, courts, and due process, along with recent investments in prison health care, security equipment, fentanyl enforcement, court staffing, and juvenile justice salaries and education programs. Secretary Dixon of the Department of Corrections described staffing and population pressures, including growth in inmate population, overtime-driven deficits, and the opening of additional housing units. He emphasized the department’s use of performance measures and highlighted reforms such as incentivized prisons, administrative management units, reentry planning, faith-based programs, and expanded education and vocational training. Members asked about teacher hiring, public defender pay parity, fentanyl funding, staffing capacity, and the role of the National Guard; Dixon said teacher vacancies had improved, public defenders had received comparable pay increases, fentanyl funding would be addressed further by FDLE, and the Guard had helped stabilize staffing. The Commission on Offender Review reported on parole, conditional release, addiction recovery supervision, and revocations, saying its recidivism/success rates had improved over a three-year measurement period. Senator Rouson pressed the commission on clemency and pardons, saying that work was omitted from the presentation and asking for backlog and case data; the commission said it did not have those figures on hand and would follow up. The committee also discussed a conditional medical release pilot study, and members questioned the report’s conclusion that no suitable elderly inmate population could be identified, asking what criteria were used and whether stakeholders were consulted. Secretary Hall of the Department of Juvenile Justice outlined the agency’s prevention-to-residential continuum and its emphasis on education, data-driven decision-making, and evidence-based programming. He said salary increases had reduced vacancies, juvenile arrests and residential commitments had fallen sharply over time, and tools such as civil citations, risk assessments, and quality-improvement reviews were being used to guide placements and services. Hall also described the department’s use of dashboards, monthly data check-ins, and the dispositional matrix to improve outcomes and reduce recidivism.

Transcript Highlights:

• but they might reading test during one week, but they might wait a couple of weeks and then do the math
• can put it in there. >> The last time we looked at this, years ago, we looked at the NWEA, the Key Math
• instruction or your reading instruction.
• I think this is a whole domain that we need to look at: instruction, curriculum, assessment.
• So most students right now, when they go take the SAT on the weekend, they take the math section and

Keywords: 928, house, all

Summary: The Education Freedom Account Oversight Committee met on March 27 and approved the agenda, adding a request for clarification on how the Children’s Scholarship Fund separates applications for the EFA program and the education tax credit program. The committee also approved minutes from December 30, 2025, and March 27, 2026, with a request that the March minutes include a link to the live stream. Members discussed the status of pending Legislative Budget Assistant audit reports on EFA and special education, noting the reports were still not released and would likely come later in the summer after review by the Department of Education and the Children’s Scholarship Fund. A major topic was the EFA program’s administrative fee, which statute allows up to 10% of deposits. Children’s Scholarship Fund representatives said current administrative costs were under 8%, that staffing had been reduced through the ScholarVia platform, and that any unused amount is reconciled and returned to students at year’s end. Members asked for historical administrative-cost data and a written explanation of how the withholding and reconciliation process works. The committee also reviewed the distinction between the EFA and education tax credit funding streams and was told the two programs use separate applications and separate funds, though both use the same platform. The committee spent substantial time on assessment and accountability. Department of Education staff explained that EFA students may satisfy annual assessment requirements through a portfolio, a norm-referenced test, or the statewide assessment; only about 10 EFA students took the statewide assessment, while most used portfolios or standardized tests such as the California Achievement Test and NWEA. Staff described how statewide assessment data are kept separate by student identifier and can be aggregated for EFA reporting, and members asked for breakdowns by grade, test type, and school district. The department also discussed linking assessments through Lexiles and Quantiles and said it could provide a list of commonly used formative assessments in New Hampshire districts. The committee additionally discussed a possible PSAT addition to the state contract and the costs of the statewide assessment program. Another major issue was special education eligibility and services within the EFA program. Members questioned the rule allowing a medical certification of disability from a licensed professional anywhere in the United States as an alternative to an IEP-based determination. Department staff said the current system allows either pathway, that about 1,000 EFA students are identified as special education students, and that the program does not track growth or service alignment on an individual basis. Members expressed concern that the medical-certification route may be too broad and asked for data on the disability categories used. The committee also discussed career and technical education access for EFA students, noting that Senate Bill 491 would provide guidance and that House Bill 1817 would address access and funding issues, but that current law still allows EFA funds to be used to pay CTE costs. The meeting ended with a request for future agenda items and a decision to leave the next meeting date open until fall, pending further information from the LBA audit process.

Transcript Highlights:

• She is a high school math teacher at Twin Rivers Unified, working to get her bilingual authorization.
• My name is Maria Guillen, a high school math teacher for Twin Rivers Unified School District.
• She has cracked the code in math.
• Hillary can often be found helping bilingual students who are struggling with math.
• Those who receive instruction in two or more languages perform better.

Summary: The Assembly Education Committee heard a lengthy agenda of education-related bills, with quorum established at the start and several measures taken up on consent or special order. The committee also announced that AB 1644, AB 2362, and later AB 2197 were pulled from the hearing. Members reminded the public of hearing rules and limited testimony to two witnesses each in support and opposition. AB 2651, by Assemblymember Bonta, would require schools to notify parents when school vaccination rates fall below herd-immunity thresholds. Supporters, including physicians, the California State PTA, public health groups, and school employee organizations, argued that families need timely, school-specific information to protect children and vulnerable community members. Opponents raised concerns about privacy, stigma, and whether school-level snapshots could be misleading. The bill passed the committee 5-1 and later 7-1 on the roll call. AB 2509, by Assemblymember Schultz, would allow districts to use a five-year rolling average for ADA funding calculations; supporters said it would stabilize funding amid attendance declines, while one member noted concerns about masking long-term enrollment problems. It passed 5-1 and later 7-2. The committee also approved AB 2430, which would expand after-school access, especially for high school students, improve funding and transparency, and create a work group on program quality. Testimony emphasized the value of expanded learning for youth development and working families, and members discussed the need to address middle school access as well. AB 2526, focused on special education funding, would expand the low-incidence fund to include students qualifying for the California alternate assessment; supporters said it would better align funding with student need, while some concerns remained about over-identification. AB 2325, the Pathways to Bilingual Teaching Act, would create a grant program to build bilingual teacher pipelines through partnerships among schools, community colleges, and universities; it received strong support and passed unanimously. AB 2460, presented by Assemblymember Pellerin for Assemblymember Celeste Rodriguez, would update school mental-health referral protocols to address trauma related to immigration enforcement; it also passed unanimously. AB 2404, which sought to require Central Valley representation on several governor-appointed bodies, drew debate over geographic representation and board composition and ultimately failed on a 2-5 vote.

Transcript Highlights:

• There's no doubt that the very best instruction occurs in the classroom.
• doubt that the very best instruction doubt that the very best instruction occurs<00:14:20.720>
• Science fairs, Amazing Shake events, family math and literacy nights, anti-drug events, school assemblies
• We both love to put our heads on hard math equations, but I'm not sure. I wish I could tell you.
• <00:38:29.319> equations math equations math equations but<00:38:32.760> I'm<00:38:32.920

Keywords: Meeting Start 00:00:00 Roll Call 00:00:05 HB 537 Discussion 00:00:40 HB 537 Vote 00:02:45 HJR 34 Discussion 00:03:30 HJR 34 Vote 00:07:45 HJR 30 Discussion 00:08:30 HJR 30 Vote 00:10:25 HJR 32 Discussion 00:11:00 HJR 32 Vote 00:41:00, 958, all

Summary: The committee took up several measures related to appropriations and school facilities. House Bill 537 was explained as a technical fix to Kentucky’s opioid abatement settlement framework so the state can accept funds from national bankruptcy settlements under the allocation structure now used by the courts; the bill was supported by the Attorney General’s office and local government groups and received a favorable recommendation. House Joint Resolution 34 authorized release of previously appropriated KCTCS funds for three projects, and members discussed whether KCTCS facilities could be used more broadly for community needs such as public health, workforce, and other services. KCTCS officials said they were open to that idea, and the resolution also received a favorable recommendation. House Joint Resolution 30, concerning the Waters program and release of funds for projects that had remained in design, was adopted by committee substitute and passed favorably. The committee then heard extensive testimony on House Joint Resolution 32, which concerns school facility gap funding for districts with low bonding capacity. The chair and sponsor explained that the General Assembly had previously asked the auditor and Blue & Co. to analyze district data because of disputes over project costs and bonding capacity. Superintendents from Marion County, Augusta Independent, Williamstown, and Walton Verona described their projects and financial constraints. Marion County and Augusta argued that full gap funding is necessary for new school or multipurpose facility projects that cannot be phased in; Augusta emphasized its old building stock, high poverty rate, and the need for a gymnasium/multipurpose space used for school and community functions. Williamstown described a STEM center and field expansion, saying the project would be delayed for years without full funding. Walton Verona described rapid growth, overcrowding, and an intermediate school project that had risen sharply in cost from the original estimate. Members asked questions about the accuracy of cost estimates and the scope of the projects, including why some estimates differed from the auditor’s figures and whether the funding requests covered only parts of larger phased plans. The testimony generally supported full funding for the listed districts, with the districts arguing that the projects are necessary for safe, modern learning environments and that local tax effort has already been substantial. Each of the measures considered during the meeting was reported out favorably, with the chair voting no on the resolutions and bills before the committee.

Transcript Highlights:

• We can use it to inform instruction.
• That's another month of lost instruction. We need to stop doing that.
• We feel like the norm-referenced test would inform our instruction.
• We can use it to inform instruction.
• We feel like the norm reference test would inform our instruction.

Bills: HB4, HB20

Keywords: district composition, congressional election, Texas, legislature, voting districts, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Summary: The committee first took up House Bill 2853, which would allow the UT System Board of Regents to adjust the University of Texas at El Paso student union fee above the current statutory cap, subject to student approval, to help fund a new student union building. Senator Blanco explained the bill and the committee substitute, there were no questions or witnesses, public testimony was closed, and the committee adopted the substitute and left the bill pending subject to the call of the chair. The committee then heard House Bill 610, which would limit severance payments for terminated independent school district superintendents to six months’ salary and benefits. Senator Paxton described large severance payouts and said the bill had passed the House overwhelmingly. There were no witnesses, public testimony was closed, and the bill was left pending. A lengthy hearing followed on House Bill 4623, which would waive school district immunity in certain cases involving negligent hiring, supervision, or employment of professional school employees who commit abuse or related misconduct against students. Senator Paxton and several witnesses, including survivors and parents, argued the bill was needed to address cover-ups, delayed reporting, and repeated failures to remove dangerous employees; some members raised concerns about liability caps, litigation, and how the bill would interact with the Tort Claims Act. The committee also heard from TEA staff and employee-group witnesses who discussed possible injunctions and stronger no-hire protections. Public testimony was then closed and the bill was left pending. Finally, the committee heard House Bill 4, an accountability and assessment bill that would restore A-F ratings, change the state testing system, and replace STAAR with shorter, more instructionally useful assessments. Senator Bettencourt explained the committee substitute, including annual ratings, limits on taxpayer-funded lawsuits, and a phased-in testing redesign with beginning, middle, and end-of-year assessments. Testimony was generally supportive from education and business groups, though some witnesses favored norm-referenced testing while others emphasized criterion-referenced, TEKS-aligned assessments; one witness noted social studies assessments were restored in the bill. The hearing concluded with additional invited testimony and no final vote reported in the transcript.

Transcript Highlights:

• We're providing training for teachers to support the new testing instructions, which involves current
• Is what's in front of us going to get more kids reading and doing math on grade level?
• That's another month of lost instruction. We need to stop doing that.
• We feel like the norm-referenced test would inform our instruction.
• Statement one: I thought Senator Paxton, as a former math teacher, probably would enjoy it anyway.

Keywords: 1185, senate, all

Transcript Highlights:

• We did push for these—just about everything you said, plus math, because they took out everything for
• math, so they didn't hear it.
• And their proficiency in basic math and literacy is lower than anyone right now.
• Value because I'm trying to do the math here, and I'm trying to get to that $35 to $40 million.
• And I still don't know how that 20 million for a math center got in the budget last year.

Keywords: 996, all