Transcript Highlights:

• And it looks different from grade to grade and school to school.
• Even as a system right now, third-grade retention happens in third grade, and I've advocated for a long
• It really should happen in first grade when students are first getting acclimated to reading.
• Prince's point about kindergarten and first grade being those important grades for reading, that also
• Prince's point about kindergarten and first grade being those important grades for reading, that also

Summary: The subcommittee first heard an overview from Department of Education Chancellor Paul Burns on Florida’s K-12 governance structure and major divisions, including early learning, public schools, safe schools, school choice, and accountability. He highlighted school readiness and VPK, teacher preparation and licensure, school safety functions, scholarship and virtual/home education programs, and FAST progress monitoring. Burns also cited statewide gains such as higher mid-year reading performance, a record graduation rate of 89.7%, and record CTE enrollment, while members questioned the meaning of Florida’s “number one” education rankings, teacher pay, post-COVID learning loss, vacancies, and chronic absenteeism. St. Lucie County Superintendent John Prince then described the scale and responsibilities of a mid-sized district, emphasizing student safety, transportation, meals, hurricane shelter operations, career and technical education, teacher recruitment and retention, progress monitoring, remediation, and mental health supports. Members asked about school shelter construction standards, remediation funding, late school start times, attendance, and concordance scores; Prince argued for more flexibility for CTE pathways and noted that local districts use a mix of state and federal funds to support remediation and staffing. The committee then moved to an early warning systems panel. Burns explained that Florida law requires districts to use attendance, behavior/suspensions, course performance, FAST results, and other academic indicators to identify students needing support, with districts and families developing intervention plans. Superintendents from Putnam, St. Johns, and St. Lucie counties said chronic absenteeism is tied to achievement and NAEP decline, but causes vary by district, including poverty, transportation, daycare, family instability, travel, and student athletics. They described MTSS, PBIS, home visits, attendance letters, and community partnerships as responses. Members also discussed VPK access, full-day VPK funding, excused versus unexcused absences, and the need for earlier intervention in pre-K and K-2. Finally, Vice Chancellor Darren Norris outlined Florida’s post-Parkland school safety measures, including armed school officers, anonymous reporting, behavioral threat assessment teams, mental health training, panic alert systems, emergency drills, active assailant response policies, and firearm detection canines. Superintendents said compliance is costly and often requires shifting local funds, but they praised state grants for mental health, hardening, and mapping. They noted ongoing challenges with new mandates, capital costs, manual reporting burdens, and the need to balance safety requirements with classroom resources.

Transcript Highlights:

• The next year in fourth grade, she decided to move me up to seventh grade math.
• ,<01:08:17.440> I leading up to fourth grade, I leading up to fourth grade, I consistently
• But current law allows grades.
• The early evaluation was in first grade, kindergarten, first grade, and second grade.
• now second grade. now second grade.

Keywords: 910, house, all

Summary: The committee on Education met on February 17 and announced it would limit public testimony to one minute because more than a thousand testimonies were expected on one measure. The first bill heard was HB 1934, relating to the Imagination Library of Hawaii. The state librarian and Friends of the Library supported the bill, saying the program is a proven, cost-effective way to improve early literacy and should be expanded statewide for children ages 0 to 5. Friends of the Library said the current 50/50 match requirement would be too difficult to meet immediately and asked for state funding for the first few years to help launch the expansion. Testimony included eight supporters and one opponent, and members asked whether the proposal was an expansion of an existing program; the state librarian said it would expand service beyond currently targeted communities. The committee then heard HB 20004, which would extend the floating librarian pilot program. The state librarian, Department of Education, HSTA, and several individuals testified in support. Supporters said the program helps address staffing needs and improves student readiness, especially for college and information literacy. One retired community college librarian said school librarians help students prepare for college and are increasingly important in teaching critical evaluation of misinformation and AI-generated content. Members asked about implementation of the existing pilot, including recruitment of certified librarians for neighbor island and Oahu complex areas; DOE said those positions had been identified and recruitment was underway, and existing funds remained intact. The final major discussion was HB 2398, which clarifies the library system’s role in RNMSP-related projects and public library construction on or near school land. The state librarian and public library system supported the bill, while the Department of Education and Attorney General’s office raised concerns about vague language, especially the phrase “land controlled by the board,” and suggested amendments. In questioning, the state librarian explained that the bill was prompted by conflicts on shared or adjacent school/public library sites, including traffic, pickup and drop-off access, and other operational issues. DOE described significant disruption from one project’s traffic changes and said planning for such projects should involve early coordination and formal agreements. The state librarian responded that the new bill would clarify oversight and help avoid delays and disputes over property control and future renovations.

Transcript Highlights:

• At its core, this bill grade 12.
• norm screeners that exceed sixth grade. norm screeners that exceed sixth grade.
• So, they go to eighth grade, actually.
• So, regardless of 8th grade materials.
• bringing the kids to the eighth grade bringing the kids to the eighth grade reading<00:47:21.599

Keywords: 916, all

Transcript Highlights:

• In line with 1.13, it says that it starts at sixth grade.
• Why does it start in sixth grade?
• 1 screener with a reference to a grade 2 screener in the appropriate location.
• It's committed to serving dyslexia and grade-level literacy proficiency through education, training,
• all the Chemistry or Physics Standards for Grades 9-12.

Transcript Highlights:

• <01:20:09.600> So, grades of our non-public schools.
• So, grades of our non-public schools.
• Thank you. than 44,000 students in grades K through than 44,000 students in grades K through 6<01:28:
• We currently educate 167 students in grades preschool through eighth grade.
• grades preschool through eighth grade. grades preschool through eighth grade.

Keywords: 1187, senate, all

Transcript Highlights:

• In fact, for reading, in fourth grade.
• So, again, information eighth grade.
• , the basics in these kids by fifth grade, the basics in these kids by fifth grade, they<00:26:20.080
• <00:26:27.080> is we drop from fourth to eighth grade is we drop from fourth to eighth grade
• <00:52:19.280> and<00:52:19.560> did 10th grade and did 10th grade and did there<00

Keywords: 916, all

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• module to go out through AMSI to our third grade teachers.
• <00:33:06.880> There study is actually in third grade.
• There study is actually in third grade.
• are are thinking about families grade are are thinking about families and<00:33:11.679> about
• go out through AMSI to our third grade go out through AMSI to our third grade teachers.<00:33:36.080

Bills: HB187, HB98, HB360, HB394, HB398, HB388, HB187, HB98, HB360, HB394, HB398, HB388

Keywords: school safety, emergency response, training, public safety, Alyssa's Law, law enforcement, scholarship, tuition assistance, dependent education, Alabama, blackout license plate, HB360, Second Amendment Sales Tax Holiday, sales tax holiday, firearms, guns, ammunition, bullets, primers, gun accessories

Transcript Highlights:

• We know the importance of grade.
• Is it through third grade or is it through eighth grade? I just don't understand.
• kindergarten through 8th grade. kindergarten through 8th grade.
• The standards for play is through third grade. The recess is through eighth grade.
• up until 8th grade.

Keywords: 1191, senate, all

Transcript Highlights:

• Our final district-level category is school district letter grades.
• Our final category is school letter grades.
• These are separate from the district letter grades.
• on district letter grade.
• Additionally, screenings are required of all students in grades K through 2, and students in grades three

Summary: The House/Joint Education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, focusing first on matrix spending and then non-matrix spending. Staff explained the methodology for mapping APSCN expenditure data to matrix lines, reviewed district and school categories used in the analysis, and highlighted key findings: foundation funding covered a large share of matrix costs but total spending on matrix items exceeded foundation funding, with classroom teachers making up the largest share. Members asked for additional breakdowns on waivers, superintendent survey responses, trend data, and spending by district type, size, and rural/urban status. Staff also noted limitations in tracking two matrix lines—salary enhancement for other employees and all personnel health insurance—because of coding and definition issues. The committee then reviewed non-matrix expenditures, including instructional aides, facilities, school safety, mental health, dyslexia services, gifted and talented, and career and technical education. Staff reported that non-matrix spending remained above $2 billion over the last three years, with most of it coming from other funds rather than foundation funding. Members raised concerns about dyslexia identification and funding, mental health needs, school safety, food service, athletic transportation, and whether some items should be added to the matrix. The Department of Education clarified that the building fund reflects district-held funds for construction and maintenance projects, while the facilities partnership program is a separate state process for approved projects. In the final discussion, staff summarized total spending as more than $15,800 per student in 2025, with about 69% going to matrix resources and 31% to non-matrix resources. The chair explained the adequacy process and the committee’s role in setting future funding recommendations, and members discussed the recommendations worksheet included in the binder. The chair then proposed postponing the remainder of Part Two of the presentation until a May meeting after the fiscal session, along with inviting the Department of Education back for more detailed questions; with no objections, the committee adjourned.

Transcript Highlights:

• Vanessa Cuddebeck, third grade teacher at Phoebe Hearst Elementary and I am in support.
• Anna, Eighth grade teacher at California Virtual Academies in support. Good afternoon.
• I've taught every grade from kindergarten to 12th grade over my 13 years as a virtual educator, but my
• Anna Cordero eighth grade teacher at California Virtual Academies and proud charter parent.
• I am a fourth grade teacher in Folsom-Cordova Unified.

Keywords: 988, house, all

Transcript Highlights:

• He was given a behavioral intervention plan in second grade, and he knew what his BIP was.
• When he was in eighth grade, he was having a behavioral day; he was placed in a sensory room, which is
• In one semester alone of first grade in 2014,...
• He went from reading two grade levels behind to reading on grade level in third grade, passed his STAR
• Something against his first-grade teacher by any means; I'm not saying that.

Bills: HB1022, HB2856, HB3114, HJR5, HB6, HB120, HB210, HB1458, HB1188, HB3126

Keywords: HB 1022, Sul Ross State University, Rio Grande College, Texas State University System, Education Code, higher education, course levels, upper-level college, lower-division courses, community college-style courses, Del Rio, Eagle Pass, Uvalde, Board of Regents, academic programs, university expansion, HB 2856, Texas Higher Education Coordinating Board, clinical training placements, clinical rotations

Transcript Highlights:

• with lower letter grades.
• with lower letter grades.
• with lower letter grades.
• With lower letter grades.
• More specifically, teachers can teach in a grade above or below the area or the grade that they were

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.

Transcript Highlights:

• You mentioned that 11th grade is the most problem.
• But you mentioned 11th grade, and just any insights into why 11th grade and not 9th?
• <00:30:00.080> and policy but you mentioned 11th grade and policy but you mentioned 11th grade
• just any insights into why 11th grade just any insights into why 11th grade and<00:30:03.640>
• use in classrooms for students in Grade use in classrooms for students in Grade 9<00:51:29.359><

Keywords: 1187, senate, all

Summary: The Minnesota Senate Education Policy Committee heard testimony on Senate File 508, a bill to restrict cell phone use in schools. Senator Mann said the proposal was based on roundtables with school districts across the state and on reports from other states, and argued that cell phones are harming student attention, mental health, classroom culture, and student-teacher relationships. She said K-8 restrictions are broadly supported, while high school policies should be more flexible, and emphasized that districts should control implementation. The bill also includes funding for education efforts around why the restrictions are being adopted and how students can use technology responsibly. Testifiers largely supported the bill or the general goal of limiting cell phone use. Dr. Anna Tyranny, a parent and licensed psychologist, said cell phones and social media can contribute to anxiety, poor concentration, cyberbullying, and inappropriate sharing, and urged a balanced approach that includes digital literacy education. St. Cloud Area Public Schools Superintendent Laori Pam and Tech High School staff member Molly Kenzie described their district’s policies, which keep phones away for the day in elementary and middle school and restrict them during class in high school. They cited U.S. Department of Education guidance, research on mental health and sleep disruption, and the need for age-appropriate, equitable, and consistently communicated policies. St. Cloud reported that its middle school policy, piloted and then expanded districtwide, led to a 50% reduction in cell phone discipline referrals and fewer classroom power struggles. The district said high school violations remain concentrated in certain grades, especially ninth and eleventh, and that it continues to address the issue through PBIS teams. No vote or final committee action on the bill was described in the transcript.

Transcript Highlights:

• With the receiving district or the. the sending district give them the grade.
• . school grade if it's counting toward a high school graduation requirement and a grade for the college
• It's limited to courses in 11th and 12th grade.
• And that would seem. to be 10th grade, rather than 11th and 12th grade. OK.
• So, these are students in their 11th and 12th grades.

Bills: HB20, HB 120, HB20, HB120

Keywords: applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, career readiness, education reform, workforce training, public schools, financial aid, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Transcript Highlights:

• A one-unit school has one first-grade class, one second-grade class, one third-grade class.
• grade class one third grade class second grade class one third grade class two-unit<00:12:53.040>
• . grade. grade.
• > to1<01:02:46.480> as fourth grade to 12th grade at 25 to1 as fourth grade to 12th grade
• and fifth grade.

Keywords: 916, all

Transcript Highlights:

• It was actually in grades 1 through 12.
• <00:12:57.800> 1 bubble um it was actually in grades 1 bubble um it was actually in grades
• <00:32:14.519> it's they want to challenge their grade it's they want to challenge their grade
• Eighth year of teaching ninth grade English, and loving it. I tried to do school.
• eighth year of teaching ninth grade eighth year of teaching ninth grade English<00:36:09.560>

Keywords: 1187, senate, all

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

Transcript Highlights:

• And why is it just for first grade, Mr. Chair?
• Representative, that is the grade in which we require that dyslexia screening for all students.
• And so that's why we use it in New Mexico in first grade. No, understood.
• These would require districts to use these materials for these grades for teaching reading.
• Chairman, proficiency for kindergarten through 12th grade. Thank you. I'm sorry, Mr.

Keywords: 996, all

Transcript Highlights:

• What people focus on when they get these grades is the graduation rate.
• I just want to say that the education is more than just a grade or a transcript; it's also the total
• Right, so if the grades are not transferred until, let's say, we're talking about a younger child, and
• Can they transfer without the grades?
• It's above my pay grade, but I'm happy to continue that conversation as this bill hopefully moves to

Bills: SB140, HB102, SB133, SB34

Keywords: Coach Safely Act, youth athletics, noncompliance penalties, Department of Public Health, youth athlete, dual enrollment, high school, community college, university, educational access, high school credit, violence prevention, conflict resolution, mediation, public education, high school graduation, 1136, house, all

Transcript Highlights:

• She never made it past the eighth grade.
• I was forced to drop out of high school before completing the 10th grade.
• She never made it past the<00:03:20.720> eighth<00:03:21.040> grade.
• The instability and the eighth grade.
• When I before completing the 10th grade.

Keywords: 958, all

Summary: The Standing Committee on Veterans, Military Affairs, and Public Protection met with a quorum and heard one agenda item, Senate Bill 156, which would close remaining loopholes in Kentucky’s child marriage law and require marriage at 18. Senator Julie Rocky Adams presented the bill, joined by Donna Simmons of the Revive Collective, who gave extensive testimony about her own experience with child marriage, abuse, and the legal and institutional failures she said allowed exploitation to continue. Adams said the 2018 law setting 18 as the marriage age had been undermined by the 17-year-old exception and that the bill would simply eliminate that exception. Committee members responded sympathetically. Senator Boswell said he supported the bill but raised questions about how it would affect some 17- and 18-year-old couples, suggesting the issue might need further tightening. Senator Smith praised Simmons for sharing her story and said the committee should examine broader institutional failures that left her without protection. Adams reiterated that the bill was intended to close a loophole that had been exploited and not followed as intended. A motion and second were made, and the committee voted unanimously in favor of SB 156. The chair announced that the bill passed with a favorable expression. No other business was taken up before adjournment.

Transcript Highlights:

• We came up with this idea in fourth grade after a trip to the State House with our grade.
• are graded as SPFs.
• graded as SPFs. graded as SPFs.
• <05:34:04.400> better want that product to be graded better want that product to be graded
• > the<05:36:39.440> grading This grading should be the grading This grading should be the

Keywords: 1189, house, all