Transcript Highlights:

• SOME INTERVENTIONS THAT THE STUDENT RECEIVES.
• WE MONITOR AND TRACK THE STUDENTS READING LEVELS AND WE ARE ABLE TO SEE THE READING LEVELS OF THE STUDENTS
• WE WANT OUR SCHOOLS TO BE ABLE TO ACCELERATE THOSE STUDENTS AND GET THE STUDENTS IN ADVANCED COURSES
• OUR STUDENTS IN EVERY AREA.
• IN YOUR CASE, STUDENTS.

Keywords: 999, senate, all

Transcript Highlights:

• </c> performance of our high school students performance of our high school students in<00:35:57.400>
• pay as college students.
• , or quote, gifted students, in there—maybe students that might want to take a Calculus class.
• close to the same level as the average student in Hopkinton or the average student in Hanover.
• ><c> second</c> of student student outcomes the second of student student outcomes the second thing<04

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which limits the maximum credits per course eligible for the Dual and Concurrent Enrollment Program. Representative Ladd said the bill clarifies that eligible courses may not exceed four credits and was requested by the community college system. Representative Earth offered an amendment to make the bill effective on passage, which the committee adopted 18-0. The committee then approved HB 193 as amended by an 18-0 OTPA vote and placed it on the consent calendar. The committee next retained HB 295, concerning School Building Aid program funds, after Representative Spillsbury said the building aid bills were complex and needed more work. The motion to retain passed 18-0, with the chair explaining that retained bills can be revisited later and that related language could be moved among building aid bills. HB 354 was not acted on because the chair said the Department of Education and others had suggested possible changes that should be worked out first. HB 366, another school building aid bill, was also retained 18-0 for the same reasons as HB 295. The committee then considered HB 494, which funds the math learning communities program. Representative Earth offered an amendment to flat-fund the program, reducing the proposed increase by a net $50,000 and keeping funding at current levels for the biennium. After discussion about budget pressures and the program’s role in supporting math instruction and professional development, the amendment passed 18-0, and the bill as amended was approved 18-0 and placed on consent. Finally, the committee took up HB 515, which would repeal charter public school eligibility for state school building aid. Representative Popovici-Muller moved inexpedient to legislate, arguing charter schools should not be treated differently from other public schools, while Representatives Luno and Damon opposed the motion, saying charter schools differ in governance and financial risk and should not receive limited state building aid. The motion failed 10-8, so HB 515 was sent to the regular calendar. The committee assigned Representative Damon to the minority report and Representative Popovici-Muller to the majority report, with a noon deadline the next day. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program. Representative Ladd described the program as a successful affordability measure that saves families money and supports college access. Representative Earth offered an amendment to flat-fund the program at current levels, reducing the proposed increase by $500,000 in each year of the biennium. Shannon Reed of the Community College System said the change could limit enrollment or the number of funded courses, though students could still take additional courses at their own expense. Representative Ladd explained the program’s tuition structure and said the funding would help meet demand; the transcript cuts off before the final vote on HB 716.

Transcript Highlights:

• Paul campus. projects, and for students to grab projects, and for students to grab coffee<00:03:11.120
• </c> what this means for the student what this means for the student experience,<00:03:35.400><c> I'll
• </c> to prospective students that the St. to prospective students that the St.
• Um, we have over 33,000 undergraduate students and an additional 20,000 or so graduate students who are
• We have over 33,000 undergraduate students and an additional 20,000 or so graduate students who are on

Keywords: 1183, house

Transcript Highlights:

• We had 33 schools that were flagged for low achievement for Black students, Hispanic students, students
• ,<01:06:06.000><c> Hispanic</c><01:06:06.559><c> students,</c><01:06:06.960><c> students</c> students
• , Hispanic students, students students, Hispanic students, students living<01:06:07.520><c> in</c><01
• increase in student enrollment of,085 students.<01:27:37.920><c> Okay.
• </c> the students in Fyet County Schools? the students in Fyet County Schools?

Keywords: Call to Order and Roll Call - 0:25 Approval of Minutes – 3-50 2025 RS SB 253 – 4:25 Computer Science and AI Literacy – 27:36 Fayette County School District Budget Update – 51:46 Adjournment – 2:09:46, 958, all

Summary: The committee first handled routine business, including roll call, introductions, and approval of the previous meeting minutes by voice vote. It then heard a presentation on SB 253, focused on expanding support for teacher apprenticeship and teaching-and-learning pathways. Senator Hickman and staff from the Kentucky Department of Education and Nelson County Schools described how the program uses dual credit, work-based learning, and registered apprenticeship to help students earn an associate degree in high school and continue toward a teaching degree. They said the goal is to address the teacher shortage by creating a sustainable pipeline into the profession. Witnesses emphasized that the main barrier is cost. Mary Taylor said Kentucky’s youth apprenticeship model has been successful in other fields and that education should be added as an in-demand sector, but an associate degree alone will not solve the teacher shortage because teachers still need a bachelor’s degree and certification. Laura Arnold of Nelson County Schools described the district’s Lead Nelson program, saying the district has invested more than $800,000 since 2021, currently has 37 students in the pathway and seven committed apprentices, and spends about $85,000 per apprentice from freshman year through certification. She said district staffing, planning, and university partnerships are also significant hurdles. Members asked about job guarantees, tenure, and retirement; Arnold said employment is performance-based and retirement issues are being considered. Senator Hickman said the bill would use lottery funds to help cover tuition and dual credit costs so more districts can participate, noting that a prior version died because of a high fiscal note. Representative Payne and Representative Tipton praised the program but stressed the need for funding and noted inconsistencies between statute and budget language on Work Ready Kentucky and dual credit support. Representative Tipton also cautioned that lottery revenue may not keep pace with demand and said the General Assembly may need to make broader funding decisions. After the apprenticeship discussion, the chair moved the committee to the next agenda item on computer science and AI literacy, where Code.org began a presentation on the importance of computer science for all students.

Transcript Highlights:

• They provide students for a job.
• </c> industry experience teaching students industry experience teaching students about<00:03:47.000><
• </c><00:04:15.040><c> as</c> have generated to support students as have generated to support students
• So I've got some students that want to weld, I've got some students that want to machine.
• So, I want to thank students' future.

Keywords: 919, house, all

Summary: House File 1791 was presented as a scholarship/grant program for students in postsecondary technical or career programs offered through their high schools. Representative Scott and Representative Lawrence described it as a way to help students transition into careers or further education by covering costs such as tools, boots, books, and other work-related expenses. The chair noted the bill would be laid over, with limited time for testimony because of a full agenda. Testimony strongly supported the bill. Steve Collina of the Minnesota Precision Manufacturing Association said manufacturing is a major Minnesota industry and that the bill fills a gap by supporting K-12 career pathways; he emphasized the proposal would not cost the state or taxpayers. Trevor Quennell, a Centennial High School graduate now at Dunwoody College, said the bill would have eased the burden of buying expensive tools and balancing work, school, and transportation. Eric Trost, an instructor at St. Francis High School, explained that Saints Manufacturing is a student-run, elective business-style program that teaches estimating, quoting, logistics, welding, machining, and employability skills, and he said the grant portion is especially important because many students go directly into the workforce. Naomi Brasky, a St. Francis student and Army National Guard enlistee, said the program has given her real-world problem-solving and communication experience and that grants would help cover costs not included in tuition. Members responded positively, with one noting broader trends away from four-year college and calling the bill common sense. In closing, Representative Lorentzen credited instructor Eric Trost for originating the idea and thanked an audience member, Mr. Yost, for supporting the program. The chair then laid House File 1791 over.

Transcript Highlights:

• So regardless of where the students are located Proviso language, that it's a per-student funding model
• Because if I serve 10 students or 50 students, I've got to have a base amount of money to have a teacher
• So the model generates the activity that the students are actually enrolled in, and not all students
• You know, one student took it, one student passed, and they have 100% passage rate, and then the money
• So they could, hypothetically, that 100% passage rate could be just one student took it, one student

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:

• THE DEPARTMENT AND SCHOOL DISTRICT SUPPORT MILITARY STUDENTS WITH THE TIMELY TRANSFER OF STUDENT RECORDS
• FOR EXAMPLE STUDENTS OF ACTIVE DUTY MILITARY STUDENT PARENTS TRANSFERRED OR PENDING TRANSFER TO A FLORIDA
• I HAD A HANDFUL OF STUDENTS THAT IT SAW A PORTION OF STUDENTS COMING IN AND OUT AND THEY WERE MILITARY
• WHEN A NEW CHILD COMES IN THIS ANCHOR FOR LIFE, STUDENT FOR STUDENT, THEY WELCOME THE CHILD, THEY GET
• I DID NOT REALIZE WHAT A BIG DEAL IT WAS UNTIL THE STUDENT FROM THEIR STUDENTS FROM HILLSBORO CAME TO

Transcript Highlights:

• </c> the use of devices to manage students the use of devices to manage students health<00:33:53.200>
• </c> you got to your EG manage students you got to your EG manage students Health<00:34:08.960><c> Care
• </c> adopt policies governing cell student adopt policies governing cell student cell<00:36:54.160><c
• </c> us just dealing with the student us just dealing with the student body<00:39:38.520><c> and</c><
• </c> and adopt a policy restricting student and adopt a policy restricting student cell<01:20:26.159>

Keywords: 928, house, all

Summary: The subcommittee work session of the Education Policy and Administration Committee focused on House Bill 131 and House Bill 781, which were described as nearly identical bills addressing student cell phone use in schools. Members noted that HB 781 is an early bill and therefore needed committee action by Wednesday, while HB 131 did not face that deadline. The chair and members discussed the bills’ shared goal of requiring school boards to develop and adopt policies on student personal device use, with debate over whether the state should set minimum standards or leave more to local control. A major topic was funding. One member urged the committee to avoid creating an unfunded mandate and asked for some funding support, while others argued it was too early to commit money and that the committee should first establish the policy framework. The governor’s proposed funding was discussed, including a $1 million figure in the budget and a separate $250,000 amount referenced in the bill, but several members said the money would likely be insufficient to cover all students or pouch systems statewide. The committee also reviewed a handout reflecting proposed budget language that would require school boards to adopt policies on personal device use during the school day, with schoolwide implementation and exceptions for medical disability or language proficiency needs, and a DOE-administered grant program. Members spent considerable time on drafting details, especially deadlines and exceptions. They debated whether the bills should require school boards to “develop,” “adopt,” or also “implement” policies, and whether the effective date of the act should also serve as the deadline for school boards. They also discussed whether exceptions for classroom instructional use should be mandatory or merely encouraged, and whether the bills should explicitly include or exclude charter schools. Additional proposed exceptions included IEPs, 504 plans, English learners, and medical needs such as glucose sensors or insulin pumps, with some members suggesting medical issues be certified by a physician. No final vote or formal action was taken in the work session.

Transcript Highlights:

• So then we asked, what grade is your student in?
• So then we asked, what grade is your student in?
• Our next question was, does your student attend their IEP meeting?
• It's for all students.
• All of our students who are on IEPs are students first, and they should have access to all of the resources

Keywords: 1212, all

Summary: The Employment Subcommittee of the Commission on the Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes. The main presentation was from the Lawrence Partnership for Transition to Employment (LPTE), a five-year grant project focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence. Presenters described the project’s community conversations, consortium, and four work groups, with emphasis on the family-partnership work group and a family survey designed to better understand engagement barriers and transition needs. The survey results showed that family participation increased sharply when Lawrence Public Schools helped distribute the survey, rising from about a dozen responses to more than 200. Key findings included barriers such as scheduling conflicts, language access, childcare, and limited understanding of the IEP and transition process. Many families said they wanted their children to pursue college or employment after high school, but fewer reported access to pre-employment training, suggesting a gap between expectations and awareness of available services. The Lawrence team also described a bilingual transition website, workshops offered at different times with interpretation and childcare, and efforts to make transition planning more visible and accessible. Committee members responded with questions and comments about cultural barriers, early transition planning, college and community college pathways, trades, summer youth employment, and how to reach families earlier, especially in middle school. Presenters said Lawrence has a strong transition team and existing resources, but needs more real-world work experiences and better communication so families understand and use them. The meeting ended with thanks to the presenters, a note that committee members would meet with SEED later in the week about Massachusetts as a model employer, and an announcement that the May meeting would feature the Office of Veterans Affairs.

Transcript Highlights:

• And success for our students.
• in Black students, 5.3% growth in Hispanic students, and 1.5% growth in white students.
• If we did… Students at UT and X number of students at A&M.
• American students.
• Our students are a lot of them, almost half, are first-generation college students.

Summary: The Senate Committee on Higher Education met to review interim charges on the Permanent University Fund (PUF), the Available University Fund (AUF), the Higher Education Fund (HEAF), and the Texas University Fund (TUF). Legislative Budget Board staff outlined how each fund works, including PUF’s constitutional role for UT and Texas A&M, HEAF’s capital support for institutions outside those systems, and TUF’s research funding for eligible universities. They also described TUF’s growing corpus and distribution changes, and noted which institutions are nearing eligibility. Committee members asked about distribution formulas, comparisons to other states, and how funds are allocated among system institutions.

Transcript Highlights:

• I have more total students, I don't need as much overhead per support unit, and my students are younger
• I was referring to student housing.
• So we have these high-need students, some of which are, you know, they get over $100,000 a year per student
• three people serving 300 students in that way.
• curriculum acquisition, student safety, school choice options, special education, student transportation

Keywords: 989, all

Summary: The committee heard a lengthy presentation on the K-12 public school support budget, including how support units, career ladder funding, health insurance, discretionary funding, transportation, facilities, and the Public Education Stabilization Fund (PSIF) work. Legislative Services explained that FY 2026 support units were revised downward, creating a $22.3 million ongoing general fund reduction, and walked through the FY 2027 agency request and governor’s recommendation. The governor recommended no increase for population forecast adjustments, but did recommend some statutory and policy changes, including shifting certain interest earnings to the general fund and reducing funding for some virtual school and IDLA-related items. The agency request also included one-time proposals for a high-needs special education fund and a regional service model for related services. Members asked extensive questions about how career ladder dollars are distributed, how health insurance and discretionary funds interact, why the health insurance increase in the budget differed from current plan estimates, and how facilities money under House Bill 292 is used. There were also questions about the size and use of the Idaho Career Ready Students fund, the maintenance-of-effort implications of special education funding, and whether some special education costs are being used for student housing or other noninstructional expenses. The superintendent and budget staff emphasized that many of the budget lines are formula-driven or statutorily required, that local districts determine actual staffing and spending within those formulas, and that special education costs continue to outpace available funding. Superintendent Debbie Critchfield then framed the budget request around enrollment trends, shifting demographics, and the need for more flexibility in how districts use existing dollars. She highlighted proposed categorical flexibility for some funds, changes to digital content and curriculum distribution, continued literacy gains, growth in career technical education programs funded through Idaho Career Ready Students, and the importance of endowment and Millennium Fund support. She also described the special education proposals as a temporary bridge while the state considers larger formula changes and noted a near $100 million gap between special education spending and funding. She further outlined planned federal waiver requests on assessments and flexibility, and said the department is seeking more state control over testing and reporting requirements. The committee did not take final action on the budget during this portion of the meeting. Members raised concerns about interest transfers from dedicated funds, the complexity of the funding formula, special education accountability, and whether the state should revisit the overall school funding model. Several follow-up data requests were made, including information on health insurance participation, regional special education service needs, and school contingency fund balances.

Transcript Highlights:

• I have more total students, I don't need as much overhead per support unit, and my students are younger
• We want it to prepare our students.
• I was referring to student housing.
• three people serving 300 students in that way. ...individuals per center to serve thousands of students
• curriculum acquisition, student safety, school choice options, special education, student transportation

Summary: The committee received a detailed JFAC presentation on the K-12 public school support budget from Legislative Services analyst Kellan McGurkin, followed by testimony from Superintendent Debbie Critchfield. McGurkin reviewed how Idaho’s school funding formula works, including support units, staff allowance, career ladder salary funding, discretionary funding, health insurance, transportation, facilities, and the Public Education Stabilization Fund. He explained the FY 2026 revised budget, including a reduction in projected support units and an ongoing $22.3 million general fund rescission, and then walked through the FY 2027 request and the Governor’s recommendation. Major FY 2027 items included health insurance adjustments, transportation growth, federal fund authority, and proposed one-time special education initiatives: a $5 million high-needs fund and a $1 million regional service model, both tied to interest or transfers from other funds. The Governor also recommended eliminating or reducing some items, including virtual school-related payments and a reduction to Idaho Digital Learning Academy funding, which would lower the general fund request compared with the agency proposal. Critchfield framed the budget around enrollment trends, shifting student populations, and the need for flexibility in how districts use existing dollars. She highlighted gains in literacy, graduation rates, dual credit and career technical participation, and said the department wants more categorical flexibility for professional development, technology, and digital content funds so districts can redirect unused money to higher priorities such as literacy or special education. She also described the Idaho Career Ready Students grant as having created 170 new programs and said remaining funds are obligated. On special education, she said costs are growing faster than current funding and argued for a bridge solution while broader funding issues are addressed; she also said the department is pursuing a regional service-center model to help rural districts share hard-to-fill specialists. Critchfield additionally outlined planned federal waivers on assessments and flexibility, and said the state is seeking more control over education decisions. Committee members focused heavily on funding mechanics, especially whether career ladder and health insurance money is distributed per teacher or through support units, how discretionary funds are used, why insurance amounts in the budget book differed from current projections, and whether districts can use leftover health insurance dollars for other purposes. Members also questioned the proposed special education funding, the use of interest earnings from dedicated funds to support the general fund, the size and use of school contingency balances, and whether the state should revisit the funding formula itself. No votes were taken during this portion of the meeting; the discussion remained in presentation and questioning, with several follow-up requests for data and clarification.

Transcript Highlights:

• </c> establish instate tuition for students establish instate tuition for students who<01:07:57.640><
• </c> election law provides college students election law provides college students with<01:08:34.839>
• </c><01:11:50.440><c> don't</c> intent to stay college students don't intent to stay college students
• So one follow-up: if the students made the decision, right, this is a student decision, right?
• out-of-town students to vote.

Committee: Senate Election Law and Municipal Affairs

Keywords: 1191, senate, all

Transcript Highlights:

• The students in your Senate districts in the state deserve, The students in your Senate districts in
• students in my district.
• We know that Black students are the least resourced students and they are the lowest-performing students
• by students.
• ACA 18 is about the students.

Committee: Senate Elections and Constitutional Amendments

Keywords: 987, senate, all

Transcript Highlights:

• And along with that act is, again, evaluating students a little more often and catching those students
• </c> to student to student um<00:05:31.120><c> some</c><00:05:31.280><c> of</c><00:05:31.479><c> the<
• </c> um parents are really those students um parents are really those students Champions<00:09:56.600
• and students with disabilities.
• That really advocate for the special ed students and students with disabilities.

Keywords: 1187, senate, all

Transcript Highlights:

• They talked about shooters as insiders, with 57% of them being current students and 23% former students
• They explained that these students.
• </c> supports every student in every school. supports every student in every school.
• </c> you care about student safety? you care about student safety?
• </c><00:59:15.440><c> student</c> to um increase the student student to um increase the student student

Keywords: 919, house, all

Summary: The committee took up House File 4893, a school safety and gun violence prevention bill, and first adopted a DE1 amendment before hearing the bill. The author and supporters described the measure as a layered approach to school safety, combining increased funding for student support personnel, required school safety plans, and anonymous threat reporting systems. They cited research from the Violence Prevention Project and other sources arguing that many school shooters are insiders, often show warning signs, and frequently leak plans beforehand, making early intervention and trusted adults in schools important. Members and testifiers also discussed the bill’s firearm storage provisions. Representative Green explained that the bill would require firearms on school property and in vehicles to be unloaded and locked, and would limit or remove principals’ discretion to allow firearms in school buildings, while preserving access for trained school security personnel. Supporters said the bill would improve clarity and safety for schools, while a representative from private schools raised concerns that the language could limit flexibility and create staffing and accountability problems for non-public schools, prompting discussion of possible amendments. Several student and organizational testifiers supported the bill, including students from Edina High School, Education Minnesota, the Minnesota School Counselors Association, and the Children’s Defense Fund Minnesota. They emphasized the impact of gun violence on students’ mental health and learning, the value of anonymous reporting systems, and the need to invest in counselors, social workers, psychologists, and nurses. No final vote on the bill was taken in the portion provided, but the committee did adopt the DE1 amendment and continued discussion of possible changes, including with the BCA and school safety center.

Transcript Highlights:

• Uh and for academic the students.
• We do not hire these students.
• </c> them goes right back to the students. them goes right back to the students.
• . students. students.
• </c> students serving for academic purposes. students serving for academic purposes.

Committee: House Primary and Secondary Education

Keywords: 958, all

Transcript Highlights:

• : Did the student have more than one sexual partner?
• Did the student use a latex condom or oil-based lubricant?
• The students can benefit from its effectiveness.
• But again, that is not relevant in the context of this law because in-school students, students who are
• But again, that is not relevant in the context of this law because in school students, students who are

Summary: The Assembly Privacy and Consumer Protection Committee heard two bills. AB 1159 by Assemblymember Addis would update California student data privacy law to extend protections to college students, limit how ed tech companies can collect and use student information, and add restrictions around sensitive data and generative AI use. Supporters, including Privacy Rights Clearinghouse, CFT, labor, civil rights, and education groups, said students and educators need stronger safeguards against invasive data collection and misuse. Opponents, including College Board, TechNet, CalChamber, and ACT Education, argued the bill was overly broad, could interfere with legitimate educational services and AI development, and raised concerns about a private right of action and impacts on adult students and recruitment opportunities. AB 883 by Assemblymember Lowenthal would expedite deletion of personal information for elected and appointed officials under California’s data broker deletion system by having state agencies provide official lists to the privacy agency and requiring brokers to delete the information within five days. Supporters said the measure responds to rising threats, harassment, and violence against public officials and would help reduce exposure of their personal data. TechNet and TechC.A. opposed unless amended, citing concerns about exemptions for lawful data sharing, the five-day timeline, and litigation risk, while the author emphasized the bill does not create a new right but streamlines access to an existing deletion process. Both bills were advanced after committee discussion and roll calls. AB 1159 passed 11-2 and was sent to the Judiciary Committee. AB 883 passed 14-0 and was sent to the Appropriations Committee.

Transcript Highlights:

• </c> students are struggling. students are struggling.
• portrait of a student?
• student? student?
• </c> students with grit. students with grit.
• </c> students can grow. students can grow.

Committee: Senate Education

Keywords: 958, all

Transcript Highlights:

• Together, these strategies help ensure that students, especially students of color, Indigenous students
• Together, these strategies help ensure that students, especially students of color, Indigenous students
• ><c> students,</c> students of color, indigenous students, students of color, indigenous students, and
• students, and students with special needs, etc.
• . students. students.

Committee: House Education Finance

Keywords: 1183, house