Transcript Highlights:

• I don't recall 8th grade as I sit here.
• So that would be coming from grades 6, 7, 8, and the 11th grade. Okay. Mr. Chair, Senator Lin here.
• Let me ask you, how many students between 6th grade and 9th grade are dropping out of your charter school
• grade level.
• We don't have quite the numbers per grade level; we have around 40 to 55 students per grade level, so

Transcript Highlights:

• By third grade, reading and writing and math felt impossible.
• By second grade, he still couldn't read simple CVC words.
• By third grade.
• By third grade.
• By third grade.

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• That's 6th, 7th grade. 73% of teens report consuming pornography before age 18.
• That's 6th 7th<00:31:00.480> grade.
• 7th grade. 7th grade. 73%<00:31:03.520> of<00:31:03.680> teens<00:31:04.560> report
• when they say the AI is atrocious, it's also atrocious to see children in school as young as third grade
• <00:49:06.800> in so that young child in third grade in so that young child in third grade

Keywords: 919, house, all

Summary: House File 1606, as amended, was debated on the House floor as a bill to prohibit access to nudification technology and related AI-generated sexual deepfakes. Representative Hansen, the bill’s author, described the measure as a response to non-consensual, sexually explicit images and videos, especially harms to children and women, and said the bill would define nudified content, require nudifying features on apps and websites to be turned off in Minnesota, bar promotion of such apps, and create enforcement and remedies. Supporters emphasized testimony from survivors, the rapid growth of AI-generated child sexual abuse material, and the need for state action because federal regulation has lagged. Opponents of the amendment argued the underlying bill should remain a clean, single-issue measure focused on non-consensual content creation and warned that adding age-verification language would complicate the bill and add cost. Representative Bakeberg offered amendment A4, which would add age-verification requirements for commercial adult-content sites, with privacy limits for adults and enforcement mechanisms including audits and attorney general authority. Supporters of the amendment said it would extend existing physical-world protections for minors into the digital space, cited legal support from a Texas case and similar laws in other states, and argued it would help protect children from online pornography. Representative Hansen opposed the amendment, saying she had not been consulted, that it would muddy the bill’s focus on non-consensual nudification, and that it would add fiscal cost. Other members spoke both for and against the amendment, with some saying the issues were related and others saying the amendment was not ready and should be handled separately. The House then took a roll call on amendment A4, and it failed on a 67-67 tie. After the amendment was not adopted, the bill was given its third reading. In closing remarks, supporters of the underlying bill reiterated that it was intended to protect victims and prevent harm before it occurs, while one member said the bill did not go far enough because it targeted software makers rather than the people creating and distributing the material. The transcript ends with further discussion of the bill’s purpose and support for moving it forward.

Transcript Highlights:

• Additionally, districts and charters with a letter grade had more teachers with a master's degree than
• And then we see Increased with lower letter grades.
• More specifically, teachers can teach in a grade above or below the area or the grade that they were
• It was highest in the highest-rated districts and charters and decreased with lower letter grades.
• Average salaries didn't find 5,000 students and in districts with an A letter grade.

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• SEG by changing the at-risk index, creating a factor for English learners, raising the factor for grades
• So, in response, you all increased the factor for grades 7 through 12 from 1.25 to 1.30, and you also
• increased the sixth grade factor from 1.045 to 1.30.
• , or $1,851 per sixth grade student, and between $8 million and $10 million in each grade between seventh
• Chair, states were not all grading our kids the same way.

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, but like with district letter grades, most students
• on district letter grade.
• Additionally, screenings are required of all students in grades K through 2, and students in grades 3

Keywords: 1204, all

Summary: The joint education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, covering how Arkansas school spending is mapped to the adequacy matrix and how expenditures are split between foundation funds and other funding sources. Staff explained the methodology, district and school categories used for comparisons, and key findings for matrix spending, including that classroom teachers account for the largest share of matrix expenditures and that districts spend more per student than charter districts in most categories. Members asked for additional breakdowns on waivers, trend data, and more detailed spending by district type, and staff agreed to provide follow-up information. The committee then reviewed non-matrix spending, including instructional aides, facilities, school safety, mental health services, dyslexia support, gifted and talented, career and technical education, and other items not explicitly in the matrix. Staff noted that non-matrix spending exceeded $2 billion and that superintendents consistently identified mental health services, school safety, and dyslexia support as important needs not fully captured in the matrix. Members raised concerns about dyslexia identification and funding, school safety, facilities spending, and whether some items such as food service should be included in adequacy calculations. Staff and Department of Education representatives explained that some expenditures are difficult to isolate because of coding and commingled funds, and that certain items are funded outside the matrix or through separate programs. In the final section, staff summarized total spending across matrix and non-matrix items, noting that districts spent more than the foundation amount per student and that most total spending was on matrix resources. They also highlighted data limitations, including two matrix lines that cannot be fully tracked through current accounting codes. The chair then proposed postponing the second part of the presentation until a May meeting after the fiscal session, with additional time set aside to address questions for both staff and the Department of Education. The committee agreed, and the meeting adjourned without any formal vote on policy changes.

Transcript Highlights:

• or third grade.
• That could be 10th grade, it could be second grade, it could be kindergarten, it could be whatever grade
• But if you have those 20 kids in any grade level, it could be Spanish speakers, Vietnamese speakers,
• You have to offer one of those four bilingual programs to all the kids in your elementary grades.
• Well, that's a question for someone above my pay grade, sir.

Bills: HB295, HB824, HB1579, HB1581, HB2189, HB295

Keywords: bullying, antisemitism, school policies, school discipline, education, education policy, Texas Education Code, hate speech, student rights, civics education, high school curriculum, government, voting process, elected officials, Texas Seal of Biliteracy, biliteracy, bilingual education, multilingual, language proficiency, high school diploma

Transcript Highlights:

• I, too, am very concerned about the third grade reading level.
• You know, as we're talking about third-grade reading levels, one of the best indicators for third-grade
• by third grade.
• And so I think... ...not reading on third-grade reading level.
• We're going to continue to see an increase in third grade literacy scores.

Summary: The committee met to review early childhood education funding, access, and program sustainability, with Secretary Aleva and Director Ashland Abney providing updates on Arkansas’s ABC state-funded preschool program and the federal CCDF/SRA program. Members discussed the long-standing flat funding for ABC, which rose from $11 million to $14 million in 2018, compared with roughly $137 million in federal CCDF/SRA funding. Officials said ABC serves about 23,000 children, while SRA serves about 14,871 children and has a wait list of about 2,971 children. Members also asked for more data on rural versus urban access, provider types, and the number of slots and providers by region. A major topic was how to improve quality and access while aligning early childhood with K-12. Officials said the department is moving from the Better Beginnings environmental rating system toward CLASS observations, using local leads and a kindergarten-readiness strategy tied to quality improvement. Members raised concerns about deserts and islands in service availability, the cost of school-based versus community-based providers, and the need to support infant-toddler care as well as preschool. The commissioner said early learning should be part of long-term state education investment, but that simply adding money would not solve access gaps without broader structural changes. The committee also discussed recent funding changes and their effects on providers and families. Officials said a $14.741 million PDG-BFV competitive grant will support systems-building work, including local leads, workforce, data systems, and third-party CLASS observations, but it is a one-year grant and not direct service funding. Members questioned the impact of new co-pays, provider closures, and slot reallocations; officials said eight closures were tied specifically to funding changes, and that paying only for enrolled children rather than allocated slots saved about $576,000. They also discussed dual enrollment in home visiting and ABC, with officials estimating that limiting double enrollment could save about $2.4 million and potentially serve about 470 more children. The meeting ended with agreement to continue regular updates and further discussion, and the committee adjourned without a vote on legislation.

Transcript Highlights:

• I don't know if we'll touch on this, but pharmaceutical-grade xylazine versus non-pharmaceutical-grade
• The non-PG, as we call non-pharmaceutical-grade compounds.
• It's a difference between, you know, pharmaceutical-grade approved versus, you know, what's out there
• fentanyl and the non-pharmaceutical-grade fentanyl or the non-controlled production fentanyl.
• You know, it sounds like one gap is sort of the difference between the non-pharmaceutical grade, the

Keywords: 995, all

Summary: The working group on best practices for oversight and enforcement met for its first session and focused on xylazine, including its legal veterinary uses, its appearance in the illicit drug supply, and whether it should be classified as a controlled substance. Members discussed the distinction between pharmaceutical-grade and non-pharmaceutical-grade xylazine, the role of international/illicit sourcing, and the limits of state-level regulation if the substance is already being added to fentanyl or other drugs outside the Commonwealth. The Department of Public Health representative summarized the agency’s view that scheduling xylazine could follow the “ironclad law of prohibition” and push the market toward other, potentially worse substances, and said DPH opposed straight scheduling in favor of education, support, and harm-reduction approaches. Veterinary members explained how xylazine is used in large-animal and research settings, why it is useful, and why federal-style scheduling could create practical burdens for veterinarians who work in the field. They also described reversal agents such as yohimbine and atipamezole (Antisedan), and noted that xylazine is not commonly used in small-animal practice. Several members raised questions about how much xylazine is actually used legally in Massachusetts, whether boards of pharmacy or distributors could provide useful data, and what other states have done. Arizona and Florida were mentioned as possible examples for further research, along with the need to examine stakeholder opposition and any effects on legitimate veterinary practice. The group agreed to divide into two subgroups: one focused on oversight and regulation of production/distribution, and another on whether xylazine should be classified as a controlled substance and what penalties, if any, should apply. Staff said they would circulate notes, a draft PowerPoint template, and a shared folder, with members asked to submit materials by December 2, draft materials due December 4, and final approval by December 9 ahead of the next public meeting on December 11. The meeting ended with a motion to adjourn, a second, and unanimous closure.

Transcript Highlights:

• In 2017, I walked into my first third-grade classroom full of excitement, yet I struggled mightily.
• educational equity for gifted and beyond grade double children.
• It's not always just promoting them by a grade.
• It's not always just promoting them by a grade.
• The teacher, they say, must teach the second grade ELA curriculum to fidelity.

Keywords: 995, all

Summary: The Joint Committee on Education held its 13th hearing, chaired by Senator Jason Lewis and Representative Gordon, and heard testimony on a large slate of bills covering personnel and miscellaneous education issues. The first major topic was House Bill 711 and Senate Bill 327, the “So All Students Thrive” proposal, which would change reduction-in-force rules so districts could consider teacher effectiveness, student impact, staffing needs, and diversity-related factors alongside seniority. Supporters from Educators for Excellence, including teachers and a former school committee chair, argued that current seniority-based layoff rules can push out effective early-career educators and harm efforts to build a more diverse workforce. Committee members raised questions about tenure, union involvement, and how the bill would interact with the Educator Diversity Act and local contract negotiations; members generally said they shared the goal of diversifying the educator workforce and encouraged continued collaboration and feedback. The committee then heard testimony on House Bill 658, which would require educator training on gifted and advanced learners. Parents, teachers, researchers, and advocates said Massachusetts lacks required preservice or professional development on gifted education, leaving many advanced students unchallenged and underserved. Witnesses described students who are bored, under-identified, or even discouraged in school, and argued that training would help teachers recognize and support gifted students, including students of color, multilingual learners, low-income students, and students with disabilities. Testimony also supported related prior bills on advanced learners and emphasized that the state should act on a 2019 DESE report recommending such training. The committee also heard testimony on House Bill 736 and Senate Bill 435, which would establish de-escalation training for school transportation. The Massachusetts Developmental Disabilities Council said the measure would improve safety for students and bus operators, fill a gap in current school bus driver certification requirements, and better support students with disabilities. Finally, the committee heard House Bill 4720, concerning the Athol-Royalston Regional School District’s state bailout-related reserve requirements; the superintendent said the district has long maintained fiscal stability but is still forced to leave over half a million dollars unspent each year, limiting resources for a high-poverty student population. After testimony concluded, the chairs read the full list of bills on the agenda, thanked the committee and staff, and the hearing was adjourned.

Transcript Highlights:

• Due to behavioral issues arising, he was given a BIP, a behavioral intervention plan in 2nd grade, and
• Um, When he was in 8th grade, he was having a behavioral day.
• I taught in both 1st, I mean 2nd and 3rd grade.
• When I became his teacher in 2nd grade, our school began implementing a social and emotional learning
• He went from reading two grade levels behind to reading on grade level in 3rd grade, passed his star

Bills: HB6, HB120, HB210

Keywords: hemp, consumable hemp products, hemp-derived cannabinoids, CBD, cannabidiol, CBG, cannabigerol, Texas hemp law, hemp regulation, cannabinoid products, delta-9 THC, intoxicating hemp, hemp gummies, hemp vape, retail registration, product registration, QR code labeling, child-resistant packaging, youth access, minor sales

Transcript Highlights:

• And so that's one of the things grade.
• graduating with that fourth grade graduating with that fourth grade reading<01:35:07.040> level
• <01:35:54.560> reading graduating with a fourth grade reading graduating with a fourth grade
• you know we're letting the fourth grade you know we're letting the fourth grade but<01:38:00.639
• It's only for the fourth grade.

Bills: SB2901, SB2902, SB2903, SB2904, SB2905, SB2906, SB2907, SB2908, SB2909, SB2910, SB2911, SB2912, SB2913, SB2914, SB2915, SB2916, SB2917, SB2918, SB2919, SB2920, SB2921, SB2922, SB2923, SB2924, SB2925, SB2926, SB2927, SB2928, SB2929, SB2930, SB2931, SB2932, SB2933, SB2934, SB2935, SB2936, SB2937, SB2938, SB2939, SB2940, SB2941, SB2942, SB2943, SB2944, SB2945, SB2946, SB2947, SB2948, SB2949, SB2950, SB2951, SB2952, SB2953, SB2954, SB2955, SB2956, SB2957, SB2958, SB2959, SB2960, SB2961, SB2962, SB2963, SB2964, SB2965, SB2966, SB2967, SB2968, SB2969, SB2970, SB2971, SB2972, SB2973, SB2974, SB2975, SB2976, SB2977, SB2978, SB2979, SB2980, SB2981, SB2982, SB2983, SB2984, SB2985, SB2986, SB2987, SB2988, SB2989, SB2990, SB2991, SB2992, SB2993, SB2994, SB2995, SB2996, SB2997, SB2998, SB2999, SB3000

Keywords: geological subsurface characterization, groundwater, geothermal resources, environmental review, Hawaii groundwater and geothermal resources center, scientific research, non-extractive, public trust doctrine, clean energy, greenhouse gas, carbon sequestration, climate change, energy policy, Hawaii state energy office, emissions reduction, sustainable development, fare-free transportation, greenhouse gas emissions, public transit, tax on petroleum

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.
• <00:15:41.120> They're >> They're grading themselves.
• They're >> They're grading themselves.
• grading their own homework. grading their own homework.

Keywords: 1136, house, all

Transcript Highlights:

• We use the term field grade officer.
• A major is a field grade level.
• Yes. major is a field grade level. major is a field grade level.
• your command authority as a field grade your command authority as a field grade officer<00:31:19.600
• I was a field grade officer.

Keywords: 1189, house, all

Transcript Highlights:

• So how much has been invested in infrastructure and grade separations?
• Again, the ultimate solution for this is grade separations.
• invested in grade separations in our most vulnerable communities?
• So, Grade separations are.
• A commonly recognized solution for, for a congested at-grade crossing is to build a grade separation,

Bills: HB 341, HB 791, HB 1564, HB 1695, HB 1722, HB 1729, HB 1772, HB 2003, HB 2954, HB 2989, HB 3084, HB 3134, HB 3135, HB 3309, HB 3611, HB 3679, HB 3727, HB 3832

Keywords: affordable housing, zoning, development, community support, local regulations, bicycle lanes, traffic collisions, Texas Department of Transportation, study, public safety, bicycles, electric bicycles, scooters, road safety, transportation study, HB 791, Central Catholic High School, San Antonio, specialty license plate, specialty plates

Transcript Highlights:

• And where is it, like, you know, across all grades, or what's driving that? Thanks.
• to grade, so more kids showing up in some later years or a higher proportion of kids advancing from
• previously sing but the year the grade previously sing but the year the grade levels<00:40:37.079
• <00:40:45.000> to number of kids advancing from grade to number of kids advancing from grade
• percentage of those kids are in a grade percentage of those kids are in a grade level<00:41:15.599

Keywords: 919, house, all

Summary: Minnesota Management and Budget presented the February 2025 budget and economic forecast, with Commissioner Aon Campbell, State Economist Anthony Becker, and Budget Director Anam Mingi outlining updated revenue, spending, and long-term balance projections. The state’s FY 2026-27 general fund outlook remains positive but weaker than in November, with an ending balance of $456 million, down $160 million from the prior forecast. Looking ahead, the planning years FY 2028-29 show a projected deficit of just under $6 billion, driven largely by spending growth outpacing revenues. Officials emphasized that discretionary inflation is a major factor in the forecast, but also noted that those amounts are not automatically appropriated and would require legislative action. Becker said the national outlook has changed since November, with higher expected inflation, higher interest rates for longer, and slower growth in later years. He highlighted uncertainty around tariffs, trade policy, immigration policy, federal spending, and possible changes to tax and debt-ceiling policy, all of which could affect Minnesota’s economy and revenues. Minnesota’s labor market remains tight, with low unemployment and rising wages, and the revenue forecast was revised upward overall for FY 2026-27, including higher income and sales tax receipts, though corporate tax revenue was slightly lower than previously projected. Mingi said projected general fund spending is up $79 million in FY 2026-27 and $960 million in FY 2028-29 compared with November. The largest increases are in education and health and human services, especially due to inflation, higher pupil counts, special education costs, long-term care, and higher Medical Assistance spending. She noted that higher utilization of weight-loss drugs also raises Medicaid costs, and that a smaller assumed bonding bill helps offset some debt service costs. The commissioner and staff repeatedly warned that federal policy changes, especially possible Medicaid reductions, pose a major risk; they said Minnesota could face billions in lost federal funding, including a potential $2.4 billion hit if the enhanced Medicaid match for adults without children were eliminated. No votes or legislative actions were taken in the presentation.

Transcript Highlights:

• grade.
• grade.
• grade.
• grade.
• grade.

Keywords: 1187, senate, all

Transcript Highlights:

• But you don't grade us on food and mental health; you grade us on academic performance and graduation
• on food and mental health you grade us on food and mental health you grade us on academic<00:
• <01:02:49.680> 9 ALC high school that serves grades 9 ALC high school that serves grades 9
• And I had a fifth grade class where was a student who wasn't reading at a fifth grade level; he was at
• first grade, second grade level when he came in that year in September.

Keywords: 1187, senate, all

Summary: The Senate Education Policy Committee met under a co-chair arrangement and heard opening remarks emphasizing civility, direct testimony from school leaders, and a focus on whether state policy is meeting student needs in the least intrusive and most cost-effective way. Chair Coleman asked testifiers to keep remarks brief and policy-focused, and the committee began with a series of superintendents describing local budget pressures and the cumulative impact of state mandates. Anoka-Hennepin Superintendent Corey McIntyre said the district, the state’s largest, is serving about 37,000 students and faces a roughly $26 million deficit even after major reductions, including cutting about $44 million and roughly 250 central office jobs. He cited rising costs tied to compensation, special education and multilingual cross-subsidies, unemployment, paid leave, READ Act implementation, student/staff safety and K-3 discipline requirements, and transportation, saying the district still faces about $50 million in mandate-related shortfalls and may need to reduce class size and student supports. Senator Kunesh responded that summer unemployment claims are paid from a separate state budget line, not the district general fund, and asked about paid leave costs; McIntyre and the chair clarified the district’s concern was the possibility of future costs if state funding ends. Prior Lake-Savage Superintendent Michael Thomas said district revenues are rising only about 2.5% to 3% while expenses are growing 5% or more, driven by inflation and vendor costs. He argued that the state’s inflationary funding tie should be maintained, and asked for an increase in local optional aid of $250 per pupil and more flexibility for districts that struggle to pass local levies. Minnetonka Superintendent David Law argued that schools are being asked to absorb broader community burdens, including food and mental health needs, while still being judged on academics and graduation; he said REACT funding fell short, forcing the district to shift reading funds to staff development, and urged the committee not to roll mandates forward without funding. Fergus Falls Superintendent Jeff Drake said expanded unemployment, earned sick and safe time, and paid family leave are creating staffing and budget challenges for rural districts, estimating unemployment costs could reach $240,000 annually and sick and safe time about $25,000, with added difficulty recruiting support staff and substitutes. No committee votes or formal actions were taken in the portion provided.

Transcript Highlights:

• She's in first grade.
• to second grade, and she was in a higher grade and now he or she's in a lower grade, and they have to
• move from fifth grade to second grade<00:34:14.800> and<00:34:15.040> she<00:34:15.280>
• <00:34:16.079> and grade and she was in a higher grade and grade and she was in a higher grade
• <00:34:17.760> and now he or she's in a lower grade and now he or she's in a lower grade and

Keywords: 1136, house, all

Transcript Highlights:

• So how much has been invested in infrastructure and grade separations?
• Again, the ultimate solution for this is grade separations.
• And, uh, in terms of grade separations, I think you're quite right.
• So, grade separations are constructed and funded by the road authority.
• A commonly recognized solution for a congested at-grade crossing is to build a grade separation, which

Bills: HB341, HB791, HB1564, HB1695, HB1722, HB1729, HB1772, HB2003, HB2954, HB2989, HB3084, HB3134, HB3135, HB3309, HB3611, HB3679, HB3727, HB3832

Keywords: affordable housing, zoning, development, community support, local regulations, bicycle lanes, traffic collisions, Texas Department of Transportation, study, public safety, bicycles, electric bicycles, scooters, road safety, transportation study, HB 791, Central Catholic High School, San Antonio, specialty license plate, specialty plates