Transcript Highlights:

• at the facts and the stats, literally only four out of 10 students are meeting benchmark at third grade
• in reading level.
• Two out of 10 are scoring at the proficient level at third grade, which means 80% of those kids are not
• reading at grade level, and those consequences live with you the rest of your life.
• You know, we also know that if the third-grade reading level is a critical indicator of high school graduation

Keywords: 995, all

Summary: House and Senate leaders announced a conference committee agreement on a literacy bill that both chambers had previously passed, saying the compromise combines the strongest parts of each version. The speakers said the bill responds to poor third-grade reading outcomes and aims to improve early literacy instruction for the next generation of students, with implementation planned for the 2027-2028 school year. The bill would require K-3 reading curricula to meet Department of Elementary and Secondary Education guidelines and be evidence-based, provide free approved curriculum options for districts that need them, and allow waivers for districts already using acceptable evidence-based programs. It also would remove unproven teaching methods, support student progress monitoring, require dyslexia screening, publish relevant data, and provide professional development and apprenticeship opportunities for teachers. One speaker described the measure as effectively ending guessing-based reading instruction and returning to phonics-focused teaching. The conferees said the bill was developed through weeks of negotiation and had unanimous votes in both chambers on the earlier versions. Senators Lewis and O'Connor, though absent, were said to support the compromise and would sign the conference report. The leaders said they expected strong support when the compromise bill comes to the House and Senate floors later in the week.

Transcript Highlights:

• Grades six through eight require 33 net square feet, and students in grades nine through twelve need
• levels of that combined school.
• We're going to push districts to the next level.
• Many times it's staffing levels, having the effective staffing levels to be able to maintain the investment
• Is it at the district level?

Transcript Highlights:

• available<00:20:03.520> for district level runs available for district level runs available
• Compensatory aid is calculated at the site level and then summed up to the district level.
• So by summing it up at the site level, bringing it up to the district level and then saying we're going
• Um, restraining a third grade student.
• I did take a happening at that level.

Keywords: 1187, senate, all

Transcript Highlights:

• —get short shrift. grade level maybe 40% math and a third grade level maybe 40% math and a third science
• 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.
• We are number one in reading, I forget what grade level now; that's a different test.
• c><05:02:05.240> different grade level now that's a different grade level now that's a different

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:

• either in grade n or grade<00:36:45.119> 10<00:36:46.119> so<00:36:46.440> basically
• It might be different from school to school, from grade to grade, from class to class.
• to grade from class to class it is grade to grade from class to class it is completely<01:03:34.599>
• school children also not just 9th grade school children also not just 9th grade and<01:14:33.880
• usually K the primary grades usually K the primary grades kindergarten<01:23:15.800> through<

Keywords: 928, house, all

Summary: The committee heard testimony on House Bill 662, which would require public schools to include discussion of abortion procedures and show specified videos in health education classes. The prime sponsor argued the bill would ensure students receive medically accurate, age-appropriate, and nonpolitical information about abortion, saying the topic is important for informed decision-making and should be taught consistently statewide. He said the videos were intended for grades 9-12, that parents could opt out, and that the requirement was meant to supplement, not sway, students’ views. He also acknowledged the bill could be seen as limiting local control over curriculum and said the intent was to prevent the topic from being missed due to scheduling disruptions. Committee members questioned the sponsor about local control, the need for a video mandate, the source of his statistics, whether the bill could be biased or inflammatory, and whether the requirement should apply every year in high school. The sponsor said the videos were only a starting point, could be replaced by others, and were meant to be informational. He also said the bill was not intended to influence students’ decisions about abortion. Several supporters testified in favor, including representatives of New Hampshire Right to Life and others who said students should be told the “truth” about abortion and its consequences. They emphasized graphic or emotionally difficult aspects of abortion and argued that young people need this information to make informed choices. Opponents and skeptical witnesses raised concerns about prescribing curriculum, eroding local control, and the appropriateness of the material for younger high school students. The New Hampshire School Administrators Association said the bill was overly prescriptive, that health education standards are already set by the State Board of Education, and that the topics in the bill are not part of the current standards. That witness recommended the committee consider retaining the bill for further work or making it less prescriptive. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• Its current credit rating is investment grade below investment grade, speculative, and the lowest in
• Its current credit rating is investment grade below investment grade, speculative, and the lowest in
• Its current credit rating is investment grade below investment grade, speculative, and the lowest in
• We think it's the right level. Yeah, okay.
• important we think it's the right level important we think it's the right level yeah<00:23:43.720

Keywords: 910, house, all

Summary: The joint committees heard testimony on HB 982 HD1, a wildfire-related measure aimed at creating a wildfire recovery fund and a financing structure to address future catastrophic wildfire liability. The Department of Commerce and Consumer Affairs, the Division of Consumer Advocacy, and the Public Utilities Commission submitted comments and were available for questions. Supporters included IBW Local 1260, Kauai Island Utility Cooperative, Clearway Energy Group, Hawaiian Electric, Par Hawaii, and others, while Charter Communications and the Hawaii Association for Justice opposed or raised concerns. Life of the Land supported the bill but urged changes to the definition of a catastrophic wildfire and noted concerns about prudency review language. IBW Local 1260 asked to restore language from the original draft, and Charter warned the bill could impair existing contract and indemnity rights unless amended. A major focus of the hearing was Hawaiian Electric’s position on the HD1 version. Hawaiian Electric strongly supported the original bill but objected to the HD1 requirement for an additional $500 million shareholder contribution, arguing it was not feasible and could delay or prevent the fund from operating. The company said the bill would help protect customers and improve credit ratings by creating a dedicated revenue stream and a bankruptcy-remote financing structure, which it said would lower borrowing costs over time. Members questioned how the $1 billion securitization amount was chosen, whether credit rating agencies had indicated it was sufficient, and how the bill would work in bankruptcy; Hawaiian Electric said the amount was a balance among interests, not based on a specific agency directive, and that it would follow up on bankruptcy questions. Opponents and skeptics raised concerns about liability caps, the new claims process, and unclear language on damages above the fund’s limits. The Hawaii Association for Justice argued the bill limits victims’ remedies and gives too much authority to the new entity without clear guardrails. Committee members also pressed Hawaiian Electric on comparisons to California, the feasibility of the shareholder contribution, and whether alternative capital-raising or divestiture options had been considered. No vote or final action was taken in the portion of the hearing provided; testimony and questioning continued with follow-up information requested from Hawaiian Electric and others.

Transcript Highlights:

• Matthew's grade school, to St.
• Matthew's grade school, to St.
• grade science.
• <00:07:26.240> 8th<00:07:26.560> grade earth science taught sth grade 8th grade earth
• science taught sth grade 8th grade 10th<00:07:27.560> grade<00:07:27.919> science<00:07

Keywords: 1183, house

Transcript Highlights:

• <00:15:12.959> I<00:15:13.279> would tasks at the highest level.
• I would tasks at the highest level.
• level than they are today. level than they are today.
• And what we up through grade three.
• six, this goes up through grade 12.

Keywords: 1187, senate, all

Summary: The program focused first on Minnesota Republicans’ efforts to combat fraud and improve government accountability, featuring Sen. Mark Koran. He argued that fraud in programs such as Medicaid, childcare assistance, PCA, autism services, housing support, and food aid harms both taxpayers and vulnerable recipients, and he cited cases where people in need were left without services. Koran said the problem stems from weak agency oversight, overreliance on self-attestation, and poor use of available data and site visits. He described a bill and related work to strengthen an independent inspector general structure, standardize eligibility checks, require better verification and external data use, and improve agency accountability; he also said federal involvement is necessary because many programs include federal dollars. No vote was taken in the interview, but he said the Senate had already passed an inspector general-related measure and that broader reform is still needed. The second major topic was the Senate DFL’s “ICE accountability agenda” in response to federal immigration enforcement activity in Minnesota. The package includes bills to protect sensitive spaces such as schools and hospitals, ban law enforcement officers from wearing masks while on duty, and allow Minnesotans to sue the federal government in state court. DFL members framed the issue as one of constitutional enforcement tactics rather than immigration policy, and said the measures are intended to prepare the state if ICE returns. No committee vote or final action was described. The final segment covered school seclusion policy. Sen. Judy Seeberger explained that seclusion is intended as an emergency safety tool, not discipline, but said the 2023 law banning it through grade 3 removed a resource without replacing it. She said supporters of the ban point to misuse and trauma, while she and a working group sought a compromise with tighter safeguards: extending the policy through grade 12, requiring explicit parental consent and access to the room, interpreter services when needed, and reporting if seclusion is used repeatedly. She said the working group’s recommendations were largely reached by consensus, but the issue remains unresolved and it is unclear whether further legislation will advance this session.

Transcript Highlights:

• Now, arguably, we had a different support environment, usually at the parental level.
• It's not unusual in small schools for there to be only one teacher in a grade level, or perhaps one teacher
• It's not unusual in small schools for there to be only one teacher in a grade level, or perhaps one teacher
• And, you know, because we have a third grade kid that... ...because we have a third grade kid that brought
• That will mitigate a lot of those high-end but mid-level kinds of issues.

Bills: SB27, SB226, SB326, SB570, SB605, SB870, SB991, SB1871, SB1872, SB1873, SB1874, SB1924, SB1925

Keywords: residency, public schools, child safety placement, enrollment, education code, antisemitism, student conduct, education, disciplinary actions, Texas Education Code, truancy, attendance policy, chronic absenteeism, school attendance, student absence notifications, parent notification, home visit, attendance officer, truancy court, school district

Summary: The committee heard a series of school safety and discipline bills, beginning with SB 870, which would codify an attorney general opinion allowing local school boards to decide whether school marshals may openly carry, conceal carry, or store a firearm in a secure safe on campus. The bill was laid out with no public testimony and left pending. The chair then moved to a combined discussion of SB 1871, 1872, 1873, 1874, and 1924, all focused on school discipline, teacher authority, and student safety. Senators Perry and Creighton described the package as a response to rising classroom disruptions, assaults on teachers, and concerns that districts lack effective tools to maintain order. SB 1871 would expand teacher removal authority, require return-to-class plans before a student removed for certain conduct can return, make some serious offenses mandatory for placement in juvenile justice settings, and provide telehealth mental health services through a consortium. SB 1872 would require expulsion to a JJAEP for assaults on teachers or school volunteers and extend certain expulsion-eligible conduct to off-campus offenses. SB 1873 would restore the prior understanding that in-school suspension is not subject to a three-day limit. SB 1874 would grant teachers immunity from disciplinary action for reporting discipline violations or acting in compliance with Chapter 37. SB 1924 would restore authority for local police and school district police to issue Class C citations for school offenses and require criminal referrals for students posing an imminent threat or assaulting a teacher, with a substitute clarifying referral rules when a citation has already been issued. The committee adopted the substitutes for the bills and moved them forward. Invited witnesses from teacher and administrator groups largely supported the overall goal of stronger discipline and safer classrooms, while asking for refinements. The Texas Classroom Teachers Association testified that teachers need more autonomy to remove disruptive or violent students and that classroom removals should not mean removal from learning. Superintendents from San Angelo, Grandview, and Wiley ISDs supported the bills’ emphasis on safety, expanded ISS flexibility, mandatory placement for serious offenses, and telehealth mental health services, but asked for more local control, flexibility for Districts of Innovation, more than one campus behavior coordinator in large districts, clearer timelines for return-to-class plans, and more precise definitions for disruptive conduct. Several witnesses stressed that teacher retention and student learning are being harmed by current discipline problems, while some members raised concerns about vague standards and the risk of overuse or public humiliation through citations and removals.

Transcript Highlights:

• You know, we cite proficiency scores at all the other grade levels.
• You know, we cite proficiency scores at all the other grade levels.
• You know, we cite proficiency scores at all the other grade levels.
• You know, we cite proficiency scores at all the other grade levels.
• You know, we cite proficiency scores at all the other grade levels.

Keywords: 1189, house, all

Transcript Highlights:

• reflect that level.
• And so, I think that we're spending at record levels, but we've got record levels of... of spending that
• You take that step and some of those efforts become stalled at the local level. local level, then that
• They, y'all grade them, don't you? Yes. OK. And you.
• But we don't grade the private engineers, do we?

Keywords: 1184, house, all

Transcript Highlights:

• Chair, I think, you know, getting, especially, you know, every third grader to read at grade level is
• Every third grader should be able to read at grade level, right?
• Just a quick clarifying question: what grade levels are we doing the screening?
• What grade levels are we doing this screening? K through 2, excluding TK. Okay, thank you.
• We're very excited at the local community level to see freshly prepared meals.

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• And at least at the recognized level.
• We'd like to be at a higher level, but at least at the recognized level.
• It's graded every grades are released every December and the grading process begins in April and it's
• Burke from fourth grade. Thank you to Ms. Mack for ninth and 10th grade biology. and thank you Ms.
• So we are seventh grade through 12th grade. We have a little bit under 350 students maybe.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• Level 1 teacher minimum.
• In fact, we outperformed the national average in literacy lexile scores in four of the six grade levels
• We are above numerous states in every grade level. And additional information will be provided.
• I've taught first grade, third grade, fourth grade, and fifth grade. I've been a literacy coach.
• So when I say four percentage points, I actually mean over 1,200 more low-income students on grade level

Keywords: 996, all

Transcript Highlights:

• They have one class per grade.
• level?
• Only 50% of our children are learning and reading at grade level—not enough.
• achievement level.
• Grade level. And we're seeing those who hold fast to the science of reading; they're seeing change.

Transcript Highlights:

• In the early grades, almost 70% of the kids attend these extra voluntary weeks of school.
• At least by eighth grade, the students who are attending intersession more are outscoring and outgaining
• The score gains for the three exposure students, particularly in those early grades.
• It's not necessarily the highest achieving students who are coming the most in those early grades.
• In those early grades in particular, the average student scored lower than the other students but made

Bills: HB447, HB447

Keywords: HB447, school buses, student transportation, public schools, local boards of education, dual enrollment, career technical education, CTE, community college, trade school, technical college, offsite educational venues, student access, transportation policy, school bus law, Alabama education law, Montgomery County, probate court, judge of probate, will registration

Transcript Highlights:

• 3 ELA assessment or the grade 4 math standardized assessment.
• a grade of B or higher in the most recent two years.
• I have nine- and 10-year-olds in fourth grade. We spill things constantly, right?
• By the time the next grade, he had four F's and four D's.
• On the contrary, it's going to bring it into a level playing field.

Summary: The Pre-K through 12 Budget Subcommittee heard and advanced three bills. CS/HB 1267, by Rep. Boussada, would require school districts to allow Schools of Hope to use vacant or surplus facilities or co-locate in schools with capacity, with non-instructional services handled through a pro rata agreement and a performance-based agreement requiring Schools of Hope to meet expectations within five years. Supporters argued it would better use underfilled public schools and help students in the bottom 10% of schools statewide; opponents raised concerns about local control, funding, and the effect on public schools. The bill passed 13-2. The committee also heard CS/HB 1115, by Rep. Valdes, which would require sharing certain discretionary sales surtax revenues with eligible charter schools based on enrollment, create a standardized charter school monitoring tool, and align Schools of Hope sponsoring-entity rules with charter school processes. Supporters said it would improve consistency and accountability; critics questioned fiscal impacts and district flexibility. That bill passed 13-2. The final bill, CS/HB 1213, by Rep. Alvarez, would create a K-12 School Route Optimization Pilot Program using five counties to test AI-assisted analysis of school bus routes and walking conditions, with the goal of improving child safety for students who currently walk long distances. Members discussed hazardous conditions, possible use of safe-school transportation funds, and the bill’s lack of fiscal impact. Public testimony included support from education and parent groups. The bill passed unanimously, 15-0. The meeting then adjourned.

Transcript Highlights:

• You can see our relative experience Teacher experience level, and then finally, so those add up, we've
• reading using our proficiency levels with our current Standards, 3rd grade, over 60% are not at I'll
• segue over to Ape eighth grade math So I'll move into the actual budget presentation and I wanted to
• These are the high-level numbers about $18 million is what funds the operations, 65 We have a lottery
• That's kind of high level. I do. I know it's a 4.5% increase this year.

Keywords: 914, all

Transcript Highlights:

• A 50% grade is not a passing grade, so it sounds like your funding formula is failing.
• Chester Elementary School’s fourth grade class.
• Our teachers support students in grade levels across the entire district.
• Funding at the federal level.
• Again, it is unimaginable that this level of care would be the financial cost, without this level of

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• <00:18:58.559> four that makes sense because our level four that makes sense because our level
• at this kind of in extreme level at this kind of in extreme level nationally<00:20:09.520> and
• And in fact, the 23 grade 12.
• That has been ban up through grade 12.
• demographic or uh district level demographic or uh district level information<01:21:29.440> at

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its November 5, 2025 meeting and then heard presentations from Jessica Heiser and Aaron Sansmark of Solutions Not Suspensions and the Minnesota Disability Law Center on the misuse and illegal use of seclusion in schools. They described illegal seclusion as including use outside emergencies, for discipline or noncompliance, beyond the emergency period, in unregistered rooms, without parent notice, without required observation or documentation, for students outside the grade-limit rules, when meals/restroom/water are withheld, or when staff are not properly trained. They emphasized that Minnesota lacks a single reliable data source for identifying illegal seclusion and that families often learn about incidents late, if at all, making complaints and legal action difficult because of barriers such as time, cost, language, and access to advocates. The presenters summarized Minnesota Disability Law Center records, saying they receive about one seclusion-related case per month during the school year, statewide, and that in the cases reviewed over the last year the children were all boys with disabilities, including autism, ADHD, developmental delay, or emotional disabilities; three were white and two were children of color, and four of the five were age 10 or younger. They said all of those families pulled their children from school afterward, and that five of five cases potentially had valid illegal-seclusion claims, though only three pursued legal action. They also noted PACER reports many discipline and behavior calls involving seclusion but does not keep hard records. The presenters proposed better statewide data collection, including identifying school buildings, staff, or students involved, reporting incident duration, and adding a checkbox on MDE complaints to flag restraint/seclusion allegations. A substantial portion of the discussion focused on disproportionality. The presenters cited national research showing students with disabilities and students of color, especially Black boys, are disproportionately restrained or secluded, while acknowledging Minnesota does not have a single statewide racial aggregate for seclusion. Members discussed whether banning seclusion would reduce misuse and disproportionality, whether it could increase physical holds or injuries, and whether the issue should be viewed in the broader context of emergency interventions. Heiser argued Minnesota is moving in the same direction as federal actions and other states that have restricted or banned seclusion, and noted that the current birth-through-third-grade ban has reportedly reduced seclusion by 40%. Other members agreed disproportionality is a serious systemwide problem, but emphasized the need to keep the conversation focused on seclusion and emergency use. No additional votes or formal actions were taken beyond approval of the minutes.