Transcript Highlights:

• Grading writing is different than grading, say, a multiple choice item.
• grade.
• And so that actually grades the same way that humans grade.
• It's sort of graded, it's programmed based upon human grading.
• graded by live humans?

Bills: HB8

Committee: House Public Education

Transcript Highlights:

• or NDSA in 10th grade.
• It's not like 3 through 8 where you're just doing 5th grade math, 6th grade math, 7th grade math, right
• Third grade, third grade, third grade, third grade, third grade, third grade.
• Fourth grade.
• grade.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• They're grading themselves, grading their own homework. Any other questions? Yes.
• They're grading themselves, grading their own homework. Any other questions? Thanks.
• </c><00:15:41.120><c> They're</c> &gt;&gt; They're grading themselves.
• They're &gt;&gt; They're grading themselves.
• </c> grading their own homework. grading their own homework.

Committee: House County and Municipal Government

Transcript Highlights:

• </c> have separate contracts. have separate contracts. &gt;&gt; I<01:38:23.600><c> see.
• actually given in the 11th grade because you're measuring 10th grade knowledge.
• </c> measuring their 10th grade knowledge. measuring their 10th grade knowledge.
• </c> They're just taking it in 11th grade. They're just taking it in 11th grade.
• Does every 11th grade student grade.

Summary: The meeting focused on school governance and a proposed shift in responsibilities related to SAU consolidation, with committee members first discussing how school board members and other local officials would be selected for future testimony. The main presentation came from the New Hampshire Association of School Principals, whose executive director Brady Belair and several principals argued that mandatory statewide administrative consolidation should be approached cautiously and that any consolidation should be voluntary and locally driven. They said anticipated savings may not materialize, citing possible higher personnel, transportation, and technology costs, and warned that forcing changes could create disruption without improving student outcomes. Principals testified that their jobs are already broad and demanding, centered on instructional leadership, student safety, staff supervision, family communication, and day-to-day crisis response. Kathleen Murphy of Amherst described working 60 to 70 hours a week and said principals spend substantial time coaching teachers, handling student issues, and supporting school climate; she said adding more administrative duties would compromise student learning and teacher growth. Adam Osborne of Bow Memorial School similarly described principals as daily problem-solvers who set school-level direction and create conditions for schools to thrive. The witnesses also emphasized that principals, superintendents, school boards, and business administrators have different training and responsibilities, and that specialized tasks such as special education compliance, FERPA/HIPAA issues, and labor matters require appropriate expertise. Committee members questioned the witnesses about overlap between superintendent and principal duties, the completeness of statutory responsibility lists, and whether some functions such as curriculum, discipline, hiring, and evaluation are shared. The principals acknowledged some overlap and collaboration, but said superintendents typically handle broader system-level, legal, and central-office responsibilities while principals focus on building-level leadership and teacher support. One member raised the earlier expectation that districts might move to a principal-plus-business-manager model, but the witnesses said that model did not develop as expected and that district structures vary widely. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Paul AME Church National Underground Railroad Network to Freedom Day in the Commonwealth of Kentucky.
• school districts, including Fort Knox schools, and have incorporated participation into their fourth grade
• school districts, including Fort Knox schools, and have incorporated participation into their fourth grade
• <01:30:06.000><c> into</c><01:30:06.400><c> their</c><01:30:06.719><c> fourth</c><01:30:07.600><c> grade
• </c> participation into their fourth grade participation into their fourth grade curriculum<01:30:09.199

Transcript Highlights:

• These are separate. Those 34,000 completely separate.
• Totally separate from the previous slide. Thank you.
• We have a separate, obviously, funding system.
• grade.
• Are they proficient in reading when they get to grade 3?'

Transcript Highlights:

• </c> Transportation there's also a separate Transportation there's also a separate tax<00:19:35.880><
• </c><00:49:52.559><c> stream</c> Aeronautics which is a separate stream Aeronautics which is a separate
• Is there an office for railroad safety, or is it separate from that? Sorry, Mr. Lee.
• Yes, separate from that.
• Office for railroad safety, or is it separate from that? Sorry, Mr. Lee. Yes, separate from that.

Transcript Highlights:

• Additionally, if a charter school opens up with less than 13 grades, so less than a K-12 grade configuration
• , if it expands its grades, that additional grade or grades are added in that year in which that occurs
• less than 13 grades, so less than<01:02:58.000><c> a</c><01:02:58.240><c> K12</c><01:02:59.440><c> grade
• expands its grades, that additional grade<01:03:05.839><c> or</c><01:03:06.079><c> grades</c><01:03:
• or grades are added in that year grade or grades are added in that year in<01:03:09.040><c> which</c

Committee: Joint Education

Transcript Highlights:

• </c> those claims come out of that separate those claims come out of that separate budget<00:10:26.399
• But you don't grade us on food and mental health; you grade us on academic performance and graduation
• <c> on</c> food and mental health you grade us on food and mental health you grade us on academic<00:
• </c><01:02:49.680><c> 9</c> ALC high school that serves grades 9 ALC high school that serves grades 9
• first grade, second grade level when he came in that year in September.

Committee: Senate Education Policy

Transcript Highlights:

• It might be different from school to school, from grade to grade, from class to class.
• to grade from class to class it is grade to grade from class to class it is completely<01:03:34.599>
• It was all in a separate piece.
• It was all in a separate piece.
• It was all in a separate piece.

Summary: The committee heard testimony on House Bill 662, which would require public schools to include discussion of abortion procedures and show specified videos in health education classes. The prime sponsor argued the bill would ensure students receive medically accurate, age-appropriate, and nonpolitical information about abortion, saying the topic is important for informed decision-making and should be taught consistently statewide. He said the videos were intended for grades 9-12, that parents could opt out, and that the requirement was meant to supplement, not sway, students’ views. He also acknowledged the bill could be seen as limiting local control over curriculum and said the intent was to prevent the topic from being missed due to scheduling disruptions. Committee members questioned the sponsor about local control, the need for a video mandate, the source of his statistics, whether the bill could be biased or inflammatory, and whether the requirement should apply every year in high school. The sponsor said the videos were only a starting point, could be replaced by others, and were meant to be informational. He also said the bill was not intended to influence students’ decisions about abortion. Several supporters testified in favor, including representatives of New Hampshire Right to Life and others who said students should be told the “truth” about abortion and its consequences. They emphasized graphic or emotionally difficult aspects of abortion and argued that young people need this information to make informed choices. Opponents and skeptical witnesses raised concerns about prescribing curriculum, eroding local control, and the appropriateness of the material for younger high school students. The New Hampshire School Administrators Association said the bill was overly prescriptive, that health education standards are already set by the State Board of Education, and that the topics in the bill are not part of the current standards. That witness recommended the committee consider retaining the bill for further work or making it less prescriptive. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• </c><00:32:04.720><c> school</c> In my pre-K through sixth grade school In my pre-K through sixth grade
• 12</c><00:54:29.600><c> unless</c> children grade 1 through grade 12 unless children grade 1 through
• </c> irresponsible ban on seclusion in grades irresponsible ban on seclusion in grades 1<00:59:19.560
• </c> who need that separation? who need that separation?
• These are additional safeguards built in to the system that would start at grade one and end at grade

Committee: Senate Education Finance

Transcript Highlights:

• What age is fourth grade? Nine years old. Yeah. What age is fourth grade? Nine, nine years old?
• grade.
• What age, what age is fourth grade? Nine years old. Yeah. What age, what age is fourth grade?
• grade.
• Would that include a third grade? Hold on, hold on, hold on.

Committee: Senate Senate Government Committee of Reference

Summary: The committee approved the February 4, 2026 minutes and first held SB 1571. It then heard and advanced SB 1745, which would cap transaction privilege/excise tax rates in cities of 550,000 or more at 2.5% per classification unless voters approve a higher rate, with enforcement through the attorney general and state-shared revenue withholding for violations. Supporters argued it would protect taxpayers and restrain large-city tax increases; the bill was amended with a technical change and passed 4-3. The committee also advanced SB 1686, renaming Wesley Bolin Memorial Plaza as the Wesley Bolin and Charlie Kirk Freedom Plaza and authorizing memorial placements for Don Bowles and Charlie Kirk, which passed 4-3. The committee then took up SB 1567 and SB 1435, both aimed at restricting public entities, schools, and libraries from exposing minors to sexually explicit materials and from using public facilities for sexually explicit filming or access. Supporters said the bills were needed to prevent children from being exposed to pornography and to keep taxpayer resources from facilitating such material; opponents, including the ACLU, warned the definitions were broad, could chill speech, and could criminalize librarians and educators for handling literary or educational works. Both bills were amended and passed 4-3. SB 1435 also drew testimony about library access, sex education, and the risk of overbroad enforcement. The committee next considered SB 1433 and SB 1434, which would reorganize Maricopa County boundaries. SB 1433 would move portions of Maricopa County into neighboring counties, while SB 1434 would split Maricopa County into three new counties with a transition board and special elections. Supporters argued Maricopa County had become too large and unmanageable and that smaller counties would improve representation and water and regional governance; opponents said the proposals were costly, disruptive, and politically motivated. Both measures received due pass recommendations, with SB 1433 passing 4-3 and SB 1434 passing 4-3 with one not voting. Finally, the committee approved SCR 1024, requiring legislators to live in their district for one year before election, and SCR 1025, moving the legislative session start to the fourth Monday in January; both resolutions passed unanimously or near-unanimously, and the committee adjourned.

Transcript Highlights:

• I was like, where is grade eight? No, no, no, grade eight as in an apple.
• That is a separate issue.
• And we know the scale when we're grading A's and B's.
• And we know the scale when we're grading A's and B's.
• It's not how we grade our kids, though, right?

Summary: The committee first took up PCS for HB 123, which would change the process for converting a public school to a charter school by requiring approval from a majority of parents at the school, allow municipalities to apply to convert certain schools under limited circumstances, and address surplus school property in districts with declining enrollment. The sponsor said the bill is meant to give parents the primary say and to prevent districts from holding unused property. Opponents, including the Florida PTA, several members, and public speakers, argued the bill excludes teachers, school boards, and other stakeholders, could disenfranchise parents who do not live in the municipality, and could create enrollment, transportation, and equity problems. After debate, the bill passed 13-5 and was reported favorably. The committee then heard HB 597 on diabetes management in schools. The bill would allow school districts and charter schools to procure and store glucagon pens for emergency treatment of severe hypoglycemia, permit trained personnel to administer them, require 911 to be called after use, and add limited liability protections. The sponsor said the medication is inexpensive and could save lives for the roughly 7,000 diabetic K-12 students in Florida. An amendment clarified that public and charter schools are both covered. The bill drew support from the American Diabetes Association, the American Academy of Pediatrics, and the Florida PTA, and members from both parties praised the measure. It passed unanimously and was reported favorably. Finally, the committee heard HB 85 on hazardous walking conditions, which would add walking along freeways, expressways, and their ramps as a hazardous condition requiring bus service for elementary students within two miles of school. The sponsor described personal examples of children walking near dangerous roads and said the bill is intended to prevent injuries and deaths. An amendment narrowed the language by deleting “state highway.” Public testimony included a parent who described her child being hit by a car and urged broader coverage, while members raised concerns about bus shortages and fiscal impact. Most members spoke in support, emphasizing student safety, and the bill was reported favorably after debate.

Transcript Highlights:

• I started in fourth grade for four years.
• They shouldn't be getting to third grade.
• third grade.
• In my hallway, there are two second-grade classes and two third-grade classes, and we're on the same
• And school, if you're in sixth grade or seventh grade and you're struggling with foundational literacy

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• grade for the school.
• compared to first grade for literacy scores.
• compared to first grade for literacy scores.
• What does this look like in terms of each separate instance? Mr.
• I think there is a separate discussion about tribes themselves.

Committees: House Education , House House Education Committee of Reference

Transcript Highlights:

• rather than only the 12th grade.
• While I think the 12th grade programs, I know that they're necessary, I think the 12th grade programs
• I'm thinking kindergarten, first grade, second grade. How would that look like, Mr. Chairman?
• grade eight.
• grade eight.

Committee: House House Education Committee of Reference

Summary: The committee first considered SB 1422, which would continue the Credit Enhancement Eligibility Board for 10 years. Staff explained that the board supports a credit enhancement program used largely for charter school debt, helping borrowers secure better ratings and lower interest rates. There was no public testimony, and the bill passed with a due pass recommendation by an 8-1 vote. Members then heard SB 1166, allowing county school superintendents to offer high school equivalency preparation through accommodation schools to students in grades 11 and 12, provided they are at least 16. The Arizona Association of County School Superintendents supported the expansion, but one member opposed lowering eligibility from 12th grade to 11th grade. The bill received a due pass recommendation on an 8-1 vote with one present and two absent. SB 1684, which would create a cause of action against public schools for failing to address known bullying that leads to serious physical injury, drew strong opposition from school and legal groups. Opponents argued it was constitutionally problematic, overly broad, lacked key definitions, and could create liability for conduct outside a school’s control; supporters emphasized school accountability in serious bullying cases. After testimony, the committee held the bill with objection. The committee also passed SB 1424, requiring annual age-appropriate firearm safety awareness instruction in K-12 schools beginning in 2027-2028, despite opposition from gun-safety advocates and education groups who argued it shifted responsibility from adults to children and schools and was an unfunded mandate. The bill passed 6-5. Later, SB 1475, barring students with certain criminal convictions or juvenile adjudications from participating in school district-sponsored interscholastic activities, drew opposition from criminal justice advocates and some members who said it was overly punitive and could harm rehabilitation, while supporters argued the offenses were serious and that participation is a privilege. It passed 6-5. SB 1572, requiring Celebrate Freedom Week civics instruction in public schools, also passed 6-5 after members debated whether it duplicated existing civics requirements and whether it imposed new curriculum burdens. Finally, SB 1741, requiring districts and charters to allow release-time religious instruction and award credit under certain conditions, was presented and opposed by a secular education advocate who argued it undermined local control and could lead to legal and academic problems; the transcript cuts off before the final vote on that bill.

Transcript Highlights:

• Large infrastructure projects like canals and railroads, as well as inventions like the sewing machine
• pieces of legislation that influence our work today. large infrastructure projects like canals and railroads
• deputy sheriff who is doing the job of the federal government, and I think when we talk about the separation
• principles of local control and takes away our authorities where they should be, at least as far as the separation
• of local control and takes away our authorities where they should be, should be at as far as the separation

Summary: The committee heard a presentation from University of Idaho representatives on the university’s land-grant mission and its role in federalism, followed by detailed overviews of the College of Agriculture and Life Sciences and the College of Natural Resources. Speakers described the Morrill, Hatch, and Smith-Lever Acts, the university’s history, and examples of research, extension, and workforce training in agriculture, engineering, law, forestry, fire science, and youth programs such as 4-H. They highlighted facilities and programs including research stations, the Idaho Center for Agriculture, Food and the Environment, the deep soil ecotron, the Wildland Fire Center, the experimental forest, and the policy analysis group, while also noting the impact of federal and state funding delays and cuts on staffing and research capacity. Committee members asked about several current issues, including quagga mussels, screw worm, chronic wasting disease, and the effects of funding cuts. University officials said they were not actively researching some of those wildlife and livestock disease issues but were willing to help if capacity and funding allowed. They also said budget reductions had caused real losses, including layoffs and reduced programs, and that federal grant delays had disrupted research timelines. The committee also raised questions about conflicts of interest and university employees’ outside work; the university said it has annual conflict-of-interest and conflict-of-commitment training and review procedures. The committee then heard from Bonneville County Sheriff Sam Hulse and the Idaho Sheriffs Association on the federal 287(g) immigration partnership program. Hulse argued that participation should remain voluntary and locally controlled, describing the different 287(g) models, the training and liability concerns, and the distinction between local law enforcement and federal immigration enforcement. He said Idaho agencies already cooperate with ICE in other ways and that mandatory participation could create staffing, legal, and community-trust problems. Members asked about costs, liability, detention standards, and whether deputies lose local control under task force arrangements; Hulse said the answer depends on the specific model and operation, and he emphasized the need for local discretion. Later, the committee took testimony on the long-running bighorn sheep and domestic sheep conflict affecting western Idaho grazing allotments. Idaho Wool Growers representatives and affected ranchers described the history of state legislation, federal litigation, and the closure of grazing areas after bighorn sheep transplants, which they said cut livestock operations in half and caused major financial and personal hardship. They argued that the state and federal agencies had not lived up to assurances that permittees would be held harmless, and they urged continued attention to the issue. No formal votes or committee actions were taken in the portion of the meeting provided.

Transcript Highlights:

• We have a rodeo practice arena on the other side of the railroad tracks and a large piece of property
• It's a separate company that we work with.

Committee: House Science, Technology & Telecommunications Committee

Transcript Highlights:

• fluid-related spill incidents, 10,000 oil and gas produced water spill incidents, and 19,000 spills of separate
• I also helped clean up the railroad site.

Committee: House House Government, Elections & Indian Affairs

Transcript Highlights:

• If a position is reclassified to a lower grade, we add an employee appeal right.
• If a position is reclassified to a lower grade, we add an employee appeal right.
• after separation.
• after separation.
• after separation.

Summary: The Senate State and Local Government Committee met and first took up Senate Bill 79, sponsored by Senator McDaniel, with testimony from McDaniel and Deputy Secretary Robert Long of the Personnel Cabinet. They described the bill as a cleanup measure for personnel law that would, among other things, add interns to the definition of employee while excluding them from full-time employee status, remove the Personnel Cabinet secretary as an ex officio member of the KERS Board, clarify personnel board membership and grievance rights, limit appeals of satisfactory-or-above evaluations, address layoffs and reemployment rights, allow leave donation in certain resignations or retirements, restrict remote work from outside Kentucky without approval, permit deductions for unreturned state equipment, and make DJJ facility supervisors non-merit positions. The committee voted on SB 79 and passed it with favorable expression. The committee then heard Senate Bill 67, presented by Chair Nemes, an elder property tax bill. The bill would freeze the assessed value of a primary residence for homeowners age 65 or older until the property is no longer their primary residence, while still taxing at the current rate. Nemes said the measure was intended to help seniors on fixed incomes and noted a fiscal analysis showing little to no direct revenue loss, though it could reduce projected budgeted growth in property tax revenue. Committee discussion noted a local impact and a statewide budget impact estimate of about $4 million for the first two fiscal years. SB 67 also passed with favorable expression, and the committee adjourned.