Transcript Highlights:

• Forty percent of the students.
• For non-resident online students, ensuring Florida’s taxpayers are not subsidizing out-of-state students
• referenced as Black or Brown students, my words, broadening its scope to underrepresented student populations
• “Our Black students make up 83% of that population, that student body over there, where our White students
• students make up 4%.

Summary: The Appropriations Committee on Higher Education first took up a block of confirmation hearings for trustees and board members at several public universities and state colleges. Appointees from Florida A&M University, Florida International University, New College of Florida, Pasco-Hernando State College, South Florida State College, Valencia College, Florida Atlantic University, and the University of Florida described their backgrounds and emphasized themes such as governance, student success, workforce alignment, fiscal stewardship, research growth, and institutional reputation. Members asked a few questions, but most nominees received no substantive opposition. The committee then voted unanimously to recommend confirmation of the group of appointees on tabs 3 through 18 and forwarded them to Ethics and Elections. The committee next heard Senate Bill 114 by Senator Trumbull, which would create the Florida Center of Excellence in Insurance and Risk Management at Florida State University, move the public hurricane loss projection model from FIU to FSU, and provide funding for the effort. Trumbull said the bill is intended to strengthen the state’s insurance research capacity and broaden study of insurance lines beyond wind risk. Senators asked about the impact on FIU and the distinction between the new center and existing FIU work; Trumbull said FIU’s Wall of Wind would remain and that the state-owned model would simply be contracted to FSU instead of FIU. The committee reported the bill favorably. The committee then considered Committee Substitute for Senate Bill 1624 by Senator Calatayud, a wide-ranging higher education bill addressing tuition, workforce programs, institutional operations, and naming changes. Amendments were adopted to create state college regional consortium service organizations for rural colleges, remove a proposed out-of-state fee change for nonresident online students, extend university master plan update cycles from five to 10 years, and rename Hillsborough Community College as Hillsborough College. The bill also changed several references from specific minority categories to “underrepresented,” revised aid and waiver provisions, adjusted adult education and career program rules, and made other technical changes. Senators Smith and Davis questioned the shift away from enumerated categories, arguing it could obscure disparities affecting groups such as Black students, women in STEM, and students with disabilities; Calatayud said the intent was to focus on socioeconomic access and flexibility for institutions. After debate, the committee voted 6-2 to report the bill favorably, with Senators Davis and Smith voting no, and then adjourned.

Transcript Highlights:

• our colleges and our students. Uh Mr. our colleges and our students. Uh Mr.
• c><01:49:31.520> Prior<01:49:31.760> Lake student 24 students in the Prior Lake student
• <01:49:48.960> in students in students in Jordan.
• I think it rebalances our focus on students and student achievement.
• <01:57:47.920> and<01:57:48.239> student our focus on students and student our focus

Keywords: 1187, senate, all

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:

• This is built on three students.
• Now, we want to look at individual students. Where did you get the student?
• Now, we want to look at individual students. Where did you get the student?
• meaningful and useful to their students. meaningful and useful to their students.
• . students. students.

Keywords: Meeting Start: 00:00:12 Attendance Roll Call: 00:00:33 Kentucky’s New Assessment and Accountability Model Update: 00:03:50 Federal Education Policy and Its Impact on States: 01:00:55 Educational Leadership Training Opportunities in Kentucky: 01:26:44 Consideration of Referred Administrative Regulations: 02:10:38 Adjournment: 02:13:57, 958, all

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• Are there students being more students? Are there students being turned<01:04:33.760> away?
• <01:05:00.559> say more students some of the students say more students some of the students
• to count that student. to count that student.
• 40% students with 60% sending students. 40% students with 60% sending students.
• The student. The student. So yeah, now? The student. The student.

Keywords: 928, house, all

Summary: The committee first heard Senate Bill 292, which would authorize a governor’s warrant to cover special education aid shortfalls from the education trust fund, and from the general fund if needed, so local school districts would not have to absorb prorated costs or raise local property taxes. Senator Lang said the bill was prompted by a prior $15 million special education funding shortfall caused by higher-than-expected catastrophic aid claims, including more qualifying students and the recent increase in the special education age limit to 22. He emphasized that the bill is intended to ensure the state meets its funding commitment and avoid shifting costs to towns. Members asked about how the bill interacts with House Bill 742 and House Bill 773, including whether the language should be merged or whether the state should fund 100% versus an 80% floor. Lang said he was open to improving the bill and to adding a study committee or performance audit on special education costs, but maintained that the state should not push costs to local taxpayers when it has available funds. The hearing on SB 292 was then closed, with no vote taken. The committee then opened Senate Bill 98, which would extend for five more years a tax credit program for donations to regional career and technical education centers. Senator Waters said the program has been successful in building partnerships between CTE centers and employers, especially through equipment donations that support training and apprenticeships. He cited examples including automotive, marine trades, and advanced manufacturing programs, and said the five-year extension would let lawmakers continue to review whether the incentive is working as intended. Several members questioned whether the credit is effectively a 100% subsidy and how the cap works. Waters and another member explained that the underlying program has an aggregate cap of $500,000 and that credits are prorated if requests exceed that amount; they also said the donations are primarily equipment, not cash. Some members raised concerns about whether businesses could also claim other tax deductions or credits, but the sponsor said the existing structure has been in place for years and has been revisited periodically. No vote was taken during the hearing excerpt provided.

Transcript Highlights:

• . students. students.
• with student behaviors. with student behaviors.
• student in crisis. student in crisis.
• students? students?
• quote from the student? quote from the student?

Keywords: 1187, senate, all

Transcript Highlights:

• student conference.
• Thank you. with the secondary student conference with the secondary student conference all<00:12:12.480
• recognize the Hilo High School student recognize the Hilo High School student council<00:13:25.399
• perfect Clara steel eloh High student perfect Clara steel eloh High student body<00:13:36.199>
• School coming here with their Student School coming here with their Student Activities<00:19:24.039><

Keywords: 910, house, all

Summary: The House convened with a roll call showing 48 members present and three excused, then deferred reading of the journal. There were no messages from the Governor or Senate communications. The session featured numerous introductions recognizing the annual secondary student conference, with members welcoming more than 150 students from 28 public schools, along with teachers, advisers, and other visitors from schools across the state. Under reports of standing committees, Representative Todd moved to adopt standing committee reports Nos. 23 through 29 and advance the accompanying House bills to second reading and referral to the designated committees; Representative Moriwaki seconded, and the motion carried. Members then offered brief positions on several bills, including one dealing with evidence preservation and parental notification, and another prohibiting fines, fees, or court costs against people adjudicated for offenses committed as minors. Testimony and comments reflected both support and opposition, with some members reserving their position and others opposing the measures; concerns raised included the need for clearer parental-notification standards and objections to eliminating penalties for juvenile offenses. The House also considered a bill limiting court-ordered community service for minors to no more than 72 hours, with some members reserving and others opposing. After discussion, the motion on the committee reports was carried by voice vote. There were no resolutions for action, and all other resolutions were referred to print. The House then adjourned until 12:00 noon Monday.

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.

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:

• experience and what you're seeing as far as a student?
• From the student perspective, tuition and cost of attendance is a big concern for students.
• From my experience, tuition is a lot of money for families and students.
• students ultimately want to get out of university.
• Additionally, the board administers the Student Tuition Recovery Fund to compensate students who are

Summary: The Senate Education Committee met, approved the March 25, 2026 minutes, and considered two executive nominations. First, the committee heard testimony from Aidan Kane Vaux, nominated as a student regent for the Arizona Board of Regents. Vaux described his background as an ASU biomedical engineering graduate student and researcher, his teaching and mentoring experience, and his interest in representing students. Senators asked about how his engineering training would inform board service, student concerns about tuition and cost transparency, expanding STEM and health care education, mental health resources, and improving educational access in rural Arizona. Vaux said he would bring a problem-solving, data-driven perspective and emphasized affordability, student support, rural outreach, and broader access to research and health-related opportunities. The committee voted 6-0, with one member not voting, to recommend his confirmation to the full Senate. The committee then heard from Andrea Marasota Snow, nominated to the Arizona State Board for Private Post-Secondary Education. Snow said she serves as Chief Legal and Government Affairs Officer at Pima Medical Institute and would use her legal and regulatory experience to help the board with licensing, complaint review, compliance, and student protections. She emphasized balancing institutional growth with oversight and protecting students through the Student Tuition Recovery Fund and other safeguards. The committee voted 6-0, with one member not voting, to recommend her confirmation to the full Senate. Before adjourning, members thanked staff and nominees, and the chair noted Senator Diaz’s birthday. The committee then adjourned.

Transcript Highlights:

• What the bill proposes to do is that students um would be eligible if identified.
• That is a huge number of students as, as I understand it, uh, but all of the students on free and reduced
• We're responsible for the education and well-being of hundreds of students.
• The student I mentioned earlier did not need to be referred to an IT process.
• The student needed to have a didn't have a learning disability. The student simply needed glasses.

Transcript Highlights:

• Finding two was related to a fraud scheme regarding students' Free Application for Federal Student Aid
• And so initially, these were not students, or they were not legitimate students at all.
• And so initially, these were not students, or they were not legitimate students at all.
• And so initially, these were not students, or they were not legitimate students at all.
• help those students.

Summary: The House and Senate Legislative Audit committee met to approve prior minutes and review four higher education audit reports. Staff first presented the University of Arkansas System report, which included three findings that had been certified and referred to the Governmental Bonding Board, the attorney general, and the appropriate prosecuting attorney: unauthorized purchases at UAPB totaling about $37,000, a fraud scheme involving falsified FAFSA/transcript records at East Arkansas Community College with about $66,000 in losses, and unallowable charges in the Veterans Upward Bound program at UA Fayetteville totaling $8,500, of which $6,700 was recovered. Committee members praised the institutions’ internal audit and management teams for identifying the issues and asked detailed questions about how the fraud was detected, especially the online student identity-theft scheme at EACC and the safeguards now being used to verify student identity and prevent similar cases. EACC officials explained that the fraudulent admissions involved online applicants using falsified transcripts and identity-theft tactics, that 39 suspicious students were identified, and that seven slipped through far enough to receive federal aid, resulting in a $2,500 reimbursement obligation to the university. They said the college now uses a cross-departmental student validity team, extensive red-flag protocols, direct outreach to high schools, ID verification, and other checks, and that the issue has been shared across the UA system and with other campuses. UA Fayetteville also clarified that no veterans were harmed by the Veterans Upward Bound finding; the program was closed and students were redirected to other veteran support programs in the state. The committee then deferred the Northwest Arkansas Community College report. Staff next summarized two additional reports, from Southeast Arkansas College and Southern Arkansas University Tech, which contained only financial statement misstatements corrected during audit fieldwork; SAU Tech also had a finding involving unauthorized withdrawals that the college discovered and recovered. With no further questions, the committee voted without objection to file the reviewed reports and adjourned.

Transcript Highlights:

• UTEP has a student body. is about 70% fluently bilingual.
• But we see that students in the.
• That's college age students.
• Students experiencing homelessness face unique challenges that other students their age rarely have to
• No one ever told me about resources for students. like me.

Bills: HB232

Keywords: disaster recovery, natural disaster, weather disaster, emergency relief, flood relief, hurricane relief, storm damage, wildfire, tornado, hail, windstorm, extreme heat, ice storm, snowstorm, property damage, personal injury, temporary housing, relocation assistance, lost wages, state emergency management

Transcript Highlights:

• It was a totally taking students.
• and student learning.
• Yet here in New Hampshire, we hear about student performance and student achievement quite often.
• affects students across New Hampshire. affects students across New Hampshire.
• <01:15:04.000> The necessary to protect students. The necessary to protect students.

Keywords: 1191, senate, all

Transcript Highlights:

• athletes and students in of our student athletes and students in general<00:27:36.640> that<00
• so all 500 students will every student so all 500 students will not<00:44:50.400> receive<00:
• they taking from the students? they taking from the students?
• . student. student.
• . students. students.

Keywords: 910, house, all

Summary: The joint House-Senate higher education briefing focused on how the University of Hawaii athletics department plans to remain competitive in the NIL era, especially as the House settlement and related changes allow new forms of athlete compensation. Chair and Senator Kim opened by framing the issue as balancing competitiveness, sustainability, compliance, and UH’s educational mission. Coaches Laura Beeman and Timmy Chang described how NIL and the transfer portal are already affecting recruiting and retention, with Beeman saying women’s basketball has lost six to 10 recruits because UH cannot yet match offers, and Chang citing examples of players being courted with large sums and the need to retain proven local and out-of-state athletes. Both emphasized that student-athletes should still prioritize education, culture, and team values, while also receiving support that helps them stay at UH. Athletic Director Matt Elliott then outlined UH’s broader strategy. He said the department’s vision is to create an outstanding student-athlete experience, recruit and retain elite athletes, compete at the highest level of the Mountain West, and strengthen the bond with the community. He described NIL as having moved from a largely unregulated period to a new phase in which institutions can directly control some NIL payments, while outside deals still must be reviewed for fair market value. Elliott said UH wants to use NIL to help athletes cover basic needs and build financial stability, while also keeping them academically on track. He noted the department is pursuing fundraising, including a “Boost the Bose” account, corporate sponsorships, and licensing deals, to support NIL opportunities. In response to questions from Senator Kim, Elliott clarified that UH’s approach involves both institution-controlled payments and outside NIL deals: internal payments can be structured at the department’s discretion within the cap, while external sponsor deals must go through NIL Go and meet market-value standards. No votes or formal actions were taken during the informational briefing.

Transcript Highlights:

• appreciate uh we're seeing student appreciate uh we're seeing student populations<00:49:44.119><
• Relevance to students equals engagement for students.
• Relevance to students equals engagement for students.
• Relevance to students equals engagement for students.
• importantly it ensures that students importantly it ensures that students maintain<01:07:04.760>

Keywords: 1187, senate, all

Transcript Highlights:

• Time spent out of school has long-term consequences for all students, but it is catastrophic for students
• The problem is that multiple counting of the students then occurred, and so the student was counted at
• Multiple counting of the students then occurred, and so the student was counted at the J-TED at that
• And when I asked my students, like, why should a student come to this high school, you know, what?
• I'm a mom of a student at Maryville High School. I'm the mother of a Maryville High School student.

Keywords: 1182, all

Summary: The committee first heard House Bill 4043, which would require each school district and charter school to ensure that at least one employee at each school is trained in CPR, first aid, and AED use by August 1, 2027. The sponsor said he would consider floor amendments to clarify that a trained person should be available at all times and to tie the requirement to schools that actually have AEDs. Supporters, including a constituent who lost a child, said the bill could help save lives; opponents and some members raised concerns about cost, staffing, and whether one trained employee is enough. The bill received a due pass recommendation on a 7-1 vote with several members voting present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of the federal Dietary Guidelines for Americans. A public health advocate testified in favor, emphasizing chronic disease prevention in children. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 vote. House Bill 2621, as amended, addressed enrollment and special education access for pupils in unorganized territory, tribal land, and certain military-connected students, including changes to certificates of educational convenience and timelines for district and county action. The sponsor and stakeholders described it as a technical fix to reduce enrollment delays and improve access to services. After adopting both the strike-everything amendment and a Garcia amendment, the committee passed the bill 11-0. The committee also advanced House Bill 2385, which limits superintendent contracts to one-year terms during the first three years of employment and allows longer terms only after three consecutive years. The sponsor framed it as a way to reduce costly buyouts and give school boards more flexibility; there was no public testimony, and the bill passed 7-4. House Bill 4106, creating the One Arizona Service Fellowship Program, also passed after amendment. Supporters said it would build service opportunities and workforce experience, while some members objected to creating and funding a new state program; it passed 8-2 with one present. Later, House Bill 2992, as amended, established a pilot program in schools for child sexual abuse and assault awareness and prevention, expanded to K-12 in the amendment and funded from the Victim Compensation and Assistance Fund. A survivor and anti-trafficking advocate strongly supported teaching children and training staff, while some members objected to the funding source and possible unintended consequences. The bill passed 6-5 with one present. House Bill 2370, concerning who may modify weapons detection systems and requiring superintendent notification to governing boards within 24 hours, passed 8-3 after a debate over school safety, accountability, and whether the bill was too vague or too narrow. House Bill 4056, as amended, would bar fees for legislators making public records requests in their official capacity and require electronic delivery; the sponsor cited large fees charged by school districts, while opponents warned against broad fee exemptions. It passed 8-3. Finally, the committee began House Bill 2478, which would create the Arizona Commission on Student Outcomes to study K-12 performance, accountability, graduation requirements, finance, and related issues, with a proposed amendment to add early childhood analysis. The sponsor said the commission would help drive a statewide conversation and that the Classroom Site Fund had sufficient unused balances to support it. Testimony from early learning and advocacy groups was generally neutral but supportive of including early childhood in the study, and the discussion was still underway when the transcript ended.

Transcript Highlights:

• less or 100 students less or 1,000 students less.
• student.
• student.
• They don't recruit students. They don't educate students. They don't train students.
• the student from where the student might have been in the past to where the student is in the future

Summary: The Senate opened with prayer, the Pledge of Allegiance, doctor and guest introductions, and then took up Committee Substitute for Senate Bill 168, the Tristan Murphy Act, on mental health. Senator Bradley described the bill as a major criminal justice and behavioral health reform measure that would expand pretrial mental health diversion, strengthen treatment-based probation conditions, broaden grant uses for mental health and substance abuse programs, add Hillsborough County to a forensic hospital diversion pilot, require certain DOC mental health evaluations, and create a Florida Behavioral Health Data Repository. Senators from both parties spoke in strong support, emphasizing treatment over incarceration, public safety, data collection, and the Murphy family’s role in advancing the bill. The Senate passed the bill 37-0 and then approved 37 co-sponsors. The chamber then received the Senate’s 2025-26 General Appropriations Bill, SB 2500, with Chair Hooper outlining a $117.4 billion budget that he said reduces spending, preserves reserves, and includes major investments in water quality, transportation, education infrastructure, and reporting requirements. Committee chairs summarized their portions: K-12 funding at $34.7 billion with increases for FEFP, scholarships, VPK, school hardening, and school safety; higher education at $11.5 billion with workforce, nursing, reading, autism, and student aid investments; health and human services with a $1.8 billion increase for Medicaid, mental health, opioid response, disability services, and veterans programs; criminal and civil justice at $7.6 billion for corrections, juvenile justice, law enforcement, courts, and judgeships; transportation/tourism/economic development at about $18 billion including roads, housing, Visit Florida, and cultural grants; and agriculture/environment/general government with major Everglades, water quality, citrus, food bank, and agency IT funding. Members then questioned several budget items, especially education funding formulas, the shift of scholarship dollars below the line, the impact on public school districts, AP/IB and other accelerated program funding, the APD wait list, opioid settlement spending, arts grants, and the My Safe Florida Home and condo pilot programs. Chairs generally said scholarship and accelerated-program dollars were being restructured for transparency and flexibility rather than cut, that school districts would still receive funding based on enrollment, and that APD and other human services issues would continue to be worked out in conference. The budget discussion concluded with remarks praising staff and noting a 4% across-the-board pay raise for state employees and targeted increases for law enforcement and firefighters, followed by a recognition for FAMU Day at the Capitol.

Transcript Highlights:

• Texas students will continue learning in person, but for some students, particularly those in rural communities
• She's a hybrid student.
• He spoke at the Conroe ISD board, he's a member of the student council, and he was even awarded student
• In Texas, a gifted and talented student means a student performs at or shows the potential for performing
• This fiscal note expects, I think, 27,500 students.

Bills: HB 117, HB2196, HB2689, HCR64, HB117

Keywords: early childhood education, task force, governance, Texas Education Agency, child care, education policy, virtual education, hybrid learning, school funding, average daily attendance, education technology, remote learning, education legislation, workforce development, adult education, high school diploma, industry certification, pilot program, gifted education, education support

Transcript Highlights:

• Students.
• <00:04:24.720> our me to our staff our students our me to our staff our students our families
• in a variety of student subgroups.
• I do for the students I do for the students like<00:29:32.880> so like so like so today<00:29:
• I tell the students every day I tell my I tell the students every day I tell my friends<00:30:37.440>

Keywords: 1187, senate, all

Summary: The committee did not get to the planned testimony on attendance and excessive unexcused absences, but instead heard from Minnesota’s Superintendent of the Year and Teacher of the Year. The chair opened by noting the committee was short on time, introduced the idea of hearing from the two award recipients, and briefly referenced a question he likes to ask students about what book every high school student should read. Superintendent Putnam of St. Cloud Area Schools then testified about the superintendent-of-the-year selection process, his district’s work, and the community context in St. Cloud. Putnam described the award as a community honor and said his leadership is guided by authenticity, transparency, and hope. He highlighted district efforts to improve attendance and enrollment, expand community engagement, create family advocate and inclusive decision-making structures, and support students through partnerships and wraparound services. He also discussed district demographics and needs, including food insecurity, IEPs, multilingual services, and homelessness, and noted initiatives such as preschool partnerships, an ambulance bay, school safety improvements, and two full-service community schools funded in part by a federal grant. In response to member questions, he said PSO enrollment had not been a major issue in St. Cloud, explained that student jobs and responsibilities help improve attendance and engagement, and urged lawmakers to be curious and avoid assumptions about public schools. The committee then heard from Tracy Bird, Minnesota’s 2024 Teacher of the Year and a ninth-grade English teacher at Minneapolis Washburn. Bird shared his personal path into teaching, including earlier school struggles, work in finance, and encouragement from a principal who saw his potential. He described the nomination and selection process for Teacher of the Year and said his classroom is shaped by student energy, high expectations, and the realities of a diverse school community with both high mobility and affluent students. He emphasized that students are more engaged when they feel part of something larger than themselves and said his district’s work includes giving students meaningful jobs and responsibilities. No formal votes or legislative actions were taken in the portion of the meeting provided.

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.