Transcript Highlights:

• our Compass, our statewide improvement model, so we have our literacy teams working alongside our MTSS
• Peterson said that the district rolled out a robust assessment plan as part of its MTSS framework.
• We need strong MTSS systems with highly trained interventionists who can support struggling students
• success<01:35:45.960> our Our small school was chosen to be part of the pilot after an MTSS
• We focused on professional development, curriculum, assessment, leadership, and also our MTSS process

Keywords: 1187, senate, all

Transcript Highlights:

• So in our program, we use the MTSS model, which is multiple tiers of systems and support, and we offer
• We have a great child find system that weaves in with our MTSS system.

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:

• of the school culture and community, like what Doctor Butler was saying about being a part of those MTSS
• of the school culture and community, like what Doctor Butler was saying about being a part of those MTSS

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• Turning to page two, on line 42 is a modification to Compass and MTSS.
• modification to two on line 42 is a modification to Compass<00:08:43.440> and<00:08:43.680> MTSS
• It<00:08:44.640> reduces<00:08:45.040> the<00:08:45.200> total Compass and MTSS
• It reduces the total Compass and MTSS.
• Compass and MTSS funding, which are critical support for schools, and to restore funding for general

Keywords: 1187, senate, all

Transcript Highlights:

• amends the grade level reading goals under the READ Act to be aligned to appropriate benchmarks and the MTSS
• 00:59:04.359> benchmarks<00:59:05.359> and<00:59:05.599> the<00:59:05.920> MTSS
• to appropriate benchmarks and the MTSS to appropriate benchmarks and the MTSS framework<00:59:07.119
• removes the requirement around personal reading plans specific to literacy because we know that the MTSS

Keywords: 1183, house

Transcript Highlights:

• We have a strong MTSS program that really works for their kids to enrich them and provide as much support
• <00:41:35.920> have<00:41:36.000> a<00:41:36.160> strong<00:41:36.400> MTSS
• We have a strong MTSS program students.
• We have a strong MTSS program that<00:41:37.920> really<00:41:38.079> works<00:41:38.319

Bills: HF3714, HF4399, HF4176, HF2544, HF60, HF4231, HF4232

Keywords: foster care, child welfare, enrollment priority, education programs, child care assistance, education, school board, elections, local governance, school district, site-governed schools, education reform, local control, autonomy, interchange, bond issuance, transportation, infrastructure funding, Sherburne County, student eligibility

Transcript Highlights:

• We wanted to align our MTSS structure initiatives with bi-weekly attendance data meetings to discuss
• We wanted to align our MTSS structure initiatives with bi-weekly attendance data meetings to discuss
• We wanted to align our MTSS structure initiatives with bi-weekly attendance data meetings to discuss
• 49.960> our structural goals we wanted to align our structural goals we wanted to align our mtss
• initiatives with mtss structure initiatives with bi-weekly<00:36:52.920> attendance<00:36:53.760

Keywords: 1187, senate, all

Summary: The Senate Education Finance Committee met on January 28, 2025, to receive updates on chronic absenteeism work funded in the 2024 education finance bill. The chair introduced presentations from districts in the student attendance pilot program—Minneapolis, Columbia Heights, Chisago, and Rochester—and noted that the committee would also hear the student attendance and truancy legislative study group report and later a bill from Senator Weber. The chair also thanked educational assistants and paraprofessionals for their work in schools. Minneapolis Public Schools described common attendance challenges across pilot districts, including inconsistent attendance coding, weak family communication, difficulty identifying interventions, and uneven responses to absences. The district said pilot districts want statewide definitions for absences, tardies, and exempt codes, as well as better internal dashboards and clearer procedures. Minneapolis also highlighted strategies such as attendance teams at each school, quarterly postcards to families after five or more absences, Promise Fellows, home visits, multilingual communication through TalkingPoints, and a morning nurse line to help parents decide whether a child should stay home. The district said its main attendance goal is to raise consistent attendance from 68 percent to 80 percent by 2026. In response to committee questions, Minneapolis said its main post-COVID absenteeism reason has been illness or medical issues, followed by transportation problems, and that it does not penalize students for transportation-related absences. The district said it counts secondary absences when students miss more than three periods in a day, with truancy beginning after seven such absences, while elementary students are counted absent for the full day. Members also asked about whether reduced truancy referrals reflected more attendance or diversionary supports; the district said its approach is to focus on understanding root causes and providing support rather than quickly referring students to truancy processes. The district reported improved communication, greater parent awareness, and fewer truancy referrals so far, and said the attendance team model should be sustainable because it uses existing staff with clearer direction.

Transcript Highlights:

• We want to thank the administration and the Legislature for recognizing the critical role that MTSS plays
• Orange County Department of Education, in partnership with Butte County Office, has led the statewide MTSS

Keywords: 987, senate, all

Summary: The committee heard the Governor’s May Revision proposals for TK-12 education, beginning with a Proposition 98 overview from the Department of Finance and the Legislative Analyst’s Office. Finance said the May Revision increases the Proposition 98 minimum guarantee by about $6.4 billion relative to the Governor’s January budget across the three-year window, with higher guarantees in each year, continued full payment of the outstanding settle-up obligation in 2024-25, and a reduced $3.9 billion settle-up amount in 2025-26. Finance also described larger mandatory and discretionary deposits into the Proposition 98 reserve, ending with an estimated $10.3 billion reserve balance. The LAO said the overall estimates were reasonable, but urged the state to fully fund the guarantee and use other budget tools, including reserves, to manage volatility rather than delay settle-up payments. Members questioned the remaining settle-up amount, the risk of revenue volatility, and possible alternatives such as advance payments or other reserve strategies. The second panel covered Department of Education proposals and trailer bill language. Finance outlined additional state operations funding and positions for CDE, along with trailer bill changes affecting community schools, preschool, literacy, special education, charter accountability, teacher-related programs, and other technical cleanups. The LAO supported the overall structure of the package but recommended changes to several items, including rejecting some additional one-time community schools, literacy, math, multilingual screener, and inclusive college proposals, while supporting the ongoing LCFF and special education increases and raising concerns about the paid pregnancy disability leave proposal’s cost and implementation complexity. CDE supported the special education increase, community schools, literacy and math investments, homelessness funding, and the paid pregnancy leave proposal, while asking for more funding for county office support, clearer homelessness definitions, and continued preschool parity. Members also asked about immigrant student supports, community schools reporting, and the rationale and cost estimate for the paid pregnancy leave proposal, which Finance estimated at $218 million annually. The final panel addressed the Commission on Teacher Credentialing. Finance proposed additional legal staffing for SB 848 implementation and educator misconduct caseloads, a fee increase for clear credential renewals from $100 to $125, a $5 million one-time Proposition 98 investment to build a transcript review platform, $2 million ongoing for transcript review staffing, and $30 million one-time for the statewide residency technical assistance center. The LAO had no concerns about the legal staffing, supported the transcript review platform if the fee increase and ongoing staffing were adopted, and recommended rejecting the residency technical assistance center expansion because existing funding runs through 2029. The Commission explained that the misconduct workload has grown over several years, that AI would assist but not replace human review in transcript matching, and that the residency technical assistance center helps recruit and retain teachers and support rural districts. Public commenters largely supported special education, discretionary block grants, community schools, literacy investments, homelessness funding, and teacher credentialing alternatives, while some urged rejection of the settle-up proposal and preschool COLA reduction.

Transcript Highlights:

• The training that Compass is providing for MTSS and the capacity-building framework that Carrie is training
• districts to be very intentional around their development of local literacy plans, the inclusion of the MTSS
• ><00:13:19.200> inclusion<00:13:19.760> of<00:13:20.160> the<00:13:20.560> MTSS
• plans. the inclusion of the MTSS plans. the inclusion of the MTSS framework<00:13:22.800> and

Bills: HF2430, HF2433

Keywords: education finance, teacher training, Read Act, state aid, school funding, education funding, children with disabilities, transition aid, special education, school district consolidation, 1183, house

Transcript Highlights:

• As the senate priorities and the senate languages, I think the house there was some nuance in the MTSs
• Actually, because school districts are doing that, but there's kind of a flexible way that they approach MTSs

Bills: SB1778, SB1570, SB134, SB1966, SB1636, SB1725, SB1726, SB259, SB504, SB592, SB2030, SB1572, SB843, SB1242, SB1255, SB1262, SB1264, SB1286, SB1581, SB1290, SB1316, SB1319, SB1369, SB1379, SB1381, SB1400, SB1427, SB1436, SB1461, SB1496, SB1509, SB1534, SB1553, SB904, SB1592, SB1645, SB1684, SB1767, SB1772, SB1813, SB1894, SB1928, SB1946, SB1980, SB2040, SB2060, SB2061

Keywords: reading instruction, literacy, educational equity, intervention services, third grade retention, Strong Readers Act, child welfare, child safety, administrative transition, Department of Child Safety and Well-being, Oklahoma Commission on Children and Youth, juvenile justice, foster care, retirement, public employees, reemployment, benefit adjustment, Oklahoma Public Employees Retirement System, memorial highways, bridge designations

Transcript Highlights:

• is really around how we are using our multi layered systems of support, or what used to be known as MTSS—excuse
• me, RTI—and in other states, it's called MTSS.

Keywords: 996, all

Transcript Highlights:

• There is a lot of work that's happening around Read to Succeed and numeracy counts, MTSS.

Keywords: This live stream stopped early and will be uploaded as a complete video later today or tomorrow morning., 958, all

Summary: The committee first considered a pulled contract involving the Department of Education and heard from KDE staff Karen Worth, Matthew Courtney, and later Mickey Ray Marinelli. Members asked about contract 42, which related to the 21st Century Community Learning Centers program and broader federal budget uncertainty. KDE explained that the program is forward-funded, so current-year and next-school-year funding were secure, but future funding remained unclear because federal decisions were still in flux. Members asked to be kept informed of any changes and expressed support for the program. The committee then discussed contract 43, a $105,000 general fund agreement for a communications/digital media consultant. KDE said the position was created to help increase awareness of resources for district staff, administrators, and teachers, including Read to Succeed, numeracy, MTSS, website usability, standards resources, and the Kentucky Learning Hub. Members questioned why the work was being routed through the Green River Co-op, whether the role was new, how long it had been vacant, how many similar positions existed, and whether the work amounted to internal marketing. KDE said the selected employee was coming from Thomas More University, the position had existed for about one year, the vacancy had been less than six months, and the role was intended to improve communication and online resources. Some members voiced concern about growing administrative spending and whether more positions were needed. Both contracts were ultimately approved as reviewed without objection after motions, seconds, and roll-call votes. The committee then announced that the September 25 meeting would instead be held on Tuesday, September 9 at 9:00 a.m., and adjourned after a motion.

Transcript Highlights:

• There is a lot of work that's happening around Read to Succeed and numeracy counts, MTSS.
• 01:29:50.800> numeracy<01:29:51.360> counts<01:29:52.239> um<01:29:52.480> MTSS
• <01:29:53.520> And<01:29:53.760> so<01:29:54.000> part and numeracy counts um MTSS
• And so part and numeracy counts um MTSS.

Keywords: 958, all

Summary: The Government Contracts Committee met with a quorum and approved the July 8 minutes. It then deferred several items from the July agenda, including a Kentucky Education Television contract because the vendor was not yet registered with the Secretary of State, and a University of Louisville contract at the university’s request. The committee also deferred a behavioral health memorandum of agreement and later a Department of Community Based Services contract after questions were raised about the scope of services and the need for additional information. The most extensive discussion involved the Seven Counties Services contract with the Department for Behavioral Health, Developmental, and Intellectual Disabilities. Committee members questioned why the state continues to contract with Seven Counties despite its bankruptcy and pension-related liabilities, how the funding split was determined, whether the services are statutorily required, and whether the state or another provider could deliver the services more efficiently. Agency representatives said Seven Counties is the sole provider of core community mental health services in its region, serves about 24,500 people, and that service needs and acuity remain high even as the number served has declined. A cabinet attorney said the bankruptcy dispute is ongoing and involves roughly $20 million in contested retirement contributions, though members suggested the amount may be higher. Members also raised broader concerns about whether local governments, especially Metro Louisville, should contribute more toward services tied to social determinants of health, and whether the contract includes services beyond what statute requires. The committee requested additional information on the contract scope and possible offsets or recovery of unfunded liabilities, and then voted to defer the Seven Counties contract to the next meeting. The committee also heard a separate DCBS presentation on the Youth Villages Intercept program, where staff explained it was selected because it is an approved evidence-based Family First prevention service, provides intensive in-home and foster care stabilization services, and is headquartered in Tennessee but operates across Kentucky; members asked for clarification on Medicaid billing and additional funding needs.

Transcript Highlights:

• We did have some funding tucked into that bill around funding associated with the MTSS Compass work around
• We did have some funding tucked into that bill around funding associated with the MTSS Compass work around
• We did have some funding tucked into that bill around funding associated with the MTSS Compass work around
• We did have some funding tucked into that bill around funding associated with the MTSS Compass work around
• We did have some funding tucked into that bill around funding associated with the MTSS Compass work around

Keywords: 1183, house

Transcript Highlights:

• is really around how we are using our multi-layered systems of support, or what used to be known as MTSS
• And in other states, it's called MTSS.

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• Another student I supported through the MTSS team presented with significant safety concerns during disregulation
• 02:49.680> supported<01:02:50.000> through<01:02:50.160> the<01:02:50.319> MTSS
• <01:02:51.119> team<01:02:51.760> uh I supported through the MTSS team uh I supported
• through the MTSS team uh presented<01:02:52.240> with<01:02:52.480> significant<01:02:

Keywords: 1187, senate, all

Transcript Highlights:

• She said that when they did the Bar Center grant, that was actually under the governor's MTSS and READ
• 20.800> governor's that was actually under the governor's that was actually under the governor's mtss
• <01:40:22.320> and<01:40:22.639> read<01:40:22.920> read mtss and read read mtss

Bills: HF56, HF780

Keywords: HF56, Minnesota bonding bill, capital investment, state bonds, bond proceeds fund, Hutchinson Area Transportation Services, Hutchinson, McLeod County, transportation facility, vehicle storage, equipment storage, fueling facility, temperate storage, local infrastructure, public works, general obligation bonds, education finance, school funding, state aid, appropriations

Transcript Highlights:

• Um, and MTSS in the system. We have not gotten to the financial portion yet.
• Services on that singular platform so that there could be a more streamlined approach for things like MTSS
• Um, and MTSS in the system. We have not gotten to the financial portion yet.
• Services on that singular platform so that there could be a more streamlined approach for things like MTSS
• Services on that singular platform so that there could be a more streamlined approach for things like MTSS

Keywords: 1189, house, all

Summary: The commission to study the cost of special education met, confirmed a quorum, introduced members and guests, and approved the minutes from the October 29 meeting. Members noted the commission’s mandate under Senate Bill 57 and emphasized the need to focus on recommendations and findings by July 1, 2026. The chair also distributed additional handouts, including materials related to the Education Freedom Account (EFA) program and administrative rules tied to differentiated aid and disability determinations. The main discussion centered on how students qualify for differentiated aid under the EFA program. Matt Sutherton of the Children’s Scholarship Fund explained that the organization, which contracts with the state to administer EFAs, accepts either school-district/IEP documentation or a medical certification of disability (MCD) from a licensed medical professional. Members questioned how this process relates to the state’s special education rules and whether the school-district examiner standards in ED 107/1107.04 apply to EFAs. Sutherton said the MCD form, created with the department, requires the medical professional to sign that they are qualified to make the determination and to identify the disability. Several members expressed concern that the EFA process is less rigorous than the school-district IEP process and may be inflating disability counts. One member argued that the administrative rules cited are primarily for school districts, not EFAs, and said the Department of Education may not know how many of the roughly 890 EFA students receiving differentiated aid came through school-district documentation versus the MCD pathway. Another member said the EFA system appears more generous than the school system and raised concerns about oversight, auditing, and whether the program’s data are accurate. Sutherton said the organization reviews signed documentation, credentials, and diagnosis information, and may request additional records to help adjudicate expenses. No votes or formal actions were taken beyond approving the prior minutes.

Transcript Highlights:

• role in that, because I think we also struggle with understanding are we supposed to be implementing MTSS
• And there is a bill in this year to remove MTSS completely from schools. happening.
• intervention policy I had back in 199-something worked, and you don't necessarily, you know, I understand MTSS
• I don't know, you know, how it's being interpreted or used today, the MTSS, the three-tiered system,

Keywords: 928, house, all

Summary: The commission met to approve the November 21, 2025 minutes, making several clerical corrections before adopting them as amended. The edits included adding the date, correcting a misspelled name, clarifying references to a scholarship fund representative’s title, removing an incorrect “DOE” reference, and fixing a few wording errors. The minutes were approved with one abstention from members who were absent. The bulk of the meeting focused on organizing the commission’s work under SB 57 and identifying which special education cost issues should be prioritized for research and reporting. Members discussed a long list of topics, including student referral rates, why students are classified as other health impaired, increases in referrals since school closures, interventions before referral, costs of non-medically necessary services in IEPs and 504 plans, differences between federal and state requirements, reporting of special education costs, out-of-district and residential placements, dispute resolution, Medicaid and insurance use, graduation rates, and adult learning participation. Several members emphasized the need to combine or narrow topics and to gather better data before the report due July 1, 2026. Representative Ames highlighted HB 742, which would eliminate prorated special education aid payments when state appropriations fall short, and explained that the Education Funding Committee recommended interim study. He argued that local districts are bearing too much of the cost and that the state and federal governments should provide more support. Other members raised concerns about rising special education identification rates, possible overidentification, school climate and mental health factors, bullying, staffing, speech therapy access, and residential placements. One member cautioned that DOE website numbers may be inflated or at least difficult to interpret because of how students are counted. Department of Education staff then explained how special education data and costs are monitored. They said student counts are tied to IEPs and SASIDs in the state system, districts are checked through both desk audits and on-site monitoring, and billed services are compared against IEP requirements. They also described IDEA funding, noting that most DOE special education staffing is federally funded, with a large share of federal money flowing through to local education agencies and the remainder supporting administration, monitoring, and training initiatives. Members discussed whether more staff and more robust oversight would improve accuracy and accountability.

Transcript Highlights:

• because I think you might be referring to what is not enumerated anywhere in the bill is the use of MTSS
• So, is there a reason MTSS was not included in this study?
• and, you know, what interventions are you specifically looking for if you're not going to mention MTSS
• Um, I didn't think it was necessary to mention MTSS specifically. Um, but interventions.

Keywords: 1191, senate, all