Transcript Highlights:

• The, uh, so grading writing is different than grading, say, a... over time.
• And so that actually grades the same way that humans grade.
• one of the automated models, as it’s grading, is grading accurately. grading accurately.
• There was a 4th grade and 7th grade writing test plus writing embedded in the 9th and 10th grade test
• There was a 4th grade and 7th grade writing test plus writing embedded in the 9th and 10th grade test

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Summary: The House Committee on Public Education met to hear House Bill 8, which would replace STAAR with a new assessment and accountability system beginning in the 2027-28 school year. The chair described the bill as reducing testing time, limiting benchmark tests, adding beginning-, middle-, and end-of-year assessments, requiring faster score turnaround, involving Texas teachers in test development, and tightening accountability timelines and transparency rules. Members also discussed provisions on A-F ratings, cut scores, CCMR, local accountability plans, and TEA reporting requirements. Committee members and invited witnesses split sharply on the bill’s approach. Supporters, including the chair, TEA Commissioner Mike Morath, and Ed Trust’s Nicholas Munyon Penny, argued the bill would reduce high-stakes pressure, provide quicker and more actionable data, limit over-testing, and better align assessments to Texas standards while preserving criterion-referenced accountability. They said the new system would help teachers and parents intervene sooner and would improve transparency, including parent access to student responses and automatic rescoring in some writing cases. Opponents, including Rep. Hinojosa and student witness Ella Moran, argued the bill still increases testing and replaces one high-stakes test with multiple TEA-created tests. Moran testified that STAAR creates anxiety, disrupts instruction, and does not reflect real learning, while Hinojosa said the House had previously passed a better bill based on a nationally norm-referenced model and criticized the new proposal as a concession to the Senate. Questions also focused on AI scoring of writing, rescoring rates, and whether the bill’s new accountability rules would be reliable and fair. The committee did not take a final vote during the portion provided, but the chair said a vote on HB 8 would be called after public testimony later in the day.

Transcript Highlights:

• , grades five through eight, and then grades nine through twelve, which are often referred to as just
• Then we have eighth grade math.
• , because I know it varies from grade level to grade and year to year.
• for the school letter grades.
• the school letter grades.

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:

• grades?
• 10th grade. What about the in-between grades and over?
• So grade 10 is crucial. So that, she kept harping grade 6 and 10.
• So grade 10 is crucial. So that, she kept harping grade 6 and 10.
• So if we're going to add that grade, I support adding 12th grade.

Keywords: 908, all

Summary: The Senate conference committee on Senate Bill 2330 met to resolve differences between the Senate and House versions of the bill, which concerns human trafficking and exploitation prevention and awareness education in schools. House members explained their amendments, including adding non-public schools, narrowing some statutory language, removing the appropriation section because funding had been moved into the Attorney General’s budget, and changing the bill’s structure to reduce what they viewed as an overly broad mandate. Senators and House members then debated whether the education should be required for all grades or limited to specific grades, and whether it should be delivered every year or every other year. Testimony from Amy Boyd-Bomey of YouthWorks and Stacey Schaefer of the 31A Project supported focusing the program on grades 6 and 10, with later discussion adding grade 12. They said sixth grade is a key entry point into junior high and social media exposure, tenth grade is important because of dropout risk, and twelfth grade would be the last opportunity to reach students before adulthood. They also said repeating the same material every year could dilute the message, that the curriculum should be thoughtful and trauma-informed, and that “best practices” may be preferable to the bill’s “evidence-based” language because of cost and feasibility. They emphasized that presenters must be prepared for disclosures from students after the training. Committee members also discussed logistics and funding. The witnesses said the Attorney General’s budget line for the program would fund third-party organizations through a grant process, with reporting requirements, and that the proposed amount was based on their cost estimates. Members raised concerns about whether the funding would cover all schools and grades, especially if non-public schools were included. Several members argued against mandating the program in non-public schools at this time, citing uncertainty about related legislation and the need to maximize available funds, while others said private school students also face trafficking risks and should not be excluded. The committee did not take final action on the bill; instead, members agreed to continue working on amendments, including grade levels, annual versus biennial implementation, the “may include” language, the “evidence-based” standard, and the non-public school issue, and to reconvene at a later meeting.

Transcript Highlights:

• Florida's current school grading system is an A through F letter grade system.
• scale and then the real grade.
• So, like, what you just stated, the grades, the new grades won't go into effect in 2028-2029.
• How will students' grades on their report card be interpreted based on the school grade?
• So are we expecting the students' grades to be contextualized based on the school grades?

Summary: The Education Administration Subcommittee heard and advanced a series of education bills focused on transparency, accountability, attendance, school start times, student well-being, and career planning. HB 1321, by Rep. Salsman, would remove public-records and public-meeting exemptions for university presidential searches, eliminate the Board of Governors from those searches, require Board of Governors members to file full financial disclosures and be Florida residents, and expand syllabus posting requirements; it passed 15-0. HB 1079, by Rep. Botana, as amended, broadened eligibility for dropout retrieval programs to include students who withdrew and did not reengage in education, and it also passed 15-0 after a strike-all amendment and supportive testimony from a program provider. The committee also approved PCS for HB 969, by Rep. Kassel, which shifts evaluation of school mental health services to the Department of Children and Families and requires more detailed outcome data, surveys, and reporting related to the Mental Health Assistance Allocation program; it passed 15-0. HB 1367, by Rep. Booth, creates a statewide attendance policy with uniform definitions and reporting requirements to address chronic absenteeism; it passed 15-1 after support from business and education groups and some concern about state control over district policy. PCS for HB 261, by Rep. Gerwig, revises the 2023 middle and high school start-time law by allowing districts to document compliance efforts and unintended consequences rather than fully meet the mandated later start times; it passed 16-0. The most debated bill was HB 1483, by Rep. Valdez, which would align Florida’s school grading scale with the familiar 90/80/70/60 letter-grade standard over a five-year transition and require school grades to appear on student report cards. Supporters argued the current scale is misleading and too lenient, while opponents warned it would sharply increase failing school labels, create costs and turnaround mandates, and confuse parents and students. Despite extensive testimony from school board members, teachers, students, and advocacy groups on both sides, the bill passed 12-4. The committee then quickly approved HB 1245, a one-year Hunger-Free Campus Pilot Program for three universities with the highest share of Pell-eligible students, and HB 571, which expands career planning, paid work experience, and credit-transfer review for students; both passed unanimously.

Transcript Highlights:

• So we all know that the school grading system, how we grade our kids in school, is through the grades
• The school grading system, how we grade our kids in school, is through the grades A through F, meaning
• And this is not what we're doing with comparing school grades to the way that we're grading our kids.
• So let's say a school that is graded in A school will say 65% of the students are at grade level.
• Or the schools will be graded.

Summary: The Pre-K Through 12 Budget Subcommittee met with a quorum and took up three bills, along with a brief budget conference-prep presentation. The first bill, CS/HB 1483 on school grading and student supports, would gradually align Florida’s school grading scale with the familiar A-F student grading scale over a 10-year glide path, add school report card transparency on the percentage of students reading at grade level, expand interventions for students with substantial reading and math deficiencies through VPK through grade 8, and create a competitive grant for diverse books in K-5 classrooms and libraries. Supporters argued the current school-grade scale is misleading and that the bill would improve transparency and supports; some members raised concerns about impacts on turnaround schools, community perception, and whether the bill adequately captures student gains. The bill passed 12-2 and was reported favorably. The committee then considered CS/HB 859 on the School Readiness Program, which revises the definition of “economically disadvantaged” for eligibility purposes. The bill originally moved from 150% of the federal poverty level to 65% of state median income, but three amendments were adopted to create a glide path and reduce fiscal impact by using 50% of state median income or 150% of poverty, whichever is greater, and by deleting an obsolete section. Public testimony was overwhelmingly supportive, emphasizing child care as workforce infrastructure and a lifeline for working families. The bill passed unanimously, 14-0, and was reported favorably. Finally, CS/HB 1607 on cardiac emergencies in schools would require AEDs in every Florida school, including charter schools, require CPR/AED training, and create a pulse-saving plan with rulemaking authority for the State Board of Education. Proponents cited alarming statistics about sudden cardiac arrest on campuses and argued that rapid AED access can save lives; supporters from the American Heart Association, PTA, and cardiology groups backed the measure. Members spoke in strong support, and the bill passed unanimously, 14-0, and was reported favorably. The meeting ended with a budget presentation explaining that House and Senate FY 2025-26 budget, appropriations project, and proviso side-by-sides had been distributed ahead of conference, followed by adjournment.

Transcript Highlights:

• Depending on how many people we end up having speak and how long, how late it's getting, we do have egg
• it's getting, getting, getting, we<00:11:24.720> do<00:11:24.880> have<00:11:25.160> egg
• 25.880> here<00:11:26.040> that<00:11:26.240> we<00:11:26.680> we we do have egg
• timers up here that we we we do have egg timers up here that we we may<00:11:27.000> start<00
• We do have an egg timer up here.

Keywords: 1189, house, all

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

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Transcript Highlights:

• Maybe it's for the whole grade.
• Third grade and first grade.
• or advanced on to fourth grade.
• grade.
• At grade level for the next grade the student would otherwise advance to.

Bills: LB878, LB958, LB958A, LB762, LB1187, LB966, LB929, LB962, LB1209, LB937A, LB962A, LB1050, LB1050A, LB965, LB1022, LB753, LB788, LB913, LB1055, LB1195, LB429, LB721, LB722, LB727, LB745, LB749, LB778, LR293, LR296, LR422, LR495, LR496, LR497, LR498, LR499, LR500, LR501, LR502, LR503, LR504

Keywords: paid parental leave, state employees, workplace benefits, family support, economic impact, Medicaid, Medical Assistance Act, home and community-based services waiver, HCBS waiver, waiver participant, assessment tool, clinical interviewing, service tier, retroactive coverage, doula, doula reimbursement, maternal health, prenatal care, pregnancy, birth outcomes

Transcript Highlights:

• That's for grades 3 through 10 English language arts and grades 3 through 8 mathematics, those end-of-course
• early grades compared to the high school grade levels, for example, where students are starting off
• 3 through 10, where you had 53 percent, for example, in grades 3 through 10 on or above grade level
• They're now in 12th grade.
• , and 44th in grade eight math.

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:

• I know we tried to get away from fossil fuels, but, you know, the cliché is you can't put all your eggs
• responsible innovation, strengthen agency operations, and equip employees with secure, enterprise-grade
• That's beyond our pay grade. That's a legislative issue. That's on you.

Keywords: 995, all

Summary: The Joint Committee on Ways and Means held a public FY27 budget hearing at Barnstable Town Hall, with opening remarks emphasizing the Cape and Islands’ seasonal infrastructure, housing, transportation, workforce, and digital needs. The hearing began with testimony from the Executive Office of Labor and Workforce Development, which outlined the Healey-Driscoll administration’s budget priorities for job training, apprenticeship, youth employment, reentry programs, and unemployment insurance modernization. The secretary highlighted proposed funding for the Workforce Competitiveness Trust Fund, Career Technical Initiative, YouthWorks, reentry workforce development, and services for young adults with disabilities, along with a proposal to streamline youth work permits. Members also discussed the unemployment trust fund, the COVID assessment on employers, rising unemployment, and the need to improve DUA customer service and claims processing. Committee members asked about job seeker barriers such as child care, housing, transportation, and out-migration of young workers, as well as how to keep Cape Cod graduates and seasonal workers in the region. The administration said its strategy is to pair training with broader affordability investments and to expose students to career pathways earlier, including through middle school, early childhood STEM, YouthWorks, pre-apprenticeships, and Building Pathways. Senators and representatives also raised concerns about regional funding disparities, especially for Hampshire Franklin MassHire, and the administration said it is reviewing MassHire funding and service equity through a policy committee and statewide workforce board. On unemployment assistance, officials reported major improvements in wait times and claims processing, but said they are still working through backlogs and staffing challenges while maintaining program integrity. The committee then heard testimony from the Executive Office of Economic Development. The secretary described House 2 as a fiscally restrained budget with no new taxes or fees, while preserving core programs and using the Mass Leads Act tools to support competitiveness. EOED’s proposal included funding for the Community One Stop for Growth, rural economic development, social enterprise operating grants, regional economic development organizations, the Workforce Investment Trust Fund, Community Workforce Partnerships, Pathmaker, advanced manufacturing training, life sciences, innovation vouchers, AI initiatives, small business assistance, and tourism and live theater support. The Office of Consumer Affairs and Business Regulation also testified on its FY27 request, focusing on consumer protection, licensing, banking, insurance, and public safety regulation. No votes were taken during the hearing.

Transcript Highlights:

• 48:40.000> Pork<00:48:40.880> turkey<00:48:41.880> and Beef, pork, turkey, and eggs
• The Village Egg Co-op was established based on the needs identified by the Minnesota Department of Agriculture
• Sadly, the Village Egg Co-op is still awaiting reimbursement for our 2024 program expenses, which total

Bills: HF44, HF2102, HF2279, HF2280, HF2281

Keywords: HF44, Casey Jones State Trail, Pipestone Trailhead, Currie Loop, Minnesota bonding bill, capital investment, state bonds, bond proceeds fund, Department of Natural Resources, DNR, trail rehabilitation, trail reconstruction, recreational trail, bike trail, hiking trail, infrastructure, state trail, Pipestone, Currie, bonding authorization

Transcript Highlights:

• 16.960> uh but we're hoping with uh different uh uh but we're hoping with uh different uh uh egg
• 18.480> um<01:11:18.880> including<01:11:19.840> uh<01:11:20.000> reduced egg
• practices um including uh reduced egg practices um including uh reduced and<01:11:20.480> no<

Keywords: 1187, senate, all

Transcript Highlights:

• have their certification remok<01:33:32.360> and<01:33:32.760> it's<01:33:33.639> egg
• <01:33:34.239> enough<01:33:34.600> that remok and it's egg enough that remok and it's
• egg enough that certifying<01:33:36.040> body<01:33:37.040> they certifying body they

Keywords: 928, house, all

Summary: The House Municipal and County Government subcommittee met on February 19, 2025 to gather additional information on House Bill 432, which concerns recovery houses. The first witness, State Fire Marshal Sean Tumi, said his office had worked with stakeholders for more than a year on the bill’s definition changes and supported the revised definition. He explained that the bill removes vague language such as “safe, healthy, family” and instead relies on fire-code requirements and certification standards, including a primarily non-transient dwelling unit and living as a single household. He distinguished recovery houses from boarding or rooming houses and from other congregate settings such as group homes or transitional housing, saying those other uses do not currently have the same exemptions. Members questioned Tumi about fire safety, inspections, smoke alarms, egress, and whether sprinklers should be required. He said recovery houses are inspected by the fire marshal’s office and local fire departments, with annual inspections under state fire code provisions, and that operators must work with a certifying body. He described the inspection process as checking alarms, extinguishers, heating systems, cooking equipment, street numbers, and no-smoking rules, and said new houses are generally given time to obtain certification. He also said he would prefer sprinklers everywhere but believed mandating them for these existing structures would likely shut down many recovery houses and significantly harm the recovery community. Bill McKenny of the New Hampshire Building Officials Association then testified in support of HB 432. He said recovery housing is an important step after treatment and that the 2024 code changes and the bill help align state law with federal disability law. He emphasized that certification through a recognized organization gives code officials confidence that standards are being monitored, and warned that if a recovery home loses certification it would lose the waiver from sprinkler requirements and could be treated more like a boarding or rooming house. No vote or final action was taken at this meeting.

Transcript Highlights:

• from<01:01:31.480> Big<01:01:31.680> Oil<01:01:32.160> big<01:01:32.359> egg
• <01:01:32.640> or<01:01:32.799> any any scheme from Big Oil big egg or any any scheme
• from Big Oil big egg or any other<01:01:33.160> pluer<01:01:34.000> and<01:01:34.160><

Keywords: 1183, house

Transcript Highlights:

• That's for grades. 3 through 10 English language, arts in grades, 3 through 8 mathematics.
• So as we saw with the grades 3 through 10 ELA in grades 3 through 8 math.
• Grades 3 through 10 where you had 53%, for example, grades 3 through on or above grade level.
• And that is for students in grade 3 to be promoted to the 4th grade.
• They're now in 12th grade.

Keywords: 999, senate, all

Transcript Highlights:

• those grade levels. those grade levels.
• grade to third grade.
• And you to second grade to third grade.
• science in first grade or second grade. science in first grade or second grade.
• that within fifth grade and eighth grade that within fifth grade and eighth grade that students<

Keywords: 1189, house, all

Summary: The Legislative Oversight Committee met to review statewide education improvement and assessment issues under RSA 193-C:8-a, with the chair focusing on curriculum frameworks, academic standards, and resource elements tied to the state’s adequate education statutes. The chair walked through the statutory relationship between minimum standards for public school approval, academic standards, and local control of curriculum, noting that New Hampshire law requires curriculum frameworks to guide what students should know and be able to do while leaving districts flexibility in instruction. He also raised concerns that some subject areas appear to have current frameworks or standards while others do not, and suggested the committee may need to consider an amendment creating a curriculum frameworks and academic standards coordinator at the Department of Education. Nate Green, director of the Division of Education Analytics and Resources, explained that the terms “academic standards” and “curriculum frameworks” have evolved over time and are often used interchangeably, but can mean different things depending on the subject area. He said the state’s more prescriptive standards largely developed after No Child Left Behind, especially in math, ELA, and science, while older or less-tested subjects such as arts, physical education, and health often retained looser framework-style documents. Green outlined one possible approach of standardizing terminology, but also said New Hampshire could instead define curriculum frameworks separately as a combination of standards, curriculum, and instructional approaches. He emphasized that state standards must support statewide consistency and assessment, while local districts retain control over how they teach. Committee members discussed how these distinctions affect different grade levels and subjects, using examples from math and science to show that minimum standards are broad while academic standards are more specific and grade-level based. Green described how science standards are organized by physical science, life science, and earth/space science across grade bands, while math standards are more directly tied to individual grades. No votes were taken and no formal action was reported during this portion of the meeting; the discussion remained informational and exploratory as members considered whether statutory language or departmental organization should be updated.

Transcript Highlights:

• I'd egg them on in the majority. Who won? No, that's a lie.
• I'd egg them on in the majority. Who one? No, that's a lie.

Summary: The Senate began with opening prayer, the Pledge of Allegiance, and recognitions, including the doctor of the day and a lighthearted “Cannoli Day” introduction. The chamber then held an extended farewell celebration for Senator Joe Gruters, with numerous senators, colleagues, and family members praising his loyalty, political skill, family focus, and service in the Legislature and Republican Party. Gruters was presented with a commemorative gift recognizing his work on a 2019 public-safety and immigration bill that prohibited sanctuary cities and required local cooperation with federal immigration enforcement. The Senate adopted a motion to spread Gruters’s remarks upon the journal and then recessed briefly. After recess, the Senate returned to regular business and took up third-reading bills. Committee Substitute for Committee Substitute for Committee Substitute for Senate Bill 354, relating to blue ribbon projects, was temporarily postponed. The chamber then considered Committee Substitute for Committee Substitute for Senate Bill 1758, relating to public assistance, with Senator Gates explaining that it contained five reforms to the public assistance system discussed earlier in session. During debate on SB 1758, Senator Berman opposed the bill, saying he could not support it in its current form because he believed the Medicaid-related provisions would create a coverage cliff after the one-year transition period and could leave people without care while increasing costs to hospitals and taxpayers. He also said SNAP error reduction should be a priority, but argued the state should focus on fixing administrative errors and fraud rather than imposing a work requirement whose costs and effects were uncertain.

Transcript Highlights:

• I'd egg them on in the majority. Who won? No, that's a lie.
• I'd egg them on in the majority. Who one? No, that's a lie.

Summary: The Senate opened with prayer, the Pledge of Allegiance, and several introductions, then devoted most of the first part of the meeting to a farewell-style recognition of Senator Joe Gruters. Senators from both parties offered extended remarks praising his loyalty, political instincts, family involvement, and work as a legislator and as incoming Republican National Committee chair. Gruters responded with remarks about his background, including overcoming a childhood speech impediment, his service in the Legislature, and major policy efforts he highlighted such as alimony reform and the undergrounding of utilities. A ceremonial gift was presented to him recognizing his work on a 2019 public-safety/immigration bill, and the Senate adopted a motion to spread his remarks upon the journal before recessing briefly. After the recess, the Senate returned to regular business. No committee reports, governor’s messages, House messages, or reconsideration matters were reported. The chamber then moved to third reading and temporarily postponed CS/CS/CS/SB 354, relating to blue ribbon projects. The next bill, CS/CS/SB 1758, relating to public assistance, was taken up, and Senator Gaetz explained that it contained five reforms to the public assistance system previously discussed by the Senate. Debate was about to continue when the transcript ended.

Transcript Highlights:

• So if I didn't have to be in my office, I was usually down in kinder, 1st grade, 2nd grade with the kids
• From kindergarten to grade 3, children focus on learning to read so that in 4th grade and beyond, they
• Mississippi and Alabama mandate retention for 3rd grade students that fall short of grade level proficiency
• Going on into the 3rd grade and and completing that 3rd grade. We have the ability to make them.
• There's a bilingual teacher at every grade level, or some of the bilingual teachers serve at two grade

Transcript Highlights:

• There is a compromise to fifth grade, but I would much rather see us go to eighth grade.
• grade.
• play-based standards up to third grade. play-based standards up to third grade.
• You're t You're talking three<00:26:01.679> grades. three grades. three grades.
• . grade. grade.

Keywords: 1191, senate, all

Summary: The Committee of Conference on Senate Bill 578 met to reconcile differences in a bill concerning recess times for children and related early learning provisions. The Senate sponsor described two compromise amendments, both based on the Senate version, that would restore play-based learning through third grade and replace guided reading with interactive shared reading; the only difference between the two was whether recess would extend through fifth grade or eighth grade. The sponsor argued the changes were supported by studies, existing state investment in play-based learning, and examples from schools using recess to improve attendance and behavior. House members opposed the amendments, saying they were concerned about creating an expensive or unfunded mandate and about limiting local control over curriculum decisions. One House member said the state lacked enough fiscal support and implementation time for districts, and another said the proposal should perhaps be studied further before expanding it beyond kindergarten. Supporters countered that the state had already invested in training, that the proposal was a teaching method rather than a new curriculum, and that play-based learning and recess improve mental health, classroom behavior, and student engagement. The committee voted on the 2084S amendment, and it failed on a divided vote. After further discussion, the House reiterated that it would stick with its position and oppose the Senate amendments. The chair then stated that the committee was at an impasse and that the bill was effectively dead, with no further action taken.