Transcript Highlights:

• and the health standards.
• health standards. health standards.
• education standards. education standards.
• health standards implementation. health standards implementation.
• standards are interdisciplinary. standards are interdisciplinary.

Keywords: 1187, senate, all

Transcript Highlights:

• So first, with Arkansas standards, to fully understand the Arkansas academic standards that we have today
• So first, with Arkansas standards, to fully understand the Arkansas academic standards that we have today
• content standards.
• Other waivers, as far as because the standards for accreditation include more than academic standards
• Looking at the state standing, as we saw with the academic standards, the state does have academic standards

Keywords: 1204, all

Summary: The committee received a Bureau of Legislative Research presentation on Arkansas academic standards, accountability, and achievement as part of the adequacy study. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act, the 2003 Quality Education Act, and the 2017 Educational Support and Accountability Act, including required course offerings, graduation requirements, career and technical education pathways, and recent additions such as success-ready pathways, Arkansas history, firearm safety, and fetal growth and development instruction. Members asked for a comparative chart showing how the laws and requirements changed over time, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff explained the state’s long-term goals for 2030, including 80% proficiency in ELA and math, 52% of English learners on track to English proficiency, and 94%/97% four- and five-year graduation rates. They reviewed 2025 assessment results showing proficiency rates generally in the 30s, with English learners and students with disabilities performing lowest and white students highest. They also discussed school support and improvement categories, equitable access to educators, and report card/public reporting requirements, noting that some ESSA-related measures such as the school index, equity labs, and certain 2024 report card data were not currently available or not being calculated. Members questioned whether those ESSA commitments were being met and asked staff to follow up with DESE, including whether the legislature can revise the ESSA plan. The committee also reviewed the Arkansas Accountability Act and related assessment data. Staff described the Atlas assessment system, alternate assessments for students with significant cognitive disabilities, ELPA 21 for English learners, ACT results, and NAEP comparisons. They reported that no student group met the 80% proficiency goal in 2025, Arkansas’s ACT composite score declined slightly over time, and Arkansas generally trailed national and SREB averages on NAEP. Members asked for additional data, including historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. The meeting ended with agreement to invite the Department of Education to a future meeting to answer questions about missing data, equity labs, report cards, and ESSA compliance.

Transcript Highlights:

• standards, to fully understand the Arkansas academic standards that we have today, we can look back at
• as far as the accreditation standards that govern them.
• bigger overhauls of these standards included the removal of those specific content standards, and so
• Other waivers, as far as because the standards for accreditation include more than academic standards
• Looking at the state standing, as we saw with the academic standards, the state does have academic standards

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• The academic standards are regularly reviewed by the state superintendent's Academic Standards Review
• Standards go through a public comment period before receiving the recommendation of the Academic Standards
• Federal security and peer review standards.
• But I think what we're talking about, the standard-setting records or the standard-setting information
• So similar story: standards adjusted, saying that this is basically right-sizing standards.

Keywords: 970, all

Transcript Highlights:

• , standard instead of the state standard, standard instead of the state standard, they<00:10:48.000
• smartest standards that are out there. smartest standards that are out there.
• standard for all roads in the states? standard for all roads in the states?
• or this standard or this standard.
• or this standard or this standard.

Keywords: 1187, senate, all

Transcript Highlights:

• no standards for electricity. no standards for electricity.
• Uh in the case of the electrical<00:43:25.440> standard, electrical standard, electrical standard
• that's a state standard. Correct. that's a state standard. Correct.
• >> No, to the state standards. >> To the state standards.
• standard.

Keywords: 1189, house, all

Transcript Highlights:

• <00:02:59.040> 125 standards 125 standards 125 120b<00:03:01.360> 25<00:03:01.959> States
• From my time on the social studies standards committee, I can say that these standards were written with
• <00:28:31.760> representation social study standards representation social study standards
• The 2011 social studies standards reflected research and model standards that existed at that time.
• Minnesota state social study standards Minnesota state social study standards<00:39:47.319> are

Keywords: 1183, house

Transcript Highlights:

• House File 29, Social Studies Standards.
• ongoing work on these standards ongoing work on these standards reflected<00:13:56.000> the
• studies standards and ethnic strands. studies standards and ethnic strands.
• <00:15:29.120> for implementation of these standards for implementation of these standards
• The only standards you're changing is the social studies standards."

Keywords: 919, house, all

Summary: House File 29 was heard in committee as a proposal to suspend adoption of the revised social studies standards, push implementation to 2030-31, repeal the requirement to embed ethnic studies across all standards, and cancel related appropriations. The bill sponsor argued Minnesota schools should focus on basic academic achievement and that ethnic studies requirements add burdens and distract from reading, math, and science. The chair moved the bill to the Committee on Education Finance after opening the hearing and then took extensive public testimony. Testimony was sharply divided. Supporters of HF 29, including Katherine Kersten, Deanna Moose, Kendall Qualls, Hillary Swanson, and Diane Smith, argued the ethnic studies framework is ideological, overly focused on race, insufficiently transparent, and costly in professional development time; several said it would divide students or burden teachers. Some supporters also claimed the standards or framework promote activism, critical race theory, or racial stratification. Opponents, including Mark Westfall, Crystal Johnson, Jim Grathwol, Marcus Penny, Claude Sigman, and Courtney Major, said the standards are inclusive, research-based, and designed to help students understand multiple perspectives, civic life, and the contributions of diverse Minnesotans. They emphasized that ethnic studies can improve engagement, critical thinking, and representation, and that teachers should be trusted to implement the standards. No final vote on the bill was taken in the portion of the meeting provided. The only formal action noted was the chair’s motion to re-refer House File 29 to the Committee on Education Finance.

Transcript Highlights:

• aligned to the revised standards. aligned to the revised standards.
• updated as well for the new standards. updated as well for the new standards.
• I was actually talking about standards or thinking about the actual standards, updating math standards
• So when you talk about timing of the<00:29:37.760> standards the standards the standards um<00
• within the minimum standards. within the minimum standards.

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• The standards were activated here in Massachusetts.
• They come out with a second set of standards.
• The Massachusetts second set of standards... ...the Massachusetts second set of standards got repealed
• crisis standards for the next disease.
• Crisis standards are condition-specific.

Keywords: 995, all

Summary: The Permanent Commission on the Status of Persons with Disabilities’ Long-Term Services and Supports and Health Equity Subcommittee met to hear a presentation from Colin Killick of the Autistic Self-Advocacy Network on disability discrimination in crisis standards of care during COVID-19. He described how Massachusetts and other states initially used standards that prioritized longer life expectancy and, in some cases, quality-adjusted life years (QALYs), which he argued devalued the lives of disabled people and older adults. He also discussed related issues such as denial of transplants, pressure on disabled patients to sign do-not-resuscitate orders, and inequities affecting communities of color. He said disability advocates, legal groups, and public officials pushed back through litigation, media, and organizing, leading to revisions of Massachusetts’ standards and the eventual inclusion of disability advocates in the drafting process. Killick also discussed vaccine rollout, saying disabled people were initially under-prioritized but later gained broader access and more accessible vaccination options such as ASL interpretation and in-home vaccination. He closed by urging support for S. 869, an act relative to preventing discrimination against persons with disabilities in the provision of health care, which he said would ban disability-based discrimination in crisis standards, prohibit QALYs in health care decision-making, and add protections against coerced DNRs. He noted the bill had been favorably reported out of the Health Care Financing Committee but still needed support. In questions, members asked why the bill had not advanced further; Killick said earlier opposition from QALY supporters had been resolved, and the main barrier now was lack of legislative prioritization. Members thanked him for the presentation and for the work on revising crisis standards. The subcommittee then completed roll call, approved the prior minutes, and adjourned, noting the next meeting would be August 31.

Transcript Highlights:

• updated as well for the new standards. updated as well for the new standards.
• state-adopted standards.
• I was actually talking about standards, or thinking about the actual standards—updating math standards
• So when you talk about timing of the<00:29:37.760> standards the standards the standards um<00
• within the minimum standards. within the minimum standards.

Keywords: 1189, house, all

Transcript Highlights:

• standards.
• standards.
• standards.
• standards.
• standards.

Keywords: Meeting Start 00:00 Roll Call 01:37 HB 398 Discussion 02:18 HB 398 Vote 30:35, 958, all

Summary: The House Standing Committee on Economic Development and Workforce Investment met for its first 2025 session meeting, took roll, and established a quorum. The committee adopted a committee substitute for House Bill 398, an act relating to occupational safety and health, before hearing testimony. Sponsor Representative Walker Thomas said the bill is intended to align Kentucky’s occupational safety and health rules more closely with federal standards, provide clearer reference points for employers, and improve consistency and compliance while maintaining worker safety. He also explained that the substitute added and clarified a de minimis citation provision and defined “qualified representative,” and he noted a typo in the substitute would be corrected on the floor. Members asked whether the bill would change Kentucky’s OSHA structure or affect state offices, and Thomas said Kentucky remains a state-plan state with its own offices and enforcement staff, and that the bill would not eliminate those offices. He said the measure is meant to streamline rules and clarify that certain notices would carry no penalty when there is no substantial impact on safety or health. He also said employers must be given an opportunity to be present for inspections, typically with 45 minutes to an hour to arrange representation. Opposition testimony came from Dustin Ryan Stadler of the Kentucky State AFL-CIO and Gerald Atkins of Working Strategies 2 on behalf of the Kentucky State Building and Construction Trades Council. They argued the bill weakens worker protections, reduces accountability, limits who may request inspections, and could prevent family members from seeking inspections after a fatal workplace incident. Stadler described a fatal construction accident he witnessed in 2006 and said OSHA protections exist for a reason. Atkins cited workplace deaths and injuries, said the bill would go beyond prior 2021 changes, and warned that allowing Franklin Circuit Court to award uncapped costs and attorney fees against OSHA could chill enforcement. Several members then questioned whether federal standards are sufficient, with supporters saying the bill simply aligns Kentucky with federal rules and opponents arguing Kentucky should retain the ability to keep stronger protections for certain industries. No final vote on House Bill 398 was taken in the portion of the meeting provided.

Transcript Highlights:

• And so, in the same way, in global warming, we have to say, "What is the gold standard?
• And so, in the same way, in global warming, we have to say, "What is the gold standard?
• And so, in the same way, in global warming, we have to say, "What is the gold standard?
• And so, in the same way, in global warming, we have to say, "What is the gold standard?
• And so, in the same way, in global warming, we have to say, "What is the gold standard?

Keywords: 1183, house

Transcript Highlights:

• legal standards and also talk about how those legal standards have developed since 2022 and how they
• is that when the standards conflict, then the standards in tier one prevail over the standards in tier
• standards.
• That's a violation of the standard.
• geographical boundaries standard.

Summary: The Select Committee on Congressional Redistricting met for an informational presentation from outside counsel Andy Bartos on the legal standards governing congressional redistricting. He reviewed federal Equal Protection principles, Florida’s non-diminishment provision, and Section 2 of the Voting Rights Act, explaining how race can be considered in redistricting but generally cannot be the predominant factor. He also discussed the Florida Constitution’s tiered standards, including the prohibition on intentional political favoritism, compactness, and the requirement to use existing political and geographical boundaries where feasible. Bartos focused on two recent or pending cases: the Florida Supreme Court’s Black Voters Matter decision, which upheld the legislature’s 2022 congressional map and held that the non-diminishment clause does not justify making race predominant absent specific identifiable discrimination, and Louisiana v. Callais, pending before the U.S. Supreme Court, which may further clarify whether race may be used predominantly to comply with the Voting Rights Act or whether Section 2 remains constitutional as applied. He also explained how courts assess compactness and intent, and how data such as the 2020 census, voter registration, turnout, and election results are used for voting-rights analysis. Members asked about what triggers redistricting, whether the legislature must redraw maps now, what data is available in the mapping tool, how intent is measured, and whether public input opportunities will be provided. Bartos said redistricting timing is largely a legislative judgment unless a court requires changes, that the committee can consider whether BVM or the eventual Callais decision warrants revisions, and that the Callais ruling will bind Louisiana directly but serve as precedent for other courts. No votes or legislative actions were taken, and the meeting adjourned after the presentation and questions.

Transcript Highlights:

• And street standards and frontage improvements.
• That's an example of what a performance standard is. Light or glare is a performance standard.
• Then you translate that into clear and objective standards.
• They triggered some proportional standards.
• So do you... ...find, so DCYF has its own safety standards and licensing standards.

Summary: The committee held a work session on form-based codes, child care facility siting, and street standards/frontage improvements. On form-based codes, Commerce’s Dave Anderson explained that these codes emphasize building form, orientation, and the public realm more than traditional use and density tables, and that they are typically applied in specific districts rather than citywide or statewide. Lacey’s Vanessa Dolby described the city’s Woodland District code, developed through community charrettes, fiscal and market analysis, and subdistrict-specific standards to create a walkable downtown. She said the approach has helped produce a more desirable built environment and more flexibility in permitted uses, but also noted it can be less user-friendly for applicants and still requires some use restrictions; both presenters said a hybrid approach is often best. The committee then heard from DCYF and multiple providers about barriers to opening child care facilities. DCYF officials said Washington has more than 6,500 licensed providers and that a new pre-licensing support team is helping applicants navigate licensing, but local zoning, building, fire, parking, utility, and occupancy requirements still create delays and confusion. Testifiers described long permitting timelines, inconsistent local interpretations, costly upgrades, and utility hookup delays; one Yakima provider said county requirements, a floodplain-related elevation certificate, and a private well issue stopped her in-home child care proposal, while others described traffic impact fees, parking mandates, and zoning barriers that made projects infeasible. Enterprise Community Partners highlighted examples of successful local reforms, including fee waivers, expedited permitting, and zoning changes in several cities, and DCYF said it is working toward a 2026 action plan and a resource guide for providers. In the final section, planners and developers discussed how street standards and frontage improvement requirements can undermine infill and middle housing. Poulsbo’s planning manager said current standards were designed for greenfield subdivisions and often force costly curb, gutter, sidewalk, stormwater, and utility upgrades on small infill sites, sometimes adding tens of thousands of dollars and causing projects to be abandoned. A Seattle-based developer made similar points about small middle-housing projects being burdened by frontage work, curb ramps, buried standards, and EV-ready parking requirements that can trigger expensive undergrounding. Committee members asked about possible state-level changes, including whether child care should be treated as an essential public facility and whether parking requirements had already been reduced; one senator noted that minimum parking requirements for child care facilities were eliminated in prior legislation, with implementation phased in over the next few years.

Transcript Highlights:

• Along with implementing those best standards, Along with implementing those best standards, the second
• I'm proud to talk about our resiliency education standards.
• I'm proud to talk about our resiliency education standards.
• All state standards are, state education standards are by definition a state issue.
• to rewrite and to develop those standards.

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• or labor standards.
• environmental standards or standards environmental standards or labor<00:03:53.640> standards<
• We rely on strict safety standards, wage and hour standards, and we appreciate strong environmental standards
• We rely on strict safety standards, wage and hour standards, and we appreciate strong environmental standards
• c> hour strict safety standards wage and hour strict safety standards wage and hour standards<00:

Keywords: 1187, senate, all

Transcript Highlights:

• Meeting TCEQ standards or holding reciprocal certifications reduces the overall standard of practice.
• On testing and licensing, or on water standards? Water standards.
• So what happens with our training that HIAL was put on is to have that standard, set that standard, and
• a Texas standard for it currently.
• And where we have equal standards for testing, equal standards for protection, but we've just decided

Bills: HB5208, SB863, SB1243, SB1624, SB1965, SB2660, SB2702, SB2885

Keywords: water filtration, public drinking water, health and safety, well maintenance, water quality, Edwards Aquifer, water conservation, reclaimed water, aquifer storage, environmental protection, public utility agency, dissolution, local government, regulatory framework, municipal authority, Texas Water Bank, Texas Water Trust, water rights, water banking, instream flow

Transcript Highlights:

• A second level of precaution is the DOAR standard and enforcement proceedings.
• A second level of precaution is the DOAR standard and enforcement proceedings.
• A second level of precaution is the DOAR standard and enforcement proceedings.
• A second level of precaution is the DOAR standard and enforcement proceedings.
• Processes and data, which is very consistent with the EPA standard.

Keywords: Meeting Start 00:00 Attendance Roll Call 00:38 HB 137 Discussion 01:30 HB 137 Roll Call Vote 16:24 HB 196 Discussion 17:21 HB 196 Roll Call Vote 21:59, 958, all

Summary: The Natural Resources and Energy Committee held its first meeting of the 2025 session, welcomed several new members, and confirmed a quorum. The committee first took up House Bill 137 on air quality monitoring. The sponsor and committee substitute were presented as requiring scientifically defensible, quality-assured data for air pollution enforcement, with the sponsor saying citizen complaints could still prompt agency inspections. A Kentucky Resources Council attorney testified in opposition, arguing the bill could limit low-cost community monitoring, conflict with the Clean Air Act’s credible evidence provisions, and undermine community efforts to identify pollution hotspots. After discussion, the committee adopted the substitute and passed HB 137 with favorable expression. The committee then considered House Bill 196, dealing with mining emergency technicians. The sponsor said the bill responds to the decline in coal mining and smaller mine operations, and that it was developed with the Energy and Environment Cabinet and was not opposed by the Kentucky Coal Association or the UMWA. The bill would require one medic for mines with 10 or fewer miners, two for larger operations up to 50, and one additional medic for each additional 50 miners, with the sponsor saying the change would help small mines avoid shutting down shifts when a medic is unavailable. A question about the ratio above 50 was answered by noting the language came from the cabinet and was not being changed. The committee then passed HB 196 with favorable expression. At the close of the meeting, the chair reminded members that the committee would continue using the 24-hour rule for amendments and committee substitutes and that agendas would generally be sent out the day before meetings.

Transcript Highlights:

• Those closest know best for their community. in all academic standards not just the in all academic standards
• <00:03:59.280> that's and and teaching ethnic standards that's and and teaching ethnic standards
• <00:04:01.640> has already happening um this standard has already happening um this standard
• <00:09:41.720> and dominant European beauty standards and dominant European beauty standards
• The 2011 social studies standards reflected research and model standards that existed at that time.

Bills: HF29, HF921, HF922, HF1048, HF1049

Keywords: railroad, infrastructure, transportation funding, environmental remediation, capital investment, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization