Transcript Highlights:

• time with the students who are struggling when I have 35 students each hour, see a cot talk classroom
• </c><00:04:33.759><c> in</c> balance getting to every student in balance getting to every student in
• who are struggling when I have students who are struggling when I have 35<00:04:38.520><c> students<
• </c> classroom with the majority of students classroom with the majority of students with with with IEPs
• This change will empower students.

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• Number 2, we look at the success rate of students.
• It the intention of the grant is to serve secondary students, but it may also serve post-secondary students
• We also work with numerous homeschool students.
• former students because of the relationships and the bonds that they build with our students.
• When you look at the the honor student, 88.9% of those students are accepted.

Keywords: 999, senate, all

Transcript Highlights:

• And we're glad that we have student legal services, which helps students understand those leases.
• </c> the student has no access to their unit. the student has no access to their unit.
• </c> students for bringing this bill forward. students for bringing this bill forward.
• ,</c><00:34:20.960><c> I'm</c> be honest, as a college student, I'm be honest, as a college student,
• Their office represents students in those cases even though students are supposed to be able to do it

Bills: HF2740 , HF2901 , HF4443 , HF3943

Committee: House Housing Finance and Policy

Keywords: affordable housing, housing finance, Minnesota Housing Finance Agency, MHFA, low-income housing tax credit, LIHTC, Section 42, compliance period, housing stability, rental housing, affordable rental housing, homelessness, housing insecurity, housing supply, preservation, recapitalization, distressed properties, regulatory relief, local affordable housing aid, Interagency Council to End Homelessness

Transcript Highlights:

• We know that students are that.
• Now, without financial education, students enter adulthood unprepared for managing student loans.
• </c><00:03:37.360><c> should</c> believe that every student should believe that every student should
• </c> unprepared for managing student loans. unprepared for managing student loans.
• </c> advanced coursework for other students. advanced coursework for other students.

Keywords: This meeting will take place upon Recess of the Senate Chambers. There is not an exact time for this meeting therefore a placeholder time for the live stream has been set for 12:30PM est., 958, all

Summary: The Senate Standing Committee on Education met with a quorum and took up several education bills near the end of session. House Bill 342, which would require a financial literacy course for Kentucky high school students, was presented by Rep. Michael Meredith and student advocate Patrick Reovi. Meredith explained that a committee substitute addressed Kentucky Department of Education concerns by making the course a required elective anywhere in high school rather than limiting it to junior or senior year, and by retaining flexibility on credit options. Reovi testified in support, arguing that many students lack basic financial knowledge and should graduate prepared to handle budgeting, credit, debt, and student loans. The substitute was adopted, and HB 342 passed the committee 10-0. The committee then heard House Bill 480, a teacher workload and bureaucracy reduction measure. Rep. Shane Baker described the bill as the product of a working group with educators and administrators and said it was intended to reduce redundant requirements and let teachers focus more on students. He said the bill would lengthen the evaluation cycle from every three years to every five, streamline professional development requirements, update continuous school improvement plan filing rules, and limit new reporting mandates. A committee substitute removed the CSIP provisions after discussion with KDE, and members noted concerns about implementation and federal funding implications for mentor training language. The substitute was adopted and HB 480 passed unanimously. House Bill 190, relating to advanced education opportunities, was presented by Rep. Robert Duvall. He said the bill would require districts to adopt policies on advanced coursework and accelerated learning for grades 4 through 12, with local flexibility. He also explained that the House committee substitute changed several provisions from mandatory to permissive, including automatic enrollment for students scoring distinguished and parent opt-out language. The bill passed unanimously. House Bill 430, on school bus safety training, was presented by Reps. Mike Clines and Emily Callaway, who said it would reduce regulations, improve bus safety, and fix regulatory issues arising from prior legislation allowing nine-passenger vans for school transportation. A committee substitute was adopted, the bill passed unanimously, and a title amendment was also adopted. Finally, the committee began hearing House Bill 208 on technology and public schools. Rep. Josh Bray, Rep. James Tipton, and Nick Spencer of the Family Foundation of Kentucky supported a policy requiring districts to prohibit student cell phone use during instructional time, with exceptions for disabilities, teacher-directed educational use, or incentives. They argued the bill would improve academic performance, reduce bullying and mental health problems, and limit social media access during school. The transcript cuts off during testimony on HB 208, before any committee action on the bill is shown.

Transcript Highlights:

• , low-income students, non-traditional students, transfer students from KCTCS, or the students with unique
• , Black and Latino students, veterans, low-income students, and students with disabilities.
• , Black and Latino students, veterans, low-income students, and students with disabilities.
• , Black and Latino students, veterans, low-income students, and students with disabilities.
• , Black and Latino students, veterans, low-income students, and students with disabilities.

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and first considered two concurrent resolutions. SCR 76, sponsored by Sen. Amanda Bledsoe, would create a Kentucky School for the Deaf Governance Task Force to examine the school’s future governance and its relationship with the Kentucky Department of Education. Bledsoe described the school’s long history and said the task force would give the small deaf-school community more voice. The committee adopted the resolution unanimously with favorable expression. The committee then took up SCR 131, sponsored by Sen. Max Wise, to continue the Efficient and Effective Districts Task Force from 2024. Wise said the prior task force met about 10 times and focused on student achievement and district policy, and the new version would continue that work as a legislature-only task force. The resolution passed unanimously with favorable expression. Members next considered HB 240 on primary school promotion. Rep. Truitt explained that the bill would require students who are not ready in kindergarten to repeat kindergarten, while a committee substitute softened the approach by allowing a school to hold a child back in kindergarten but requiring action in first grade. He said the bill aligns with existing reading-screening efforts and is intended to strengthen early literacy foundations. The committee adopted the substitute and passed the bill unanimously with favorable expression; Sen. Williams briefly explained his support as favoring performance-based advancement. The committee also approved HB 298, which would change the identification of schools for comprehensive support and improvement from every three years to annually, require KDE recommendations during management audits, add professional development in reading and math, and require effective instructional resources. The committee substitute also allowed districts with multiple CSI schools to contract for a turnaround vendor. The bill additionally carried employee-misconduct provisions from prior sessions, including disclosure requirements for applicants; the only change discussed was removing the word “investigation” from one disclosure section. HB 298 passed unanimously with favorable expression, and the committee also adopted a title amendment. Finally, the committee heard HB 424 on employment at public postsecondary institutions. Rep. Tipton said the bill would require performance and productivity reviews for faculty at least every four years, clarify appointment and removal authority for presidents at certain institutions, and expand “cause” for dismissal to include failure to meet performance and productivity requirements. Dr. Ray Horton, speaking for faculty groups, proposed a small substitute that would tie any performance measures to existing employment contracts to preserve academic integrity and avoid unintended changes to tenure processes. Members discussed how tenure works at Kentucky universities, and the committee was still in the middle of considering the proposed substitute when the transcript ended.

Transcript Highlights:

• We talked about the health of students and how important it was to make sure that students have a full
• </c> administration and there was students administration and there was students that<00:37:04.599><c
• </c> that came to test there were students that came to test there were students that<00:37:06.200><c
• It helps students accelerate their pathway to college and/or career, helps students gain confidence in
• </c><00:51:51.599><c> can</c> take four courses a year students can take four courses a year students

Committee: Senate Education

Keywords: 1191, senate, all

Transcript Highlights:

• But we really want to think holistically about our students.
• You mentioned taking students as an out-of-district placement.
• We've recruited a few students from their program.
• And we have two or three students, I believe, coming from PYD.
• Or what does it look like to have medical students come in?

Keywords: 995, all

Summary: The meeting began with a presentation from Run the Gamut, a new two-year transition program for young adults with autism ages 18 to 24. Staff described the program’s focus on person-centered planning, independent living skills, social connection, and experiential learning, including a teaching kitchen, laundry room, community-based instruction, and job shadowing. They said the program is intended to complement existing Massachusetts services and partnerships rather than duplicate them, and that it is inspired by the founders’ experience helping their daughter transition to adulthood and employment. Committee members asked about employment outcomes, employer readiness, funding, eligibility, and whether students with intellectual disabilities could participate. Run the Gamut said the program is currently private-pay tuition-based, but a grant is covering tuition for the first cohort while they explore additional funding sources, including possible school-district or insurance pathways. They said students with intellectual disabilities would not be automatically excluded if they meet admissions criteria. Staff also emphasized building employer relationships in advance, using job shadowing and industry partnerships to improve hiring practices and create real opportunities for students. They noted partnerships with programs such as PYD, JBS, Aspire, and Boston University, and said the program is opening soon with about eight students enrolled and an open house planned for September 18. After the presentation, the committee shifted to planning its proposed workshop for the Massachusetts APSE conference, “Employment Matters,” themed “Partners in Progress.” Members discussed submitting the application by the August 31 deadline, selecting a second presenter, and shaping interactive questions for attendees using a live polling tool. Suggested audience questions focused on the benefits of hiring people with disabilities and the barriers or challenges employers and employment advocates face, with an emphasis on connecting responses back to commission resources and partnerships. The committee also approved the minutes from the prior meeting unanimously and ended with a discussion of future fiscal year goals, including interest in a possible veterans-and-disability-focused event or resource effort.

Transcript Highlights:

• </c><00:21:58.960><c> like</c> ways to get some of the students like ways to get some of the students
• So in this case, are you looking at this helps current students or helping potential students, or both
• </c> that not necessarily relates to students that not necessarily relates to students directly<00:37
• No, it would be students, but it would just be current students. That answers my question.
• but it would just be would be students but it would just be current<00:42:03.160><c> students</c><00

Keywords: 912, senate, all

Summary: The Committee on Higher Education met on March 11 and began with House Bill 442, which would appropriate funds to the University of Hawaiʻi system for nursing programs. University of Hawaiʻi representatives testified in strong support, and several additional supporters submitted testimony. Members asked about a similar Senate measure, and the witness confirmed the university supported that bill as well. No opposition or vote was recorded on HB 442 during the excerpt. The committee then heard House Bill 1169, a housekeeping measure concerning the University of Hawaiʻi Conference Center revolving fund. Testimony explained that the bill would consolidate existing Conference Center statutes into one centralized fund statute and allow campuses to use the fund more broadly. Members raised no questions, and no vote was taken in the excerpt. House Bill 185, which would establish a plant-based building materials working group, drew the most discussion. The Department of Agriculture said it supported the intent but wanted baseline research before a larger working group was formed. Supporters argued the measure could help develop a homegrown industry using bamboo, hemp, and other plant materials, create green jobs, and reduce greenhouse gas emissions. Several members questioned whether a formal working group was necessary and whether the work could be done without new legislation. The University of Hawaiʻi later estimated the bill’s requested work would cost about $150,000 over two years to analyze crop options and report findings. The final measure discussed in the excerpt was House Bill 1320, which requires the University of Hawaiʻi to collect, analyze, and publicly report graduate outcome data and develop a Graduate Outcomes Dashboard. University officials said they already use some data sources but lack a dedicated data-visualization specialist and need additional capacity to consolidate and present the information. Members questioned the need for new positions and funding, arguing the university should use existing resources and that students already have many ways to explore careers. Supporters responded that the dashboard would help students and the state better understand postgraduate outcomes, workforce needs, and program value. No final action or vote was shown in the excerpt.

Transcript Highlights:

• I'm also a 10th grade student here in Austin.
• They want to take public students, public school students' money and your taxpayer money, close down
• This press conference was convened by a student.
• That includes 9 million for student meals, over 6.5 million in title funding for low-income students,
• I am in an immense position of privilege as a student with a college fund, as a student from one of the

Transcript Highlights:

• </c><00:03:08.120><c> at</c> free School meals for all students at free School meals for all students
• </c> income and it's not only for students income and it's not only for students that<00:43:23.839><c
• </c> reflect the diversity of our student reflect the diversity of our student body<00:48:26.920><c>
• in the student day.
• And one student was also puzzled.

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• </c><00:02:54.959><c> to</c> and many others CTE exposes students to and many others CTE exposes students
• CTE students earning approved dual credit and 13,448 students earning valid industry certifications.
• students complet completed approved students complet completed approved Co-op<00:03:21.000><c> or</c>
• and Technical student organizations.
• . 13,5 448 students earning valid industry 13,5 448 students earning valid industry certifications<00

Keywords: 958, all

Summary: The committee heard testimony on several education bills and first received a presentation from Paige Cash of Kentucky FFA/Kentucky Association for Career and Technical Education. She described the reach of CTE in Kentucky, saying more than 143,000 secondary students are enrolled in CTE courses, and highlighted work-based learning, dual credit, industry certifications, and student organizations such as FFA, DECA, FCCLA, HOSA, TSA, and SkillsUSA. She said CTE funding has helped update lab equipment, support teacher training, fund field trips, and expand participation in career and technical student organizations. Representative Wilson presented House Bill 132, which would address home hospital instruction reimbursement in cases involving short stays, particularly mental health placements that are often under five days. He said schools continue providing instruction even when they are no longer reimbursed under current rules. The committee advanced the bill unanimously after a motion and second, with the measure passing with an expression of opinion that it should pass. The committee then heard House Bill 272 on dyslexia, sponsored by Representative Heavrin. The bill would require KDE to annually update the dyslexia toolkit, require local boards to adopt policies for identifying and assisting K-3 students with dyslexia, require KDE to report district implementation data to LRC, and require teacher preparation programs to include dyslexia instruction. Members discussed whether the bill would require teacher diagnoses, how it would interact with existing IEP/504 and RTI processes, and concerns about added reporting and district burden. Supporters said many students are falling through the cracks and that earlier identification is needed; Representative Willner noted a shortage of school psychologists. The committee passed HB 272 with a motion and second, though several members voted pass and explained concerns about reporting burdens, red tape, and district costs. Finally, the committee began hearing House Bill 193, a dual credit cleanup bill presented by Joe Carol Ellis of KHEAA. She said the bill would consolidate the statutes governing general education dual credit and CTE/work-ready dual credit scholarships to match current funding practice and reduce confusion for K-12 schools and postsecondary institutions. The presentation was underway when the transcript ended.

Transcript Highlights:

• and student success.
• success, efficacy, and demonstrated student success... ...and student success, efficacy, and demonstrated
• student success efficacy.
• available to eligible students.
• on the students.

Summary: The Postsecondary Education and Workforce Committee met on January 27 and first took executive action on three bills. House Bill 2311, which makes administrative changes to the Workforce Education Investment Accountability and Oversight Board, was reported out with a do pass recommendation after the Leavitt amendment was withdrawn; supporters emphasized transparency, accountability, and student success metrics, while one member opposed moving it forward and urged more interim work. House Bill 2324, which extends tuition waiver access for children of eligible veterans when a disability determination occurs after age 18, passed unanimously. House Bill 288, the Dietitian Licensure Compact, was amended to delay implementation until July 1, 2028 and then passed unanimously as a substitute bill; members cited workforce shortages and the value of broader licensure portability. The committee then held public hearings on several bills. House Bill 2422 would shift private security guard licensing fees from individual guards to their employers, eliminate transfer fees, and penalize companies that require reimbursement; the sponsor and workers testified that the current system burdens low-wage guards and contributes to high turnover, while some members asked about whether fees could instead be lowered or eliminated. House Bill 2438 would create the SEEDS scholarship for early childhood education students using up to $10 million from the GET account if it remains sufficiently funded; the sponsor described it as a targeted test of surplus GET funds to address early learning workforce shortages, and testimony from educators, providers, and advocacy groups strongly supported it, while WASAC said the bill may need technical changes to avoid conflicts with existing 529 rules. The committee also heard House Bill 2525, which would create a WSU heritage orchard program and registry for old or rare apple varieties; the sponsor and industry witnesses said it would preserve agricultural history, support research, and aid future breeding and education. Finally, House Bill 2586 would align Passport to Careers with federal financial aid formulas and automatically deem Passport-eligible youth financially needy for the Washington College Grant; the sponsor and WASAC said it would help foster youth and homeless students access aid earlier and more predictably, and multiple students and advocates testified in strong support. No final action was taken on the bills heard in public testimony during this portion of the meeting.

Transcript Highlights:

• This means that the student has a say in their future.
• Not every student with a disability is going to want to go into the workforce, nor is every student with
• My son was an ESE student from age three until 22. He had a 12-page IEP.
• For children, for school students aged 18 to 22, per the federal law.
• And so because of that, students get an amazing thing.

Summary: The subcommittee met with a quorum and considered three bills. House Bill 1145 by Representative Shoaf would clarify that public charter schools may participate in the CAP grant program and expand the number of eligible programs under the money-back guarantee workforce education provision from three to six. Supporters said it would broaden access and encourage outcomes-focused training; members asked about fiscal impact and repayment concerns. The bill passed 16-0 and was reported favorably. House Bill 127 by Representative Kendall addressed exceptional student education and workforce credentialing. A strike-all amendment broadened the bill to include all students with disabilities, use the term micro-credential, involve the Department of Education, the Florida Center for Students with Unique Abilities, and OSHA, and add validation by special education staff and an IEP team member. Public testimony included support from Goodwill and others, while one witness raised concerns about IDEA compliance, voluntariness, and funding. Members debated those issues, with supporters emphasizing that the bill was not mandatory and would help transition students into work; the amendment was adopted and the bill then passed 15-0. House Bill 571 by Representative Kendall would expand career planning and work-based learning opportunities for students, require the Articulation Coordinating Committee to evaluate apprenticeship and pre-apprenticeship programs for postsecondary credit, allow more flexible work-based learning, provide career days for students age 16 and up, guarantee transfer of certain credits to the Florida College System, and require annual review of personalized academic and career plans. Several industry and education groups appeared in support, no one spoke in opposition, and the bill passed 15-0 and was reported favorably. The meeting then adjourned.

Transcript Highlights:

• period and amount for which tuition and fees will be reimbursed to students.
• consumer protections, or the Student Achievement Council's authority to investigate and enforce student
• consumer protections, or the Student Achievement Council's authority to investigate and enforce student
• And this year, this particular bill will add more students to the list of kids or students that need
• and their leadership nationally on student consumer protections.

Summary: At the February 3 meeting of the Postsecondary Education and Workforce Committee, members reviewed several bills for possible executive session and noted that House Bill 2538 would be heard later in the session, while no action would be taken that day on House Bills 2422, 2427, and 2589. Staff walked the committee through proposed substitutes and amendments on multiple bills, including HB 2438 (early childhood education degree seekers scholarship), HB 2525 (heritage orchard program at WSU), HB 2586 (Passport to Careers and Washington College Grant alignment), HB 2458 (expanding Washington College Grant eligibility to certain non-degree credential programs), HB 2474 (student consumer protections and tuition recovery for school closures), and HB 2540/2450 relating to EMT recertification timing. Members discussed fiscal impacts, use of the GET account, student aid access, support for trades and vulnerable students, and protections for students when institutions or programs close. The committee adopted a proposed substitute for HB 2438 and reported it out on a 13-4 vote, with supporters emphasizing early childhood workforce shortages and opponents raising concerns about using GET account funds. HB 2525’s proposed substitute and a null-and-void amendment were adopted, and the bill was reported out unanimously. HB 2586 was reported out on a 17-0 vote, with members citing benefits for students experiencing homelessness and foster care. HB 2458’s amendment was adopted and the substitute bill passed out of committee on an 11-6 vote, despite objections about available financial aid funding. For HB 2474, members withdrew several amendments, adopted REN 076 to narrow exemptions for certain private institutions, and then reported the substitute bill out on a narrow 9-8 vote after debate over student protections versus institutional flexibility. The final bill considered, relating to EMT recertification intervals, was reported out of committee by voice vote with 17 ayes. Throughout the meeting, the committee generally advanced the bills with do-pass recommendations, while recording split views on funding sources, student consumer protections, and the scope of aid eligibility.

Transcript Highlights:

• Uh we serve a high eligible students.
• That has been need student population.
• </c> renovated dome for the student. renovated dome for the student.
• the students.
• the students.

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Postsecondary Education met to begin hearing budget requests from Kentucky universities. Eastern Kentucky University President David McFaden highlighted EKU’s enrollment growth, its large population of Pell-eligible and first-generation students, and its role in producing graduates for Kentucky’s workforce, especially in health care, public safety, manufacturing, engineering, and aviation. He said EKU is seeking support for a Center for Health Innovation, including a doctor of osteopathic medicine program, with a $50 million accreditation escrow and startup funding that would be returned to the state after accreditation. He also described EKU’s health programs, which have strong pass rates and high in-state employment outcomes, and said the university wants continued asset preservation funding, inflationary operating support, and other recurring budget items. McFaden also outlined EKU’s aviation request, including $10 million for new aircraft and support for an enhanced air traffic control program created in response to a legislative study. He said the program would enroll cohorts of about 30 students, likely attract out-of-state students, and require a $5 million startup investment plus $1.5 million in annual recurring support. He added that EKU’s lab school is seeking a revised funding model tied to enrollment rather than a flat mandated amount. Committee members asked follow-up questions about the medical school escrow, aircraft needs, and program capacity, and McFaden clarified that the escrow would remain intact until accreditation and then be returned to the general fund. Kentucky State University President Kakpo then reviewed prior capital support that helped repair a dorm and several leaking roofs, and said the university is still addressing campus infrastructure problems. He said KSU’s main request is a new health sciences building to house its growing nursing program and language program, along with $40 million for additional dorm renovations and a carve-out for its aquaculture program. Kakpo said the aquaculture PhD proposal would be federally funded and could bring in more revenue, while the new building would help relieve overcrowding and support KSU’s research role. In response to questions, he said KSU’s campus housing capacity would be about 1,334 beds if all dorms were repaired, and that the university is rotating students through renovated buildings while trying to keep them on campus. Committee members also raised safety concerns about the December campus shooting at KSU. Kakpo said the incident was isolated, expressed sympathy for the families affected, and said the university has reviewed campus procedures, added police and security positions, and is strengthening safety processes. The meeting did not include any votes or formal actions; it was a budget presentation and question-and-answer session.

Transcript Highlights:

• athletes and students in of our student athletes and students in general<00:25:36.799><c> that</c><00
• </c><00:42:50.160><c> will</c> every student so all 500 students will every student so all 500 students
• </c> they taking from the students? they taking from the students?
• . students. students.
• </c> NIL students? NIL students?

Keywords: 912, senate, all

Summary: A joint informational briefing of the House and Senate higher education committees focused on how the University of Hawaiʻi athletics department plans to remain competitive in the new NIL era, including the effects of the House v. NCAA settlement, direct institutional payments, and the need to balance competitiveness with the university’s educational mission. Senators and committee members introduced themselves, and the briefing featured remarks from women’s basketball coach Laura Beeman, football coach Timmy Chang, and Athletic Director Matt Elliott. Coach Beeman said NIL has already affected recruiting and retention in women’s basketball, estimating the program has lost six to 10 student-athletes because it lacks the funding to keep comparable talent. She emphasized that the issue is not greed but retention, culture, and keeping student-athletes who value the university and community, while also using NIL as a way to teach financial literacy, privacy, and adult responsibilities. Coach Chang described similar pressures in football, including transfer portal volatility and competing offers from other programs, and gave examples of players whose personal and family circumstances made NIL support important for staying at Hawaiʻi. Athletic Director Elliott said the department’s vision is to create an outstanding student-athlete experience, recruit and retain elite athletes, compete at the top of the Mountain West, and strengthen community ties. He said the department wants to preserve the educational focus while adapting to a system in which student-athletes can share in revenue. Elliott explained that UH is seeking a $5 million annual NIL fund, is fundraising through the community and the “Boost the Bose” account, and is also pursuing individual NIL deals, corporate sponsorship-related deals, and licensing opportunities. In response to Senator Kim’s question, he said NIL compensation can come through two tracks: institutional payments within the department’s discretion and outside deals that must be reviewed for market value under the new reporting system. No votes or formal actions were taken; the meeting was informational only.

Transcript Highlights:

• , and educators, and this has a direct impact on our most vulnerable high-needs students and students
• There are classrooms, and there are quite a few students, and there needs... ...just one student.
• We know that in this country student loan debt is heaviest on students of color, which then either burdens
• ESPs work directly with some of the most vulnerable students, students who need the highest levels of
• Each day we meet our students where they are.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with most testimony focused on two main topics: improving access to augmentative and alternative communication (AAC) for students with disabilities, and raising educator pay statewide. On the AAC bills (House 514/Senate 418), parents, advocates, and attorneys described how AAC devices and communication books help nonverbal or minimally verbal children communicate, participate in class, and reduce frustration and behavioral issues. Testimony emphasized that while districts are generally required to provide devices, many teachers and school staff lack training to use them effectively; the bill would direct DESE to update licensure and training requirements so newly licensed teachers are prepared to support AAC users. Committee members asked about current teacher-prep practices, implementation, and whether DESE could act without legislation, and witnesses said the proposal was intended as a long-term solution and had previously received some support and compromise language. The committee also heard extensive testimony on House 733/Senate 370, which would set a statewide minimum salary of $70,000 for teachers and $55,000 for education support professionals (ESPs/paras), with inflation adjustments and a phase-in structure that would shift costs over time from the state to municipalities. Supporters, including the bill sponsor, MTA leaders, and school employees from several districts, argued that current pay is not a living wage, contributes to staffing shortages and turnover, and forces many educators to work multiple jobs or rely on public assistance. They said the bill would help recruit and retain staff and better reflect the importance of the work. Committee members raised questions about how the state would fund the mandate, how it would interact with Chapter 70 school aid and local budgets, whether other states have similar mechanisms, and whether the proposal could create disincentives for districts already paying above the floor. Witnesses pointed to the Student Opportunity Act, the Fair Share Amendment, and the need for a broader school funding formula review as possible parts of the solution. The committee also briefly heard and discussed Senate Bill 435/House Bill 736, which would require de-escalation training for school bus operators, with the training paid for by employers. The sponsor and a parent advocate said the bill was prompted by a school bus incident involving a child with cerebral palsy and epilepsy and would improve safety and reduce reliance on law enforcement. Members asked whether the bill should also cover bus monitors and other transportation staff, and whether private contractors and public operators currently provide similar training. At the end of the hearing, the chairs closed testimony on the full list of bills and adjourned the hearing without taking any votes.

Transcript Highlights:

• students.
• </c> more students stacked on to 22. more students stacked on to 22.
• So then that cost is offset by seven students, and it's a cost per student per day.
• All of our special education students are all general ed students first.
• </c> faculty, not necessarily the students. faculty, not necessarily the students.

Keywords: 928, house, all

Summary: The subcommittee opened its second meeting on House Bill 742, which would require catastrophic special education aid to be drawn from the education trust fund, and discussed whether to also examine differentiated aid within the adequacy formula. The chair said the committee had previously heard from HHS/Medicaid officials and now wanted to hear from local special education directors about how the aid system works in practice, including billing, training, data collection, and whether districts handle claims consistently. Members also referenced Arkansas as a possible comparison state and said they hoped to develop ideas by November to address the current funding process. Committee members focused on the current special education aid thresholds and the impact of proration. The chair described the existing formula as requiring districts to absorb costs up to 3.5 times the state average per student, with the state paying 80% from 3.5 times through 10 times and paying above that, and said FY25 appropriated about $34 million while actual claims were about $50.1 million, leaving roughly a $16 million shortfall that caused proration. Members also raised the possibility of lowering the threshold to 2.5 times and asked how that would affect the number of eligible students and costs. Another member asked about how districts decide whether services are education-related or medical-related and how Medicaid or private insurance reimbursement affects later state aid claims. District representatives from Boothby Therapy Services, Bedford, and Guilford introduced themselves and described their roles. Guilford’s director said the district tracks students with paraprofessional support, nurses, transportation, or specialized programming, uses a data system to log every service touchpoint, and tries to maximize both Medicaid and special education aid; she said a lower threshold would likely capture all students with paras or nurses and that rising staffing and service costs would increase the number of students over the cap. Bedford’s assistant director said the district uses a different system, tracks roughly 60 to 80 students a year, and pursues Medicaid and special education aid simultaneously but does not pursue private insurance if it would affect FAPE; she said reducing the threshold to 2.5 times would likely double the number of qualifying students. Members asked follow-up questions about software, data entry, and how districts decide whether to bill Medicaid or seek state catastrophic aid, and the directors explained that their systems log services by staff type and student, with some districts using the same data for both Medicaid and state reimbursement claims.

Transcript Highlights:

• School social workers are licensed mental health professionals who support students, students, families
• , sorry, student elopement from school.
• , sorry, student elopement from school.
• who has responsibility for the student.
• and established student codes of conduct.

Committee: Senate Education

Summary: The Senate Education Committee met with enough members present to conduct business and approved the June 17 minutes. It first heard HB 459 with House Amendment 1, which would prohibit the sale of energy drinks on public middle and high school campuses during school hours or school events. The sponsor and Department of Education explained that the bill targets beverages containing caffeine and marketed as energy drinks, not ordinary soft drinks or coffee/tea products. Public testimony from the Medical Society supported the bill on health grounds, while the beverage industry said its companies already voluntarily limit school offerings and that the bill does not reflect current practice. No vote was taken in the transcript. The committee then heard HB 461, a follow-up to prior legislation on New Castle County property reassessment and school tax rates. Senator Cruz said the bill would let New Castle County school districts adjust and reset tax rates to reflect reassessment changes without increasing projected operating revenue, and that it includes a sunset. DSEA supported the measure, saying fair property values are important to public education funding. The committee also heard HB 452, which would require additional background checks and training for DIAA sports officials and strengthen DIAA enforcement procedures. Members questioned how checks would be handled, who would see the results, and who would provide training; the DIAA compliance coordinator said the checks would be maintained through the state process and that associations would verify eligibility. The bill’s sponsor and DIAA said the goal was to align officials with existing child-safety standards. Next, the committee considered HS1 for HB 425, which raises the salary supplement from 6% to 12% for nationally certified school counselors, nurses, and school social workers, and allows DOE to identify additional qualifying positions by regulation. Supporters, including school social workers, nurses, and DSEA, argued the change would improve retention and recognize advanced credentials. Senator Hansen raised concerns that school psychologists were not included; sponsors said a broader study and possible future legislation or budget language would address other nationally certified school-based professionals. The committee then heard HS1 for HB 358 on student elopement notifications, inspired by Ace’s Law, but administrators and the chair raised concerns that the bill may be too prescriptive and difficult to implement in practice, especially when schools may not immediately know a student has left campus. Finally, the committee discussed HB 379 on the comprehensive school discipline improvement program; DOE said the substitute was intended to consolidate prevention and intervention supports and avoid competition for funding, while DASA asked that the bill be paused or tabled. The meeting ended before action on the remaining bill, and HB 443 was deferred to a future executive meeting.

Transcript Highlights:

• This is the right thing for Minnesota students.
• So it stands to follow their students.
• . students. students.
• </c> public school students. public school students.
• </c><00:13:34.080><c> and</c> and particularly going to students and and particularly going to students

Keywords: 1183, house

Summary: House Republican leaders and Speaker Melissa Hortman held a press event promoting House File 3490, which would opt Minnesota into a federal education tax credit program. They argued the bill has no state cost and would keep donations made by Minnesotans benefiting Minnesota students and schools rather than out-of-state scholarship organizations. Supporters said the funds could help with tutoring, extracurriculars, school supplies, special education-related services, learning loss, and other school needs, and they repeatedly urged Governor Tim Walz to opt in or publicly explain why he would not. Rep. Andrew Myers, the bill’s chief author, said the proposal is personal to him as a parent and legislator and described recent school budget pressures, including staff and resource cuts and larger class sizes. Rep. Ben Bakeberg, a middle school principal, said the bill could generate significant funding if many taxpayers participate and argued it could help offset school district shortfalls and the Blue Ribbon Commission. Rep. Griesbach also backed the bill, calling it a “no-brainer” and saying he would not work with the governor on other budget items unless the governor opted in. In response to questions, supporters said scholarship-granting organizations could be created by a variety of entities, including education foundations, and could support both private-school tuition and public-school-related costs such as extracurricular fees, field trips, and transportation for summer learning. They rejected the idea that the bill pits public and nonpublic schools against each other, saying it is meant to expand educational opportunity for all students. No vote or formal committee action was taken during the event; it ended with questions from reporters on the bill and other Republican priorities such as rental assistance, gas taxes, and energy costs.