Transcript Highlights:

• A math screener is a brief, developmentally appropriate check that helps teachers understand how students
• I was a longtime high school math teacher, UCLA Math Project instructor, and high school principal.
• I was a long time high school math teacher, UCLA Math Project instructor, and high school principal.
• teachers that have a math background to come back to the teaching profession is so critical.
• In reading and math.

Keywords: 987, senate, all

Transcript Highlights:

• grade level in math.
• A math screener is a brief, developmentally appropriate check that helps teachers to understand how students
• I was a long-time high school math teacher, UCLA Math Project instructor, and high school principal.
• I was a long time high school math teacher, UCLA Math Project instructor, and high school principal.
• teachers that have a math background to come back to the teaching profession is so critical.

Summary: The committee heard SB 1067, which would require annual math screening for kindergarten through second grade students beginning in 2028-29 to identify early numeracy difficulties and connect students to evidence-based supports. Senator Weber and supporters, including EdVoice, UC Davis researcher Charles Wilkes, and several education and community advocates, argued that California’s math performance is too low and that early screening would help close gaps before they widen. Opponents, including the California Mathematics Council, county superintendents, and the CTA, said the bill could narrow instruction, overemphasize deficit-based measures, and should instead be paired with stronger investments in teacher training and implementation of the California Mathematics Framework. Committee members generally expressed support for the bill’s goals while discussing how the screener would work and what kinds of follow-up supports would be needed. The committee also heard SB 1110 on child care subsidy administration, which would restructure funding for alternative payment programs and core contracts as the state moves to enrollment-based funding. Supporters said the bill would stabilize child care providers, improve payment timelines, and better reflect the administrative work of enrolling families and managing services; there was no opposition testimony. SB 1374, supported by the CSU and UC systems, would allow public higher education institutions to seek temporary restraining orders when credible threats are directed at a campus rather than a specific person. Supporters described recent campus threats that created safety concerns but did not fit current restraining-order law; there was no opposition. Senator Nilo presented SB 1321, which would direct the State Auditor to review remedial course use and student preparedness at selected UC and CSU campuses after a UC San Diego report showed a sharp decline in incoming students’ math readiness. Supporters argued the audit would help identify gaps in college readiness and the effects of K-12 changes, while some members raised concerns about bypassing the usual legislative audit process; the bill was held on call. The committee then took up SB 1086 on microschools, which would define microschools and direct model ordinances for local land-use regulation. Supporters said it would create a clearer path for small, individualized learning communities, but several members questioned whether the concept was sufficiently defined and whether the state had enough information to draft model ordinances; the bill was also placed on call after a quorum was established. Finally, SB 1181 was presented as a limited pilot program in Central Valley counties to connect schools with regional threat assessment centers when credible safety concerns arise. The author and supporters, including the mother of a student killed in a shooting and several students, said it would improve early intervention and communication; committee members raised privacy and federal-sharing concerns but indicated support, and the bill was moved forward on a vote once quorum was present.

Transcript Highlights:

• If you've only got a math and an English teacher who have qualifications, you're limited to English classes
• It improves absenteeism, math, and reading, science, math, and reading scores go up, and teacher satisfaction
• So if I'm having a problem in English, but my best relationship is with the math teacher, I walk into
• the math class and the math teacher says, “Hey, Rob, we were just meeting about you.
• Because I have a relationship with the math teacher, I'm probably going to tell him the truth.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• So we'll have the math and science and then, excuse me, math and reading.
• So you're looking here at math. So we have one side for math, one slide for ELA. This one's math.
• It's not like 3 through 8 where you're just doing 5th grade math, 6th grade math, 7th grade math, right
• For math, it's just three credits of math.
• For math, it's just three credits of math.

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

Transcript Highlights:

• I'm a retired math teacher. I taught AP Statistics, Algebra 2, Geometry, and Algebra 1.
• Being good at math is not sufficient to being a good teacher.
• Being a good teacher but without math content is not sufficient either, and particularly for the math
• may work with teachers on some of these publicly available open source screening tools for math.
• It's going to happen by increasing the teacher proficiency in teaching math.

Transcript Highlights:

• teachers over at the NHTI, and they were adamant that we need more math taught by math teachers.
• Now some math taught by math teachers.
• the high school math teacher in the math the high school math teacher in the math department<00:
• districts to hire on more math teachers. districts to hire on more math teachers.
• <00:44:46.480> teachers, If we can find more math teachers, If we can find more math teachers

Keywords: 1189, house, all

Transcript Highlights:

• If you've only got a math and an English teacher who have qualifications, you're limited to English classes
• Science, math, and reading scores go up, and teacher satisfaction and retention is all improved.
• So if I'm having a problem in English, but my best relationship is with the math teacher, I walk into
• the math class and the math teacher says, 'Hey, Rob, we were just meeting about you.
• Because I have a relationship with the math teacher, I'm probably going to tell him the truth.

Keywords: 908, all

Transcript Highlights:

• I met with all the math teachers there.
• I met with all the math teachers there.
• I met with all the math teachers there. This is really a new way of teaching algebra.
• I met with all the math teachers there. That are available that count towards graduation. Right?
• I met with all the math teachers, and I asked, "Are you talking with each other?

Keywords: 1191, senate, all

Transcript Highlights:

• So we'll have the math and science, and then, excuse me, math and reading.
• So you're looking here at math. So we have one side for math, one slide for ELA. This one's math.
• It's not like 3 through 8 where you're just doing 5th-grade math, 6th-grade math, 7th-grade math, right
• For math, it's just three credits of math.
• or a special ed teacher.

Keywords: 908, all

Transcript Highlights:

• Math ability is not a personality trait. It is a... ...grade level in math.
• And it's why 20 other states have integrated early math assessment into their math improvement strategies
• Every child deserves the... ...early math assessment into their math improvement strategies.
• Every child deserves the right to build confidence in math before they decide that they're not a math
• Elizabeth Eskida, current kindergarten math teacher, and I'm here to show my support.

Keywords: 988, house, all

Transcript Highlights:

• are current teachers uh teachers who are current teachers uh teachers who are retired<00:57:47.640
• <01:12:44.040> for big difference for the teachers for big difference for the teachers for
• in one of my schools the the teachers in one of my schools the the teachers have<01:12:49.679>
• That's bad math, which is ironic since these tests measure math proficiency, and ultimately it leads
• The teachers, you know, it's not a reflection on the teacher, and so it's just to get a more accurate

Keywords: 1187, senate, all

Transcript Highlights:

• the class is taught by a licensed math teacher.
• addition licensed math teacher and this addition licensed math teacher and this addition to<00:04
• The reason is because high school math teachers know if they don't give that student a D minus, they
• to pass algebra so finally her math to pass algebra so finally her math teacher<00:32:11.760>
• math teachers classroom as back to my math teachers classroom as would<00:47:30.400> probably<

Keywords: 1187, senate, all

Transcript Highlights:

• So we'll have the math and science and then, excuse me, math and reading.
• So you're looking here at math. So we have one side for math, one slide for ELA. This one's math.
• It's not like 3 through 8 where you're just doing 5th grade math, 6th grade math, 7th grade math, right
• For math, it's just three credits of math.
• or a special ed teacher.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• > teachers<00:34:56.399> as hiring non-certified teachers as hiring non-certified teachers
• Are you an elementary teacher? >> An elementary teacher?
• Are you an elementary teacher? >> An elementary teacher?
• for our teachers? for our teachers?
• Teachers are often asked to do teachers.

Keywords: 958, all

Transcript Highlights:

• We call it AMTEP, and it's for math and science and computer science teachers.
• Uh, y'all have done a great job of actually providing other incentives for math and science teachers,
• math.
• the the teacher shortage in math.<00:14:54.800> What<00:14:55.040> this<00:14:55.279><
• math teacher or something. math teacher or something.

Keywords: 1136, house, all

Transcript Highlights:

• touched the teacher herself.
• That's the crux behind it: DESE would take away the licensing of the teacher and prevent the teacher
• So what this would do is require the municipality that's employing the teacher to dismiss the teacher
• That's the crux behind it: DESE would take away the licensing of the teacher and prevent the teacher
• She's doing math work that I do not understand, and she wants to be an art teacher when she grows up.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• Next, we have that grade level by math.
• So the charts are going to show us the percentage of effective teachers as determined by TESS, the Teacher
• Then we have eighth grade math.
• So you'll see here that Title I schools had more teachers with a bachelor's degree and fewer teachers
• I think, to be some quick math here. We've been 163, excuse me. I'll have to do some quick math.

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:

• I always believe that giving teacher voice.
• came in and objected to this math framework. ...that came in and objected to this math framework because
• I was still thinking of the math vote.
• Like we're 43rd in the nation, and our math proficiency is at 37.
• Teachers are other teachers' best teachers. So I think that's the collaboration.

Keywords: 987, senate, all

Transcript Highlights:

• All the high school teachers meet, or all the science teachers meet, or all the kindergarten teachers
• Um, I'm former, uh, just retired as a high school math teacher, middle and high school math teacher,
• Um, math scores. What was your math, um, what were your math scores for last year or 24?
• teacher who is available every single day for tutoring as students need for math.
• You know, we talked about this collaborations with All the different groups, math teachers, English,

Transcript Highlights:

• Here's what I want to say: I have an amazing math teacher teaching our middle school math.
• I would just want to touch on obstacles, and that is finding math teachers.
• I'm in my fourth year, and we have our fourth set of math teachers.
• As a teacher, I teach physics, so I feel like I'm a hybrid math teacher because we do a lot of math in
• At the end of the day, they need more of that time and more of those job-alikes where our math teachers