Transcript Highlights:

• It's a developing human being.
• Teaching the basic stages of human prenatal development is a natural extension of that science curriculum
• Teaching the basic stages of human prenatal development is a natural extension of that science curriculum
• If we can teach how frogs develop, we can teach how a human being is developed.
• And again, it's a curriculum that is vital to the development of our children. ...that is vital to the

Keywords: 1182, all

Transcript Highlights:

• </c><00:08:42.320><c> and</c> inflationary costs of curriculum and inflationary costs of curriculum and
• </c> is that they determine their curriculum is that they determine their curriculum for<01:05:22.319
• </c><01:28:49.800><c> is</c> development all of the curriculum is development all of the curriculum is
• </c> can uh approve professional development can uh approve professional development um<01:29:40.119>
• </c> and um there's lots of the curriculum and um there's lots of the curriculum now<01:44:33.440><c>

Bills: HF957, HF877

Keywords: education, mandate relief, school funding, local control, state laws, fund transfers, 1183, house

Transcript Highlights:

• I have written curriculum for classes before, but I am not an educator, especially for K-8.
• It also, I mean, having a week-long celebration requires curriculum.
• You don't just do that because we're already required to do... ...higher's curriculum.
• development.
• development.

Keywords: 1182, all

Transcript Highlights:

• But unity is for the set and development that affected.
• The lab develops models of multi agent reasoning several chatgpt.
• He's strong, believe on workforce development in a He's strong, believe on workforce development in a
• We are developing a culture here that respect other people's opinions.
• And so I'm very proud of the culture we're developing as well.

Transcript Highlights:

• The funds will be used to develop financial literacy curriculum and to create and implement the necessary
• professional development trainings to carry out such education.
• developed is the part that thinks about future planning.
• It creates a financial literacy fund for curriculum development and teacher training.
• framework for kindergarten through grade 3, The curriculum selected to meet a curriculum framework for

Keywords: 995, all

Summary: The House took up several procedural orders early in the session, including extending the reporting deadline for the Housing Committee on H.4655 and suspending Joint Rule 12 for a petition seeking to rescind prior Article 5 constitutional convention applications. It then advanced three Ways and Means bills on education-related topics: personal financial literacy education (H.4670), expanded access to the state seal of biliteracy (H.4671), and teacher preparation and student literacy (H.4672), each moving through amendment adoption and third reading or engrossment procedures. A major portion of the meeting focused on H.4670, which would require personal financial literacy instruction in middle and high school and establish a financial literacy trust fund for curriculum and teacher training. Members spoke in support, emphasizing budgeting, credit, student loans, and long-term financial planning, and the bill passed to be engrossed by a 154-0 roll call. H.4671, which broadens access to the seal of biliteracy for students in public and private schools, also drew support and passed to be engrossed 155-0. The most extensive debate centered on H.4672, a literacy bill requiring evidence-based reading instruction, DESE-approved curricula or approved local alternatives, screening and progress monitoring, professional development, and related implementation measures. Members described concerns about declining reading scores and argued for a shift away from three-cueing toward phonics-based, science-of-reading approaches. Several amendments were considered: a proposal to change intervention language from “significantly” to “at risk of falling behind” failed, while amendments adding funding language, stakeholder collaboration, and other implementation details were adopted. One amendment clarifying that pictures may be used as a supplement in literacy curricula was also adopted, and the bill ultimately passed to be engrossed 155-0. The House also observed moments of silence for former Judge Leslie Harris, former Representative Mark Carron, and former Representative Dennis Rosa, and adjourned to meet the next day at 11 a.m.

Transcript Highlights:

• A fiscal note on the substitute Repeals certain requirements related to professional development.
• knowledge, phonological awareness, vocabulary, and oral language development, and must be diagnostic
• They're now incorporated into the requirements for literacy-related curriculum, along with the other
• requirements that exist for that curriculum in the underlying bill as well.
• So school districts do not have to do this implementation if they bring on new curriculum.

Keywords: 904, all

Transcript Highlights:

• knowledge, phonological awareness, vocabulary, and oral language development, and must be diagnostic
• They're now incorporated into the requirements for literacy-related curriculum, along with the other
• requirements that exist for that curriculum in the underlying bill as well.
• or updates their existing curriculum, that they then must implement the comprehensive literacy program
• So school districts do not have to do this implementation if they bring on new curriculum.

Summary: The committee met for its final executive session of the session and took up several House bills related to early learning and K-12 education. House Bill 1795 on restraint and isolation in schools was briefed as prohibiting mechanical, chemical, and certain physical restraints, limiting isolation, and barring new isolation rooms; a proposed amendment to the striker was defeated, and the bill then advanced. House Bill 2219 on child care licensing and drug safety was briefed as requiring licensed child care settings to be free of high-potency synthetic opioids, drug paraphernalia, and manufacturing equipment, with amendments to add drug testing and broader controlled-substance prohibitions; both amendments failed, and the striker was adopted before the bill advanced. House Bill 1295 on literacy was described as setting curriculum and educator training requirements; the committee adopted a striking amendment that removed some district implementation and continuing-education requirements, then advanced the bill. The committee also heard briefings on House Bill 1634 on behavioral health supports in schools, House Bill 2557 on timelines for special education evaluation reports and eligibility meetings, and House Bill 2636 creating a public education review steering committee and JLARC review process, all of which had no amendments at the briefing stage. In formal action, the committee voted to adopt the striker on HB 1295 and then passed HB 1795, HB 2219, HB 1295, HB 1634, and HB 2557 out of committee with due pass recommendations. HB 2636 was also advanced, but to the Ways and Means Committee rather than the Rules Committee. Several members noted concerns about costs and unfunded mandates, particularly regarding literacy implementation and child care safety provisions, while supporters emphasized student safety, child care safety, and clarity in existing law. The meeting ended with thanks to staff and adjournment.

Transcript Highlights:

• All of our CTE programs have curriculum guides in place, which serve as guidelines for instruction.
• It funds equipment, curriculum, professional development, and student services aimed at improving CTE
• And QPS utilizes Many of the several QPS career development initiatives.
• Where am I going in the career development domain?
• in a well-designed sequence of career development opportunities.

Keywords: 995, all

Summary: The Joint Committee on Education held an informational hearing at Quincy Public Schools focused on career and technical education (CTE). Committee members said the visit was intended to gather input for statewide CTE legislation, including efforts to expand awareness and access, improve middle school exposure, invest in equipment and facilities, and strengthen ties to workforce boards and labor pathways. Quincy officials described their CTE system as integrated with academics and highlighted support from district, city, and state partners. School leaders outlined Quincy’s CTE offerings, including 15 Chapter 74 programs at Quincy High School and four at North Quincy High School, with about 1,360 students enrolled. Presenters emphasized curriculum aligned to DESE frameworks, work-based learning, industry-recognized credentials, safety training, business electives, dual enrollment and articulation with Quincy College, and grant funding such as Skills Capital and Perkins. They also discussed support liaisons for nontraditional careers and military pathways, advisory committees, and plans to seek Chapter 74 approval for an engineering program at North Quincy, along with new computer science and business offerings. Testimony from MassHire South Shore described workforce partnerships, YouthWorks, job fairs, resume workshops, and the Credit for Life Fair, while the assistant superintendent explained Quincy’s MyCAP planning grant and efforts to build a student-driven college and career readiness system. Three students testified about their pathways in welding, early education and care, and healthcare technology, describing hands-on learning, certifications, clinical or co-op experiences, and future plans for college and careers. Committee members praised Quincy as a model for combining CTE with general education, and the meeting ended with a motion to adjourn and unanimous adjournment.

Transcript Highlights:

• All of our CTE programs have curriculum guides in place, which serve as guidelines for instruction.
• It funds equipment, curriculum, professional development, and student services aimed at improving CTE
• And QPS utilizes Many of the several QPS career development initiatives.
• Where am I going in the career development domain?
• in a well-designed sequence of career development opportunities.

Keywords: 1212, all

Transcript Highlights:

• It's a developing human being.
• Teaching the basic stages of human prenatal development is a natural extension of that science curriculum
• If we can teach how frogs develop, we can teach how a human being is developed.
• Human fetal development is a core part of human development as a whole, teaching students how a human
• And again, it's a curriculum that is vital to the development, you know, of our children. ...and our

Summary: The committee heard testimony on House Bill 2076, which would create a program and fund within ADE, in consultation with AZPOST, to reimburse eligible schools and employees for approved training, certification, and school safety equipment, and would allow schools to adopt policies permitting certain employees to carry concealed firearms on campus if they meet training, notification, and confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure focused on bleeding control and emergency preparedness, not a mandate to arm schools. Supporters said the bill adds guardrails, expands access to training, and could help staff respond in emergencies. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued it would normalize firearms in classrooms, create confidentiality and law-enforcement concerns, expose students and staff to new risks, and divert attention from prevention, mental health, and other school safety investments. After debate, the committee voted 6-5-1 to give HB 2076 a do-pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the content is not sex education. Supporters, including the sponsor, a school board president, and a biology teacher, said the bill is about age-appropriate, medically accurate science, parental rights, and clear statewide guidance. Opponents, including the AEA and Reproductive Freedom for All, said it fragments science instruction, politicizes the curriculum, and omits the broader reproductive and public health context students need. Members debated whether fetal development can be taught without discussing reproduction, and whether the bill is an education measure or an anti-abortion effort. The committee approved HB 2830 on an 8-4 vote. The transcript also included discussion of House Bill 2093, which would repeal required mental health instruction and social-emotional learning in schools; supporters argued it restores parental control and refocuses schools on academics, while opponents said school-based mental health education saves lives and helps students who may not have support at home.

Transcript Highlights:

• In the curriculum area, 70% of districts are using a curriculum aligned to the science of reading research
• /c> are using a curriculum aligned to the are using a curriculum aligned to the science<00:05:24.600>
• </c> students are developing students are developing the<00:10:44.720><c> early</c><00:10:45.000><c>
• partially aligned curriculum.
• </c> resources, and professional development. resources, and professional development.

Keywords: 1187, senate, all

Transcript Highlights:

• I'm not really sure what the Olympic development team is.
• to go towards his own development.
• So we would purchase one of the most affordable curriculums available, and it's a wonderful curriculum
• I also approached them about getting the readers for the curriculum because it is one of the top curriculums
• Wind Energy Development Act.

Keywords: 1204, all

Transcript Highlights:

• The way that we developed the program was really recognized by the Department of Commerce Economic Development
• Dixon Career Development Center.
• Dixon Career Development Center.
• We are always thinking about workforce development.
• So that microcredential is embedded into the curriculum.

Summary: The Committee on Education Postsecondary held an informational hearing focused on how Florida’s public colleges and universities are aligning bachelor’s degree programs with workforce needs and improving student outcomes. Chancellor Kathy Hebda described Florida College System enrollment growth, the state college system’s workforce-oriented bachelor’s degrees, approval and accountability processes for those programs, and outcomes data showing strong completion and wage results, especially in health care. Emily Sykes of the Board of Governors outlined the State University System’s program review practices, performance-based funding metrics, strategic emphasis programs, and the MyFloridaFuture tool that lets students compare earnings, debt, and employment outcomes by major and institution. University and college leaders then described campus-level workforce initiatives. Florida Gulf Coast University highlighted employer-driven microcredentials, digital badges, internships, career fairs, service learning, and partnerships with regional employers. UCF discussed its career navigator requirements, major industry partnerships such as Lockheed Martin, nursing and faculty career-integration efforts, and a centralized career development center. Northwest Florida State College and the University of West Florida emphasized their bachelor’s programs, transfer pathways, teacher and nursing outcomes, military and defense-related workforce pipelines, cybersecurity training, and stackable credentials tied to regional labor needs. During member questions, senators asked how microcredentials and military experience translate into college credit, whether credentials transfer across institutions, and what legislators can do to help. Witnesses said the state’s common course and articulation systems already support transfer, and they encouraged continued legislative support for innovation, faster curriculum alignment, internships, and specialized transfer degrees. No bills were voted on, and the meeting ended with no public comment and an adjournment motion adopted.

Transcript Highlights:

• </c> assisting with districts um developing assisting with districts um developing and<00:03:52.879><
• <c> using</c><00:07:15.120><c> curriculum</c> the districts are using curriculum the districts are using
• </c> resources and professional development. resources and professional development.
• </c><00:20:32.080><c> uh</c> community of practice developing uh community of practice developing uh
• </c> working on curriculum and instruction. working on curriculum and instruction.

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• Diana Sutnis with the Office of Planning and Sustainable Development.
• </c><00:16:37.839><c> and</c> Planning and Sustainable Development and Planning and Sustainable Development
• Requires the Department of Education to develop and implement a 100th Infantry Battalion history curriculum
• </c> literacy to be part of the curriculum. literacy to be part of the curriculum.
• </c><00:55:00.800><c> and</c> department of education to develop and department of education to develop

Keywords: 912, senate, all

Summary: The committees heard and then took action on several measures. Senate Bill 3048, relating to the State Building Code Council and the Office of Planning and Sustainable Development, received support from OPSD and the Chamber of Commerce, with OPSD requesting amendments tied to software licensing and a public permitting dashboard. The committees ultimately recommended passing the bill with amendments, including an effective date, and later adopted that recommendation by vote. Senate Bill 3083, relating to protective orders, drew support from the U.S. Defense State Liaison Office, the Military and Community Relations Office, and a member of the public, while the Judiciary asked that the bill be deferred or amended because a prior notification process had lapsed and a new mandate could be difficult to implement. The committees nevertheless recommended passage with amendments and an effective date, noting implementation concerns in the report, and that recommendation was adopted. The committees also considered Senate Bill 3010, which would allow law enforcement, animal control officers, and firefighters to enter unattended vehicles to rescue animals in distress. The Animal Legal Defense Fund supported the measure as a common-sense good Samaritan protection, and the Hawaii Association for Justice recommended a small amendment. The bill was recommended for passage with amendments and later adopted. Senate Bill 3187, relating to off-site construction and SPEED Task Force recommendations, received OPSD testimony in support with comments; the committees recommended passing it with amendments, deleting the dollar amount and adding an effective date, and adopted that recommendation. In a later joint hearing with the Committee on Education, Senate Bill 2138, which would expand the Hawaii National Guard State Tuition Assistance Program to graduate study, received support from the University of Hawaii, the Department of Defense, the Hawaii Army National Guard, and the U.S. Defense State Liaison Office. Members asked whether the current law limited assistance to undergraduate degrees and whether the program would require new funding; witnesses said the bill would simply expand authority and could be implemented within the current budget. Senate Bill 2614, authorizing high school diplomas for certain veterans whose schooling was interrupted by military service or wartime practices, also drew support from DOE and the U.S. Defense State Liaison Office, with DOE explaining it had previously issued diplomas under an earlier version of the law and would verify eligibility through an application process. Senate Bill 2687, requiring a 100th Infantry Battalion history curriculum plan and pilot program, drew mixed testimony: DOE said the topic is already covered in existing social studies standards and the bill was unnecessary, while supporters argued the history is not being consistently taught and should be mandated. The transcript cuts off before final action on the education bills.

Transcript Highlights:

• And really focusing on healthy development.
• And we have an overall problem developing across the educational system as far as... ...problem developing
• The first is a base curriculum.
• The first is a base curriculum.
• To this curriculum as well.

Keywords: 908, all

Transcript Highlights:

• </c> we get to some professional development we get to some professional development and and and it<01
• evidence-based literacy curriculum.
• </c> evidence-based literacy curriculum? evidence-based literacy curriculum?
• The core curriculums.
• And that's all. curriculum and that the interventions curriculum and that the interventions shall<01:

Bills: HB0076, HB0102, HB0115

Keywords: annexation, landowner rights, municipal law, city planning, property, local government, artificial intelligence, synthetic sexual material, child protection, self-harm, criminal liability, cardiac emergency, defibrillator, school safety, training, public health, 916, all

Transcript Highlights:

• We work with them to find that curriculum development, as well as the schooling, as well as any licensing
• We'll help you establish that curriculum, the training.
• And so once they develop the need and we together develop what the missing component is, like is it just
• We'll help you establish that curriculum, the training.
• And so once they develop the need and we together develop what the missing component is, like is it just

Keywords: 995, all

Summary: The Workforce Support Subcommittee met to discuss using registered apprenticeships to help address workforce shortages in disability services, human services, and other high-need fields. Co-chairs and staff introduced the session as a follow-up to earlier discussions with state labor officials and representatives from developmental disability and behavioral health provider associations. The panel focused on how apprenticeships can create paid, structured pathways into jobs while also supporting credentialing and retention. Amara Ramon of the Division of Apprenticeship Standards explained how Massachusetts apprenticeship programs are registered and supported, including the roles of apprenticeship liaison staff, operations, quality assurance, and grant support. She described the core features of apprenticeships—paid on-the-job training, related technical instruction, wage progression, and industry credentials—and contrasted them with internships or co-ops. Melissa Chabelli of the MassHire Hampden County Workforce Board described the intermediary role her board plays in designing programs, registering apprentices, coordinating employers, and handling compliance. She emphasized flexibility, employer investment, tax credits, retention benefits, and the importance of mentors and local workforce partnerships. Lisa Morris of UMass Chan/For Health Consulting described a developing apprenticeship for medical interpreters, built from an existing training foundation and designed to address the gap between classroom preparation and work experience. She said the model would combine pre-apprenticeship training, employer interviews, 2,000 hours of apprenticeship, and related technical instruction tied to national certification. Speakers also discussed examples for nursing, early childhood education, CNC machining, and programs serving neurodivergent learners, including Bridgewater State’s Excel program. In response to audience questions, panelists said state agencies can serve as intermediaries, recruitment can come through career centers, youth programs, community colleges, ESL centers, and incumbent workers, and accommodations or modified curricula can support apprentices with disabilities. No votes were taken; the session ended with encouragement for attendees to contact the presenters and Division of Apprenticeship Standards for help developing programs.

Transcript Highlights:

• UNDER THIS BILL THE DEPARTMENT EDUCATION IS REQUIRED TO DEVELOP WORKFORCE CREDENTIAL, ESPECIALLY FOR
• THE AMENDMENT ALLOWS STUDENTS WHO ARE ON A MODIFIED CURRICULUM PRIOR TO FORMAL DIAGNOSIS TO TAKE PART
• WHAT IS CONSIDERED THE MODIFIED CURRICULUM.
• SO MY QUESTION IS WHAT IS THE MODIFIED CURRICULUM THAT EXISTS PRIOR TO THE FORMAL DIAGNOSIS.
• MODIFIED CURRICULUM IN EDUCATION PARLANCE MEANS THE CURRICULUM THAT IS DEVELOPED AND IS MODIFIED FOR

Keywords: 999, senate, all

Transcript Highlights:

• And really focusing on healthy development.
• The first is a base curriculum.
• deliver the curriculum.
• So that's the sixth grade side of the curriculum.
• But in this curriculum, we do activities.

Summary: The committee first approved the December 16 minutes and then heard a presentation from Dr. Ramona Danielson on adverse childhood experiences (ACEs) and their economic and public-system impacts. She explained that ACEs are population-level risk indicators, not individual diagnostic tools, and said higher ACE exposure is associated with more chronic illness, mental health challenges, child welfare and justice involvement, and lower workforce participation. She cautioned that precise dollar estimates are difficult because of the many interacting factors across the life course, but said the direction of the impact is clear and that evidence-based interventions and protective factors can reduce harm. Members asked about definitions of a “healthy family,” same-sex couples, divorce, substance abuse, trends in ACEs, and home visiting; she emphasized supportive relationships, protective factors, and the importance of positive childhood experiences. The committee then heard from Allison Mahoney and Missy Barranco, along with a recorded family story from Abby, about evidence-based home visiting programs in North Dakota. Abby described how Healthy Families North Dakota supported her family after a premature birth and NICU stay by providing weekly in-home coaching, developmental screenings, postpartum mental health check-ins, referrals, and parenting support. The presenters explained that home visiting is voluntary, relationship-based, and usually begins prenatally or shortly after birth, with referrals coming from hospitals, WIC, pregnancy navigators, human service zones, self-referrals, and other community partners. They said North Dakota currently has four main evidence-based models operating through 12 organizations, with Healthy Families available in all 53 counties, though only a fraction of eligible families are served. Funding was described as a patchwork of federal MIECHV/Title IV-E, Medicaid, state and tribal funds, philanthropy, charitable gaming, and other grants; members discussed whether the Legislature or agencies should expand support and how to improve outreach and sustainability. Finally, the committee received a memorandum on artificial intelligence and sexual exploitation, focusing on AI-generated child sexual abuse material, deepfakes, sextortion, and chatbot-related risks. The report summarized federal and state law, including North Dakota’s existing computer-generated image provisions, the federal PROTECT Act, the Take It Down Act, and recent federal executive orders on AI policy. Members discussed the need for child-safety protections, the limits of executive orders, and broader concerns about AI’s effect on critical thinking and misinformation. The committee then heard from BCI Special Agent Cassidy Halsef, who said AI is already driving a sharp rise in child exploitation cases in North Dakota, including AI-generated explicit images of real minors and school-based incidents involving mass-shared manipulated images. She said investigators are seeing more cyber tips, more difficult forensic work, and lasting harm to victims and families, and urged stronger legal penalties, specialized training, victim services, and prevention education in schools and communities.