Transcript Highlights:

• Today, only 37 percent of students are meeting grade level standards in mathematics.
• I'm an assistant professor of mathematics education research.
• They are mathematical sense makers and problem solvers.
• ...do better by our students if we don't know what mathematical knowledge they bring with them.
• I close by saying, I think mathematical knowledge and practices, but we also think about mathematical

Keywords: 988, house, all

Transcript Highlights:

• The purpose of each test is to collect mathematical... ...solar panels.
• So this makes tutoring supports available in both reading and mathematics.
• , but to date we have only begun to offer professional learning supports to mathematics educators.
• , but to date we have only begun to offer professional learning supports to mathematics educators.
• a tutoring agent that is working with middle school mathematics.

Summary: The Education Postsecondary Committee held its first meeting and focused on state university centers and institutes, with an overview from the Board of Governors on how the more than 500 centers and institutes across Florida’s public universities are categorized, overseen, and reported. The Board described three categories: state-level centers, legislatively established centers, and university-established centers. Members were told universities must maintain policies, notify the Board of changes, publish public inventories, and submit annual reports and compliance certifications. Senator Harrell asked about funding sources and whether underperforming centers are reviewed for elimination; the response was that funding varies by center and that universities decide whether to maintain or disband centers under their own policies, with annual reporting and audit findings shared with the Board. Four university presentations followed. Florida Atlantic University highlighted its Center of Excellence in Biomedical and Marine Biotechnology, describing research in marine-derived drug discovery, genomics, imaging, cancer, neurodegenerative disease, and ocean sustainability, along with spin-off institutes and partnerships that have generated significant grant and contract support. FIU presented its Center of Excellence for Hurricane Damage Mitigation and Product Development, emphasizing the Wall of Wind facility, hurricane and water intrusion testing, code and product innovation, insurance modeling, and future expansion toward higher wind speeds and flood simulation. Florida State University’s High-Performance Materials Institute described work in advanced materials, aerospace composites, sensors, nanocomposites, and AI-enabled materials development, along with patents, industry partnerships, and new facilities tied to economic development. The University of Florida’s Lastinger Center for Learning outlined its work on teacher professional learning, literacy, New Worlds Reading, tutoring, and mathematics supports, including microcredentials, statewide book distribution, and early results showing improved reading confidence and growth. Members generally praised the centers for their research, commercialization, workforce development, and education impacts. Senator Jones and Senator Harrell commended the Lastinger Center’s literacy work and the broader return on investment from these programs, while Senator Berman noted the value of the synergies across institutions. The chair emphasized that future funding requests should clearly show measurable success, commercialization, and statewide impact. The committee then adjourned without any formal votes on legislation.

Transcript Highlights:

• There's a process right now for the Kentucky Center for Mathematics that I think it's every five years
• So this would make NKU the location, the home of the Kentucky Center for Mathematics.
• Uh there is also Center for Mathematics.
• It focuses on making mathematics accessible and engaging to all learners from early childhood through
• Doing and to just lift up the importance of mathematics education as a family, as young children, for

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education met with a quorum and first heard House Bill 266, which would add audiology and speech-language pathology to the Kentucky Health Care Workforce Investment Fund as eligible credentials. Sponsor Representative Griffy and Dr. Kelly Ellis of Eastern Kentucky University testified that both professions are essential health care services, require advanced education and licensure, and face shortages, especially in rural areas. The bill passed favorably without opposition. The committee then took up House Bill 379, a cleanup and policy bill for postsecondary education. As amended by a primary House substitute, it would exempt mandatory orientation and training for governing board members from open meetings requirements if no action is taken, allow preliminary university president evaluations to occur in closed session while final evaluations remain public, designate Northern Kentucky University as the permanent home of the Kentucky Center for Mathematics, and establish a process for collecting enrollment-related debt through universities and the Kentucky Revenue Cabinet. The substitute also removed provisions related to student body presidents and the Commonwealth Education Continuum. Representative Baker and guests from NKU and the Council on Postsecondary Education said the changes were recommended by universities and CPE, noted that NKU has long hosted the Kentucky Center for Mathematics, and explained that no other institution has sought the role. Members asked about the center’s work, and supporters described it as a statewide organization that improves math education and teacher training. House Bill 379, as amended, passed with favorable expression and was reported to the House floor.

Transcript Highlights:

• And then we also have CS for HB 1113 by Representative Valdes, mathematics education requirements.
• By Representative Valdes, mathematics education requirements.
• We will now move to C.S. for HB 1113 by Representative Valdez: Mathematics Education Requirements.
• CS for HB 1113, Mathematics Instruction.
• instruction and mathematics intervention to elementary school students.

Summary: The subcommittee met with a quorum and considered three bills. First, PCS for HB 879 by Representatives Rizo and Woodson would require state colleges and universities to prioritize housing placement for students who are homeless, were in foster care, or are at risk of homelessness, and to give first priority in housing or work-study priority systems to students eligible for child-welfare-related tuition and fee exemptions. Members heard extensive supportive testimony from Florida Youth Shine participants and other advocates describing housing instability after foster care and the importance of campus housing and vouchers for student success. The bill was reported favorably by a 16-0 vote. The committee then heard CS for HB 1113 by Representative Valdes, which would standardize minimum math-content requirements for elementary teacher preparation programs and increase math content in competency-based certification programs. The sponsor cited stagnant Florida math outcomes and a state report finding limited math preparation for elementary teacher candidates. The bill drew support from the Foundation for Florida’s Future and the Florida Chamber of Commerce and was reported favorably by a 15-0 vote. Finally, the committee considered HB 827 by Representative Spencer, directing the Bureau of Workforce Statistics and Economic Research to conduct a recurring statewide study on the effects of automation and artificial intelligence on Florida’s workforce, including affected industries, at-risk workers, and training needs. Members discussed whether similar data exists in the private sector, the bill’s fiscal impact, and the sponsor’s use of AI tools in preparing remarks. The bill received supportive debate and was reported favorably without opposition.

Transcript Highlights:

• THIS MAKES TUTORING SUPPORTS AVAILABLE IN READING AND MATHEMATICS SO WE ARE IN THE PROCESS OF LAUNCHING
• WE'VE DONE WORK HISTORICALLY IN MATHEMATICS BUT TODAY WE HAVE ONLY BEGUN TO OFFER PROFESSIONAL LEARNING
• FAR MORE RELEVANT TO THE REAL WORLD SO STUDENTS UNDERSTAND HOW MATHEMATICS HELPS THEM IN THEIR EVERYDAY
• WE HAVE 1300 MATHEMATICS TEACHERS AND ROLE AND A SIGNIFICANT REQUEST FOR MORE EDUCATORS TO BE ABLE TO
• WITH MIDDLE SCHOOL MATHEMATICS, A STUDENT WHO HAS MISCONCEPTIONS IN THE MATHEMATICS AND THE STUDENTS

Keywords: 999, senate, all

Transcript Highlights:

• impossibility that Aaron Paul could have won that race and, in fact, creating a mathematical certainty
• impossibility that Aaron Paul could have won that race and, in fact, creating a mathematical certainty
• impossibility that Aaron Paul could have won that race and, in fact, creating a mathematical certainty
• impossibility that Aaron Paul could have won that race and, in fact, creating a mathematical certainty
• Won that race, and in fact creating a mathematical certainty that Brad Tabke won the race.

Keywords: 1183, house

Summary: Democratic House leaders Melissa Hortman and Jamie Long said Republicans were escalating the Minnesota House organization dispute by refusing to accept power-sharing, threatening to proceed as if they had a two-year majority, and planning to disregard the Secretary of State’s role on the first day of session. They argued that Minnesota law requires the Secretary of State to preside until a quorum is present, and that the House should follow the Minnesota Senate’s example of sharing power when the chamber is tied. They said Democrats had offered a compromise allowing Republicans to act as a majority for the first few weeks while they held a one-seat edge, then revert to the negotiated power-sharing agreement once the House returns to a 67-67 tie. Much of the discussion focused on the Brad Tabke election contest and whether Republicans could use a temporary majority to remove him or otherwise reorganize the House. Hortman and Long said the swearing-in of members is a ministerial act and does not affect the election contest, citing past Minnesota examples where members were sworn in while legal challenges were pending. They said if Republicans ignore the Secretary of State and try to organize the House without a quorum, Democrats would go to court to argue the House was not duly organized. They also said Republicans’ claims about the disputed district residency issue were misplaced and that the Tabke case should be decided by the courts. The leaders said Democrats were prepared to use denial of quorum as a backup if no agreement is reached, describing it as a quieter and less disruptive alternative to a long filibuster. They said the confidential swearing-in held the night before was done as an emergency backup because of security concerns and the possibility that quorum might be denied. They also said they were not worried about Republican recall threats, but warned that if Republicans proceeded with what they called a “kangaroo court,” Democrats might consider recall petitions for malfeasance. No formal vote or legislative action was taken in the exchange, and the leaders said they were still hoping to reach a compromise in later talks with Republican Leader Lisa Demuth.

Transcript Highlights:

• When the mathematics framework was brought to the board for approval, from my understanding, it did not
• I have a son who is very mathematically driven.
• Have them explore and interact with science and incorporate that into mathematics at an early age.
• 1, or mathematics by eighth grade if they are ready to do so.
• We're a very high-performing school, and we particularly do well in mathematics. I think...

Keywords: 987, senate, all

Summary: The Senate Rules Committee first approved several governor’s appointments not required to appear, including Arthur Krantz to the Public Employment Relations Board and Christopher Ferguson, Brian Haynes, Anna Marie de Mars, and Ronald Fiore to the Student Aid and Student Athletic commissions. The committee also approved references of bills to committees by a 5-0 vote. It then heard testimony from Julia Montgomery, nominated as General Counsel to the Agricultural Labor Relations Board, who described her long career serving agricultural workers and said the ALRB’s mission is to protect workers’ rights, support fair bargaining, and ensure access to information and resources. Questions to Montgomery focused on card-check unionization procedures, signature authenticity, outreach to farmworkers, and enforcement of make-whole orders. Senator Grove raised concerns about workers being pressured or not knowing what they signed, while Montgomery said objections and unfair labor practice charges can be filed and investigated, though the office does not independently verify signatures unless there is an allegation. Senator Reyes pressed on delays in collecting make-whole awards, including the Tri-Fanucchi case; Montgomery said appeals, bankruptcies, and employer closures often delay relief, but the agency seeks settlements and enforcement when possible. The committee voted 3-2 to advance Montgomery’s appointment to the full Senate. The committee then considered three State Board of Education nominees: Cynthia Glover Woods, Brenda Lewis, and Gabriela Orozco Gonzalez. In their testimony, all three emphasized long careers in education, support for students and teachers, and the importance of early learning, community schools, professional development, and aligning instructional materials with standards. Members questioned them about math achievement, the 2023 mathematics framework and Algebra I access, the state’s low national rankings, transitional kindergarten access, and a proposed change to education governance. The nominees said they support flexibility for students ready for Algebra I, believe recent instructional materials and professional learning will help improve outcomes, and had not been involved in governance-structure discussions. Public witnesses from school and child-serving organizations spoke in strong support. The committee then advanced Glover Woods and Gonzalez on 3-1 votes and Lewis on a 4-1 vote for full Senate confirmation.

Transcript Highlights:

• Three, adding requirements for Mathematics instruction leadership framework. I'm trying to be fast.
• The bill currently requires six hours of mathematics methodology for elementary teachers.
• There’s a difference between mathematics courses and math education courses.
• Teachers do not feel adequately prepared in terms of mathematics education.
• Maybe we need to get our high school teachers with mathematical master's degrees.

Bills: SB234, SB210, SB243, SB244, SM16, HB8

Keywords: foster children, school transportation, education funding, public education, child welfare, New Mexico Highlands University, soccer field, women's sports, infrastructure improvement, funding allocation, student athletes, appropriation, New Mexico State University, nutrition, travel support, funding, education, university support, financial assistance, parenting students

Transcript Highlights:

• c> Evidence-based mathematics standards and Evidence-based mathematics standards and practice.<01:14:
• Uh being able to go from mathematics.
• So how do we learn mathematics?
• called the Office of Mathematics called the Office of Mathematics Improvement<01:24:14.080> to
• specifically on improving mathematics. specifically on improving mathematics.

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• develop a mathematics instructional leadership framework.
• support plans, and mathematics intervention services.
• develop a mathematics instructional leadership framework.
• support plans, and mathematics intervention services.
• You're providing a mathematics support plan that includes a description of the student's mathematics

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• At expands their mathematical knowledge.
• <00:44:41.119> And mathematics." That's atrocious. Mhm. And mathematics."
• And so I see this with mathematics<00:45:42.400> too.
• We've got to coordinate mathematics too.
• 52:34.480> and Students um mathematical discourse and Students um mathematical discourse and talking

Keywords: 1191, senate, all

Transcript Highlights:

• Mathematics adoption. Is mathematics done on a more regular basis? Um, no, it is not.
• Aimed at enhancing literacy and mathematics education across our state.
• Given the status of mathematics access and achievement, California and, frankly, the United States have
• The Mathematics Coaches and Specialists Grant Program provides this opportunity to leverage existing
• the quality of mathematics instruction delivered in our classrooms.

Keywords: 988, house, all

Transcript Highlights:

• It was just a mathematical, here's the reduction. We can do that here.
• It was just a mathematical, here's the reduction. We can do that here.
• It was just a mathematical, here's the reduction. We can do that here.
• Like the leak line was very much not just a mathematical force 7%.
• that it made more sense mathematically that it made more sense mathematically just<00:40:17.280>

Keywords: Meeting Start 00:00:00 Attendance Roll Call 00:00:19 DCBS 00:01:58, 958, all

Transcript Highlights:

• Doris Roberts, Charlene graduated from Notre Dame Academy in 1956 before receiving her B.A. in Mathematics
• Like other groundbreaking but long-overlooked women of color who helped shape the fields of mathematics
• Throughout her career, Charlene shared her love of mathematics, teaching, and tutoring at the middle
• Like other groundbreaking but long-overlooked women of color who helped shape the fields of mathematics
• Throughout her career, Charlene shared her love of mathematics, teaching, and tutoring at the middle

Keywords: 995, all

Summary: The Senate opened with the Pledge of Allegiance, adopted several congratulatory and commemorative resolutions, and welcomed sixth-grade students from Holy Name School in West Roxbury, along with guests and chaperones. The chamber then took up House No. 4100, a fiscal year 2025 supplemental appropriations bill, which was described as addressing a roughly $240 million shortfall in the Group Insurance Commission. Senator Tarr emphasized the urgency of funding the GIC while also urging lawmakers to examine the causes of the deficiency and consider longer-term cost controls. The Senate suspended the rules, ordered the bill to a third reading, passed it to be engrossed, and later received notice that the House had non-concurred in the Senate amendment and appointed a conference committee. The Senate then insisted on its amendment and appointed conferees. The chamber also passed Senate No. 2508, establishing a sick leave bank for Andrew Satera, an employee of the Trial Court. The Senate observed National Law Enforcement Memorial Day with remarks honoring fallen officers and a moment of silence, and later adopted a motion to adjourn in memory of Charlene Roberts Hayden, whose life and career in mathematics, software engineering, teaching, and public service were recognized. Finally, the Senate adopted the emergency preamble for H. 4100, passed the bill to be enacted, and adjourned to meet again the following Monday at 11 a.m.

Transcript Highlights:

• So, yes, in mathematics, we are ensuring that when we are instructing our students or even in teacher
• The other portion: Florida has had some issues, shall we say, with mathematics and with our students
• up to speed in mathematics.
• Why clump mathematics and law enforcement in one bill?
• Defined here in your bill relating to mathematics.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• I do have objective factual mathematical information that I'm happy to share with you.
• Do you have a specific... ...objective factual mathematical information that I'm happy to share with
• The second way you look at compactness is via mathematical score, and we have kind of three different
• mathematical theories that we have utilized.
• There are some changes, and one way that you look at compactness, mathematical scores, but those are

Keywords: 998, house, all

Transcript Highlights:

• WILL BE MORE SO ON THOSE GRADES THREE THROUGH 10 FOR ENGLISH LANGUAGE ARTS AND THREE GREAT FOR MATHEMATICS
• MATHEMATICS INCREASED BY 44 PERCENTAGE POINTS, 59% SCORING ABOVE OR AT GRADE LEVEL COMPARED TO 50 AND
• MATHEMATICS IS VERY SKILLS-BASED.
• SAME INFORMATION FOR MATHEMATICS.
• FOUR OF WHICH ARE AT THE HIGH SCHOOL LEVEL, TWO IN MATHEMATICS, ONE FOR ALGEBRA ONE, ONE FOR GEOMETRY

Transcript Highlights:

• A public school that has a mathematics coach shall require that the mathematics coach hold a mathematics
• So then what is the role of the Mathematics and Science Bureau? Mr.
• The framework shall provide standards for mathematical content, mathematical instruction, ongoing professional
• learning in mathematics, mathematics coaching, and program evaluation.
• We need to encourage more mathematics in our classrooms.

Transcript Highlights:

• And given that we're making a push to support numeracy development and mathematical learning the same
• teaching endorsement to complete at least six hours of mathematics methods courses.
• and Science Advisory Council, to develop a Mathematics Instructional Leadership Framework.
• support plans. and mathematics intervention services.
• You're providing a mathematics support plan that includes a description of the student's mathematics

Keywords: 996, all

Transcript Highlights:

• The most recent instructional materials adoption is undergoing right now: the 2025 mathematics adoption
• Is mathematics done on a more regular basis? No, it is not.
• Additionally, the proposal includes a mathematics coaches and specialist grant program to help educators
• Given the status of mathematics access and achievement, California, and frankly the United States, have
• the quality of mathematics instruction delivered in our classrooms.

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.