Transcript Highlights:

• students can access.
• those students, fulfill the child find needs, and identify students as needed.
• So students are...
• for that student.
• What are our students like? Our students are, we have a majority of our families.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• Student.
• We had 913 dual credit students last fall—913, about half of our students. 209 of those students were
• Twenty-one of those students were homeschooled students, and the remainder is 600 students taking courses
• Now, from the instructor's perspective, in a perfect world, a student is a student is a student.
• student to student, and teacher to teacher.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• students.
• our students matters.
• </c><00:51:09.799><c> and</c><00:51:09.920><c> I</c> student can be a math student and I student can
• > let's</c> students fulfilled students um let's students fulfilled students um let's change<00:53:39.280
• students do well options these students students do well in<01:10:25.960><c> school</c><01:10:26.520

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• students right now.
• So under elevating student success, this priority focuses on graduating students on time, minimizing
• students.
• We offer workshops for our students.
• On the right is a student, one of our students that I met a couple of years ago, Zoe Cole, who actually

Committee: Senate Education Postsecondary

Summary: The Committee on Education Postsecondary held an informational hearing focused on how Florida’s public colleges and universities are aligning bachelor’s degree programs with workforce needs and improving student outcomes. Chancellor Kathy Hebda described Florida College System enrollment growth, the state college system’s workforce-oriented bachelor’s degrees, approval and accountability processes for those programs, and outcomes data showing strong completion and wage results, especially in health care. Emily Sykes of the Board of Governors outlined the State University System’s program review practices, performance-based funding metrics, strategic emphasis programs, and the MyFloridaFuture tool that lets students compare earnings, debt, and employment outcomes by major and institution. University and college leaders then described campus-level workforce initiatives. Florida Gulf Coast University highlighted employer-driven microcredentials, digital badges, internships, career fairs, service learning, and partnerships with regional employers. UCF discussed its career navigator requirements, major industry partnerships such as Lockheed Martin, nursing and faculty career-integration efforts, and a centralized career development center. Northwest Florida State College and the University of West Florida emphasized their bachelor’s programs, transfer pathways, teacher and nursing outcomes, military and defense-related workforce pipelines, cybersecurity training, and stackable credentials tied to regional labor needs. During member questions, senators asked how microcredentials and military experience translate into college credit, whether credentials transfer across institutions, and what legislators can do to help. Witnesses said the state’s common course and articulation systems already support transfer, and they encouraged continued legislative support for innovation, faster curriculum alignment, internships, and specialized transfer degrees. No bills were voted on, and the meeting ended with no public comment and an adjournment motion adopted.

Transcript Highlights:

• student; eighth place, a carpentry student; and ninth place, a welding student.
• Years, but I learned that the students in FFA—those are our students.
• And that’s where he recruits his students—thus, our students.
• Over 50% of our students go to NDSU, so NDSU is getting students from us.
• So in fairness, we pay up to 10 students. We pay per student.

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:

• I will note that of the over 7,000 students that were reported to us, 617 students that were submitted
• So on those 614 students, funding has been released on those students.
• those students.
• students in our data systems.
• They are their students.

Committee: Senate Senate Finance

Keywords: 996, all

Transcript Highlights:

• We pay out $35 per credit per student. So it's basically $105 per student.
• We had 913 dual credit students last fall, 913, about half of our students. 209 of those students were
• Now, from the instructor's perspective, in a perfect world, a student is a student is a student.
• student to student, and teacher to teacher.
• student to student, and teacher to teacher.

Committees: Joint Education , Joint Education Committee

Keywords: 908, all

Transcript Highlights:

• around student loans.
• who are here on student visas.
• So the students— The student tuition recovery fund does work like an insurance program.
• students about their eligibility.
• Somehow, out of those 100,000 students, these 2,000, “Students, somehow out of those 100,000 students

Keywords: 987, senate, all

Transcript Highlights:

• SWD is simply students with disabilities. SWOD is students without disabilities.
• likely an older student is going to take an NDAA than a younger student?
• an older student is going to take an NDAA than a younger student?
• So if we're talking about the general overall, all students, students without, every student, those numbers
• Every single student counts in that top half because every single student is a student.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• There's nuances between a Chinese American student versus a Filipino American student versus a student
• There's nuances between a Chinese American student versus a Filipino American student versus a student
• student...
• , Black students, API students, and so that's been of huge concern.
• students have.

Summary: The committee heard AB 1159, which would expand and modernize student data privacy protections, extend similar protections to higher education students, and create limited enforcement mechanisms. The author and supporters argued that ed tech now collects far more sensitive information than students and families realize, including health, location, and identity-related data, and said the bill is needed to address AI, subpoenas, data theft, and misuse. Some higher education and bookstore interests raised concerns about definitions and preserving ordinary student communications, but committee members generally supported the bill and emphasized protecting sensitive information; the bill was moved on a due pass motion to the Senate Privacy, Digital Technologies and Consumer Protection Committee and placed on call. The committee also heard AB 1171, which would protect and stabilize the Part-Time Community College Faculty Health Insurance Program by keeping funds dedicated to that purpose and requiring districts to begin negotiations by 2030. The author and supporters said part-time faculty often lack employer-sponsored coverage despite teaching most community college courses, while opponents from the Community College League and administrators argued the measure was premature because participation is growing and the Legislature should retain budget flexibility. Several senators discussed the tension between budget discretion and honoring the state’s commitment to faculty health care; the bill was moved on a due pass motion to Senate Appropriations and placed on call. AB 1581 followed, proposing changes to improve identification and reporting of Native American students in CalPADS through tribal affiliation data. Supporters said current systems severely undercount Native students and that better data would improve resources and accountability, while members raised implementation questions about multi-tribal identities and consultation with tribes. The bill was moved to Appropriations and placed on call. The committee then heard AB 1665, requiring mental health training for school sports coaches. The author and a psychiatrist witness said coaches are trusted adults who already receive training on physical safety and should also be trained to recognize mental health warning signs and connect students to help. Support came from school, health, and sports organizations, with no opposition, and the bill was moved to Appropriations and placed on call. Finally, AB 1766 was heard, expanding human trafficking prevention education from grades 7-12 to K-12 and adding content on online exploitation, grooming, and digital abuse. The author, a survivor witness, and a foundation representative described the need for earlier, age-appropriate prevention education and stronger staff awareness; supporters included educators, school districts, and industry groups, with no opposition. Senators praised the testimony and the bill’s focus on prevention, and a motion was made to move it forward.

Transcript Highlights:

• student; eighth place, a carpentry student; and ninth place, a welding student.
• How about online students? How about students in Wahpeton versus Fargo?
• How about online students? How about students in Wapiton versus Fargo?
• that the students in FFA, those are our students.
• And that’s where he recruits his students—thus, our students.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• John's University student body.
• John's University student body.
• </c><00:07:35.759><c> who</c> state Grant would impact students who state Grant would impact students
• </c><00:23:44.159><c> Governor</c><00:23:44.679><c> Student</c> hornik uh student Governor Student hornik
• </c> returning and adult students students returning and adult students students International<00:37:

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• with students within students without.
• students.
• I had students who are 10th- and 11th-grade students.
• Every single student counts in that top half because every single student is a student.
• , not just students in special education.” “...piece is for all students, not just students in special

Committee: Joint Special Education Funding Committee

Keywords: 908, all

Transcript Highlights:

• student.
• Eighth place, a carpentry student, and ninth place, a welding student.
• that the students in FFA, those are our students.
• And that’s where he recruits his students, thus our students.
• The Heckner Student Center. It's the main student union over there. Heckner Student Center.

Committee: Joint Higher Education Institutions Committee

Keywords: 908, all

Transcript Highlights:

• The university is to think about the different challenges that students face and meet students where
• </c> support they give to so many students support they give to so many students here<00:26:43.640><c
• 27:02.279><c> the</c> of truly the traditional student of the of truly the traditional student of the
• And retain both underserved students and students that become disillusioned by higher education.
• experience, and access through measuring levels of student debt, minimizing that, and student aid.

Keywords: 1187, senate, all

Transcript Highlights:

• to our students.
• their students are.
• to include 6th grade students with secondary students and increase the factor for all students in grades
• 2,000 students times $14,000 per student?'
• for those students.

Transcript Highlights:

• We had 913 dual credit students last fall. 913, about half of our students. 209 of those students were
• Twenty-one of those students were homeschooled students, and the remainder is 600 students taking courses
• Now, from the instructor's perspective, in a perfect world, a student is a student is a student.
• Now, from the instructor's perspective, in a perfect world, a student is a student is a student.
• student to student, and teacher to teacher.

Committee: Joint Education Committee

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• This allows students to be identified by financial aid administrators when students enroll in college
• This allows students to be identified by financial aid administrators when students enroll in college
• and a buddy for the student, right?
• Most times, though, it goes directly to the student or it's used for student programming. Great.
• I can attest to what she shared: there are students, I don't know in this room today, but students that

Summary: The Senate Higher Education and Workforce Development Committee began with a work session presentation from the Washington Student Achievement Council on the Passport to Careers Program. Staff explained that Passport serves youth who experienced foster care at age 13 or later or unaccompanied homelessness, and that the program provides scholarships and campus support services for college, apprenticeship, and pre-apprenticeship pathways. WASAC said the program is a national model because it uses data-sharing agreements to identify eligible students automatically, is funded by the state, and partners with the College Success Foundation and campus networks to provide support. Officials reported that about 2,000 students will be served in 2025-26, with awards capped at $2,000, and cited an evaluation finding that 31% of participants graduate within eight years, compared with much lower rates for similarly situated students outside the program. Committee members asked about graduation rates for all students, the share of Passport students who are parents, how unaccompanied homelessness is identified, where campus support staff are housed, and how funding is used. WASAC said most students are single without children, unaccompanied homeless youth are identified through McKinney-Vento liaisons, and campus support structures vary by institution. Staff also described how the program has grown 131% since unaccompanied homeless youth became eligible in 2019, while appropriations have remained around $7 million annually, forcing reductions in the maximum scholarship award from $5,000 in 2023-24 to $2,800 and then $2,000 in 2025-26. Officials emphasized that students still face significant unmet need and that campus support funds are often used for basic needs, academic support, and emergency aid. The committee then moved through executive session on several bills and advanced each one with a do pass recommendation to Ways and Means. The bills included SB 5826 on medication abortion access at public postsecondary institutions, SB 5828 on Washington College Grant and College Bound Scholarship awards at private four-year institutions, SB 5909 on low-enrollment undergraduate programs, SB 5931 on WIA board co-chair terms and dashboard requirements, SB 5954 on tuition waivers for certain veteran dependents and survivors, SB 5963 on Passport to Careers funding and eligibility changes, SB 6082 on a state financial aid fraud performance audit, and SB 6090 establishing the Heritage Orchard Program at Washington State University. The committee adopted the proposed substitute for SB 5931 before passing it, and all measures were reported out subject to signatures.

Transcript Highlights:

• student is right around 2,185, thereabouts, $2,185 per student times the number of students, it's a
• Um, we had 10,588 students. Multiply that times four... Students.
• Uh, again, the students only students that are enrolled and uh receiving the disperse...
• students ...
• students student it basically allowed students receiving<01:29:07.280><c> the</c><01:29:07.600><c> EFA

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:

• older student is going to take an NDAA than a younger student?
• we have a breakdown with students within students without.
• I had students who are 10th- and 11th-grade students.
• Every single student counts in that top half because every single student is a student.
• , not just students in special education. ...piece is for all students, not just students in special

Committee: Joint Special Education Funding Committee

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.