Transcript Highlights:

• uh but again trunk summarizes the math uh but again trunk highway<00:09:54.000> system<00:09:
• We know where we want the pavement condition to be, so it's basically a math problem.
• condition to be so it's basically a math condition to be so it's basically a math problem<00:21:
• The math doesn’t work. Where did it go? Did it vanish? Representative Kagel, thank you. In Mr.
• I did the math too, and you kind of stole some of my thunder.

Bills: HF1167, HF1242

Keywords: Northern Lights Express, NLX, Minneapolis-Duluth rail, passenger rail, intercity passenger rail, high-speed rail, Duluth, Minneapolis, MnDOT, Minnesota Department of Transportation, Metropolitan Council, transportation funding, rail appropriation, general fund, trunk highway fund, rail project cancellation, infrastructure spending, commercial driver training, CDL, financial assistance

Transcript Highlights:

• up those instructions already.
• <01:00:49.680> instructions<01:00:50.240> on<01:00:50.480> a instructions already
• . instructions on a instructions already. instructions on a big<01:00:50.880> beautiful<01:00:
• math are success academy campuses. math are success academy campuses.
• ,<04:37:20.000> current functional English and math, current functional English and math,

Keywords: U.S. House of Representatives Floor Proceedings on Thursday, May 8, 2025, 1012, house, all

Transcript Highlights:

• public school does not have a nurse school counselor or librarian assigned to the school during all instructional
• My husband and I looked at each other and we realized that our math, chemistry, and engineering degrees
• It specifies in providing accelerated instruction a district may not remove a student. from number two
• And let's give them some re-instruction, pardon me, some infrastructure and. reinforcements in place
• This bill incorporates regular reading and math screening. interventions for students in kindergarten

Bills: HB367, HB497, HB549, HB983, HB 1188, HB 1290, HB1368, HB2243, HB2310, HB2849, HB3099, HB3546, HB3629, HB3627

Keywords: education, absences, severe illness, life-threatening, school policy, verification, healthcare, insurance, affordability, coverage, patient rights, school health, respiratory distress, airway clearance devices, medication training, public health, HB 983, Texas Education Agency, TEA, educator privacy

Transcript Highlights:

• I'm gonna trust you on the math I can't do.
• Teaching math, generally a good idea if you know something about math. about math.
• So I'm getting $3 million. dollars, easy math, right?
• Texas 8th grade math performance has not... ...increased a commiserate 48%.
• Did this happen on multiple occasions, those instructions to the superintendents?

Keywords: 1184, house, all

Transcript Highlights:

• Transportation instruction must be off public property.
• More instructional time is something that has been identified as necessary.
• It will forbid classroom instruction... Will it forbid a... ...classroom instruction.
• Okay, so this is just regarding classroom instruction, correct?
• ...regarding classroom instruction, correct?

Bills: SB211, HB96, SB215, SB257, SB13, SB13

Keywords: school safety, local law enforcement, superintendent, complaints, school bus regulations, National Signing Day, athletic scholarships, military enlistment, postsecondary education, apprenticeship programs, high school students, educational commitments, education intervention, State Superintendent, local boards, provisional release, subpoena authority, compliance, educational operation control, fundraising

Transcript Highlights:

• And just some quick math: we're talking 30% of our workforce easily participating in the home building
• We've administratively pulled gifted... ...where that lies, so it's housed in curriculum and instruction
• We have seen growth in reading and math.
• They're in the curriculum and instruction bureau. All of the statutes remain the same.
• They've been in curriculum and instruction for the last seven years, so they're a protected class.

Keywords: 996, all

Transcript Highlights:

• So, like for me right now, I took all my math and English classes.
• I may have an advantage in some of healthcare because sometimes they're coming into instruction.
• Chair Sikler, I want to clarify on behalf of the Department of Public Instruction.
• It would probably limit the range of assessments, maybe the instruction mode as well.
• They could take their math courses.

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.

Transcript Highlights:

• The instruction model is in-person and blended.
• So the instructional model, as far as certified teachers, the ratio is 16 to 1, 16 students to one teacher
• FSA provides appropriate instruction both personally and virtually.
• The kids that were in math are now in English.
• The kids that were in English are now in math, and vice versa with science and social studies.

Summary: The committee heard budget presentations from the Florida Department of Law Enforcement, the Department of Juvenile Justice, and the clerks of court. FDLE outlined 28 legislative budget requests for fiscal year 2026-27, including funding for a new Fort Myers regional operations center lease, technology and data system upgrades, moving several programs off uncertain federal grants, expanding the wellness office, cryptocurrency seizure efforts, cybersecurity, forensic equipment, digital forensics, criminal history modernization, training, and the SAFE fentanyl enforcement program. Members asked about the reported 79% increase in officer misconduct cases, the role of body cameras and masking, public records request burdens on local agencies, and the status of Fibers and the Uniform Arrest Affidavit systems. FDLE said the misconduct data covers all sworn officers and corrections personnel, that many cases would not be affected by body cameras because they involve off-duty conduct or internal matters, and that it is working with agencies and vendors to improve participation in reporting systems. DJJ Secretary Matt Walsh updated the committee on the Florida Scholars Academy, describing the new unified education system across 39 residential facilities. He reported first-year enrollment, course completions, graduations, and compliance results, and said the program now provides in-person and blended instruction, individualized support, mental health services, and career and technical education. He also discussed staffing shortages in some detention facilities, the need for more residential beds, and the importance of recognizing and supporting staff. In response to questions, he explained how the program addresses students with disabilities and behavioral needs through one-on-one instruction, paraprofessionals, and immediate mental health support. The clerks of court presented a budget request centered on funding shortfalls and rising costs. Clerk and Comptroller Stacey Butterfield said clerks are operating with outdated funding levels despite increased statutory duties, higher postage and staffing costs, and growing workloads in priority case types such as injunctions for protection and other high-risk matters. The clerks requested $22 million in direct appropriations, including support for due process costs, jury management, and staffing for 37 new judges approved last session. Members also asked about Senate Bill 532, which Butterfield described as a CPI-based measure to update court fines and fees that have remained unchanged since 2008. The committee took no votes on the presentations and adjourned after discussion.

Transcript Highlights:

• Still got to teach them English, math, science, and social studies.
• Yeah, they exist both in math and in reading language arts, so the reference you're talking about is
• specific to reading language arts, not to math.
• The instructional model of delivering special education services were based on instructional arrangements
• In particular, the Texas AIM program has helped kids in reading. and math since 2009.

Keywords: 1184, house, all

Transcript Highlights:

• to our units that's we instructions to our units that's we actually<00:43:21.839> start<00:43
• <00:46:29.440> so to respond to the budget instructions so to respond to the budget instructions
• Through this program, students can fulfill their high school math requirements as well as earn college
• of the nation's Premier accelerated math of the nation's Premier accelerated math programs<00:55
• can fulfill their high school math can fulfill their high school math requirements<00:55:34.559>

Keywords: 1183, house

Transcript Highlights:

• So it instructional class is finished.
• Um and the bill as instructional time.
• It's not a cart instructional time.
• 00:09:55.440> time just saying during instructional time just saying during instructional time
• instructional time. instructional time.

Keywords: 958, all

Summary: The task force met with a quorum, approved the minutes from the August 20 meeting, and then heard testimony from Representative Steven Doan on House Bill 439, a school nutrition bill aimed at restricting certain ultra-processed foods in schools. Doan said the bill was inspired by his own health journey and his work in agriculture, and he described the measure as targeting specific chemical additives in foods served during the school day, not concession sales or after-hours activities. He said the bill would phase in later to give schools time to adjust and noted that the list of restricted additives was drawn from efforts in other states and advocacy groups. Members asked about the chemical abstract numbers, fiscal impact, summer meal programs, fundraisers, and whether the bill would affect parent-provided items; Doan said he had not done a fiscal note and explained that the bill was intended to apply only during instructional time on school property. Committee members generally reacted favorably, with some raising practical concerns about cost and implementation. One member asked about high fructose corn syrup, which Doan said was not included because it is too pervasive in the food system. Another member noted that schools already limit some homemade items and asked about the line between school-provided and parent-provided food. Doan also said the list was based in part on Turning Point USA materials and similar laws in other states, and he referenced federal efforts to define ultra-processed foods. The committee then heard from Kentucky Department of Education officials Matt Ross, Lauren Moore, and Katie Embry on school meals and nutrition programs. They outlined Kentucky’s school lunch, breakfast, summer meals, and other USDA child nutrition programs, including participation and reimbursement figures, and explained how community eligibility provision schools, meal patterns, offer-versus-serve, smart snacks, and local wellness policies work. They said USDA and FDA are currently seeking public input on a uniform definition of ultra-processed foods, that there are no current USDA requirements specifically on ultra-processed foods, and that schools already operate under federal and state rules governing competitive foods, including a state time restriction on smart snacks. They also discussed local purchasing, noting its benefits but also the procurement and staffing challenges schools face. No votes or final actions on the bill were taken in the portion provided.

Transcript Highlights:

• January 29th, indicated that again Catholic school students continue to outpace public schools in math
• January 29th, indicated that again Catholic school students continue to outpace public schools in math
• January 29th, indicated that again Catholic school students continue to outpace public schools in math
• Scholars are often years behind academically in reading and math, so families are really looking for
• <00:25:29.919> environment what the least instructive environment what the least instructive

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• Specifically, as you'll note, the definition of classroom instruction on page one is further defined.
• instruction is allowed and what's not as basically what it is is anything that's consistent with the
• The bill requires instruction to follow the essential knowledge and skills adopted by the...
• I want every kid in Texas to be literate and proficient in math.
• Some of my kids struggled with reading, or some of my kids struggle with math.

Summary: The House convened, established a quorum, heard an invocation and pledges, and approved several routine motions, including excuses for absent members, permission for committees to meet while the House was in session, and postponements of some bills. The chamber also received a Senate message listing measures passed by the Senate and adopted a memorial resolution honoring the 21 victims of the Robb Elementary School shooting in Uvalde, with remarks entered into the House Journal after a moment of silence. The House then took up a long third-reading calendar and passed a series of Senate bills on topics including criminal justice and corrections sunset provisions (SB 2405, 2406, 2407), election equipment testing (SB 2166), electric grid reliability and attack-preparedness exercises (SB 2148), firefighter collective bargaining (SB 777), DFPS and foster care procedures (SB 1141 and SB 1398), Medicare durable medical equipment billing (SB 1330), property tax administration (SB 1453), probate cleanup and record transfers (SB 1448 and SB 1839), mental health filing procedures (SB 53), school residency for children in safety placements (SB 226), diabetes-related amputation study (SB 1677), rapid DNA analysis (SB 1723), utility rate transparency and capacity cost recovery (SB 1664 and SB 1856), community supervision eligibility (SB 552 postponed), and other measures. Several bills passed with broad support, while others drew notable opposition and narrower margins, including SB 777, SB 2137, SB 2111, SB 1677, SB 1936, SB 1453, and SB 38. Two bills drew especially extensive debate. SB 2148, dealing with electricity supply chain reliability and tabletop exercises for critical facilities, was discussed as a grid-security measure aimed at coordinating utilities, law enforcement, ERCOT, and the PUC in the event of physical attacks; it passed unanimously. SB 1936, changing how LSD is measured for criminal prosecution from dosage-based to weight-based calculations, prompted extended discussion about lab consistency, carrier mediums, and fairness in charging, with supporters saying it would help crime labs and law enforcement and opponents warning it could distort penalties depending on the medium used; it passed 108-26. The House also passed SB 36, creating a Homeland Security Division within DPS, after questions about overlap with TDEM and the cost of adding personnel. Late in the day, the House debated SB 38 on eviction procedures, with supporters saying it targeted squatters and streamlined removal of unauthorized occupants, and opponents arguing it would make evictions too easy and worsen homelessness; it passed 85-44. The chamber also began debate on SB 37, a major higher-education governance bill that would expand governing-board oversight of curriculum, hiring, and faculty senates; members raised concerns about academic freedom, faculty governance, and the impact on humanities programs, and debate was still underway at the end of the transcript.

Transcript Highlights:

• PLC to plan our whole year out, and we'll have that data to drive our instruction even more fully and
• When she was in math, she would go in there, and then literacy, she would come in there.
• The tested subjects there are English language arts, math, and science, but then you get into course
• And because funding is based on instructional... ...days that students have spent in ALE.
• for teachers, program development, instructional materials, and assessment-related activities.

Keywords: 1204, all

Summary: The Senate and House Education Committee approved the March 9 and 10 minutes and then heard a presentation on the Arkansas Excellence in Teaching Fellowship Program from Department of Education staff and three third-grade teachers from Cabot, Poyen, and Drew Central. The teachers described the year-long fellowship for high-performing merit pay recipients, saying it provided collaboration with educators across the state, shared resources, and ideas they brought back to their districts. Members asked about the teachers’ experience levels, how they shared information locally, and whether the program should be expanded to more teachers and districts. A major focus of the discussion was third-grade reading, the new ATLAS testing system, and the state’s third-grade retention law. The teachers said they do not teach to the test, but use standards, data, interventions, small groups, and relationships to help students grow. They described progress monitoring throughout the year, early screening in K-2, and interventions such as before-school tutoring, RTI meetings, and co-teaching. One teacher reported that six students in a small group improved 10 to 15 points on ATLAS, and another said a student who started the year reading four words per minute improved significantly with targeted support. Secretary Jacob Oliva said the state is trying to create clarity and alignment through Arkansas Learns, science-of-reading support, literacy coaches, and faster test-result turnaround, with student scores now available within about 24 hours and district-level results expected later in the summer. Members also asked about student poverty, trauma, ACEs, DHS involvement, social workers, community supports, and the role of counselors. The teachers emphasized that relationship-building is essential, especially for students facing unstable home situations, and described local supports such as backpack food programs, church donations, fire department incentives, and family assistance. Oliva said the fellowship was intentionally small in its first year because it targeted top-tier merit pay recipients, but he expects participation to grow. He also said merit pay and fellowship eligibility spans many grade levels and subjects, including kindergarten and hard-to-staff areas, and that D and F schools receive state literacy coaches. No additional committee votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• A lot of these groups already have people that come in and help instruct the time.
• Every pre-kindergarten through fourth grade class visits the garden monthly for hands-on instruction.
• Every pre-kindergarten through fourth grade class visits the garden monthly for hands-on instruction.
• While our... ...that integrated seamlessly into classroom instruction.
• it to life for those teachers while building on what they're already teaching in the classroom in math

Keywords: 959, house, all

Transcript Highlights:

• But the math is so much bigger than that.
• <00:49:11.599> You but the math is so much larger. You but the math is so much larger.
• >> Maintaining the momentum on science and math. >> Okay.
• . math. math.
• Science of reading and math. I science. Science of reading and math.

Keywords: 924, joint, all

Transcript Highlights:

• So some of the factors that are drivers of this: it is largely driven by the instructional hours that
• Our FTE is based on 900 instructional hours, so one FTE equals 900 instructional hours.
• It is based on reporting of instructional time that the districts do on a per-term basis.
• Otherwise, the department uses the FTE and instructional time that is reported by the agency.
• If we had that, I guess, well, I guess we could do, I could do the math myself.

Summary: The Higher Education Budget Subcommittee met to review funding models for the Florida College System and district workforce education programs, with an emphasis on how new dollars are allocated in the program fund and how performance and targeted funding are incorporated. Chancellor Hebda explained the Florida College System model, including base program funding, student success and pipeline funds, performance incentives for industry certifications, and the 2022 president-developed formula that weights enrollment, workforce enrollment, completions, small-college factors, and regional cost differences, plus a targeted funding floor for colleges below a minimum per-FTE level. Vice Chancellor Goodman then outlined the district workforce model, which uses lagged enrollment, program cost weights, local revenue offsets, small-district adjustments, and unmet-need calculations to distribute lump-sum appropriations to school districts offering workforce education. The department also provided updates on several grant programs and funding delays. Goodman said the Workforce Development Incentive Grant, Pathways to Career Opportunities Grant, Graduation Alternative to Traditional Education Startup Grant, and teacher apprenticeship/mentor bonus programs all involve multi-year awards and often require reversions and reappropriations because projects are delayed, extended, or not fully obligated by year-end. She said the department is moving toward an electronic grants system and had already adjusted internal deadlines to speed awards, while acknowledging some reimbursement delays and explaining that mentor bonuses for teacher apprentices will not be paid until the first cohort reaches the statutory timing requirement. Members asked about tracking whether CTE students work in their trained fields, how Xello is used to inform students about career pathways, how FTE is calculated, whether the funding formulas could encourage growth over quality, and how students with disabilities are counted in workforce funding. Questions also focused on tuition, enrollment trends, and the gap between college and university funding. The committee heard that tuition has remained flat for more than a decade, enrollment has rebounded from COVID and is projected to exceed pre-pandemic levels, and the college system’s funding per FTE varies widely. Valencia College President Kathleen Plinsky testified in support of the proposed formula and an additional $200 million for the Florida College System, saying Valencia is the second-largest college in the state but ranks last in per-FTE funding, which has made it difficult to recruit and retain faculty and admit qualified students in high-demand programs like nursing. The committee took no vote and adjourned after the presentations and questions.

Transcript Highlights:

• So, like for me right now, I took all my math and English classes.
• I may have an advantage in some of healthcare because sometimes they're coming into instruction.
• Chair Sikler, I want to clarify on behalf of the Department of Public Instruction.
• It would probably limit the range of assessments, maybe the instruction mode as well.
• They could take their math courses.

Keywords: 908, all

Transcript Highlights:

• California ranks near the bottom in the nation in reading and math.
• Charles Stone, high school math teacher, and I support.
• Charles Stone, high school math teacher, and I support.
• That said, AB 477, I'm a high school math teacher by trade.
• Very simple math.

Summary: The Assembly Education Committee heard a full agenda of bills, first adopting a consent calendar of 11 measures without individual presentations. The committee then took up AB 1412, which would require California schools to implement or adopt a transferred special education student’s IEP within 30 days for out-of-state transfers and to coordinate more quickly on records. The author and military-family witnesses said the bill would reduce delays for highly mobile students, especially military children; a school administrators group opposed it. The bill received initial support from committee members and was moved on call. The committee also reconsidered AB 281, which would require notice to parents when outside consultants provide sex education instruction; the author accepted amendments removing a copy-right provision, but the bill remained on call after a split vote. The committee heard AB 1005, which would create a statewide drowning-prevention education and swim-lesson voucher framework for underserved communities. The author and supporters described drowning as a preventable public health and equity issue, while the bill was clarified as developing a plan rather than immediately launching a voucher program. It was voted out on a 3-0 roll with the measure placed on call. AB 908, as amended, would add compliance monitoring for existing requirements that schools use LGBTQ-inclusive instructional materials and curriculum under the FAIR Act. Supporters said the bill would improve implementation and student safety; opponents raised concerns about privacy, girls’ sports, and school burdens. The committee approved the bill 5-2 and sent it to Appropriations. The committee then heard AB 1401, which would affirm parents’ access to school records, including unofficial records unless exempt by law. The author argued that parents need clearer access to information held by schools and vendors, while school officials and teachers’ union representatives warned the bill was too vague and could sweep in personal notes, journals, and other sensitive material. The bill failed on a 2-3 vote and was placed on call. Finally, AB 727 would require student ID cards to include the Trevor Project hotline for LGBTQ youth; supporters framed it as a suicide-prevention measure, while opponents argued it conflicted with parental rights and religious beliefs. Committee discussion focused on whether 988 already provides similar access and whether the Trevor Project is an appropriate resource to print on IDs; the hearing continued with the bill still under consideration.

Transcript Highlights:

• must count a student in attendance, and that's each day that the student receives supervision, instruction
• , instruction or services from<00:03:51.200> the<00:03:51.440> school<00:03:51.680>
• on healthy aging and instruction on healthy aging and dementia<00:08:46.240> to<00:08:46.560>
• Section 17 requires Minnesota Math Corps to use evidence-based instructional support and accelerate student
• learning on foundational math skills, and also defines evidence-based.

Keywords: 1187, senate, all