>> All right. Welcome back.
Our first order we're going to call this a education policy
committee meeting to order and members. Welcome back to my
first order of business. Today is to prove the minutes
from our last meeting on Wednesday, March 13, a rep for Asian or Mister Chair >> has moved to approve the
minutes from Wednesday. March 13, any discussion hearing none. All those in
favor. Please say Aye. Aye oppose. No. Very good. Prove
the minutes left before we begin with Bill
hearings. I want
to outline how these next few days are going
to unfold today. We're going to start by
hearing the D E to amendment and nonpartisan staff will walk
us through the provisions in the bill. Author and staff will
answer any clarifying questions you may have following that. 2 additional
bills will be heard here today. Tomorrow will reconvene to hear
public testimony and open the Florida members for a more
detailed discussion. I also want to know that the
deadline for submitting amendments is tomorrow
at
07:00PM. So keep that in mind. On Thursday evening, we will
conclude the rollout of the Education Policy
Committee bill by marking up 52 amendment in any other
submissions, including amendments to the men following those motions.
The bill will be referred to the General Register and we should be complete with
our scheduled committee work. Do we have any questions on the
process? Do my best teams with no questions chair prior.
Would you like to move House file? 37 82 before the
committee. So M
ister Chair now that the bill is before us.
Please move forward. >> Thank you for the
introduction. Thank you. Members for allowing me to
present our bill and I think the most efficient thing to do
at this point we turn it over to non-partisan them. This pair
up for a walk through of the 2. Wonderful is there. >> I thank you. Mister Chair
Committee members, Christina Para from House Research.
And I'll be walking you through the DEA to that for you. Article One is that General
Education Article S
ection one allows an educational agency or
institution to share personal student contact information and
directory information for students in special education with the Department of
Employment and Economic Development to coordinate
services to students with Disabilities. Section 2 requires the district
to make reasonable efforts to accommodate a student at which
is to be excuse for it. A particular activity for
American Indian cultural practice observance or
ceremony. Section 3 requires distri
cts
and charter schools to adopt a policy students possession and
use of cell phones in schools by 3/15/2025 and requires the
principals associations to make best practices available to
schools on strategies to minimize the impact of
cellphones on student behavior. Mental health and academic
attainment sections 3, 4, are for the
online Instruction Act and Section 4 as a reference to
federal law while Section 5 as back language that was dropped
when that language was ricotta 5 last year, Section
6 requires the
commissioner to establish clear criteria for evaluating the
district's application to use a four-day school week plan
accept applications for 40. We plan at least annually and
determine whether an application meets the criteria.
Then once the plan is approved, that would remain in effect for
at least 6 years. Section 7 substitutes
references to desegregation plans references to achievement
and integration plans as a cross reference to a statutory
definition of acquisition in the C
hapter municipal debt and
modifies review and comment requirements for construction
projects. Section 8 is the reviser
instruction to remove the term state approved in several
sections. Article 2 is the Education
Excellence Article Section One Strikes language relating to
the Shape Standards which are used for physical education sections. 2, 3, really to
language feels that students can can obtain section 2
modifies description. Proficiency required for
proficiency certificate in Section 3 modif
ies. The
description helped questions is measured to qualify for seal
the lies, the student to obtain a seal for showing proficiency
in an indigenous American Indian language strikes.
The requirement that a student demonstrate mastery of English
language proficiency to obtain a seal and requires the
commissioner to establish guidelines and interpreting
scores are readings from approved assessments. Section 4 delays. The
requirement that students complete a civics course in
grade 11 or 12 by one
year and modifies the credit requirement
for physical education sections. 5, 6, 7, really to
the world's best workforce. Section 5 as the definition of
on track for graduation. Section 6 ad's performance
measures for the 2025 to 2026 school year. And later in the
plan to include participation and honors are gifted and
talented programming. And students on track for
graduation and requires districts to
report on participation and performance on Advanced
Placement. International Baccalaureate dual
enrollment
programs. It also requires reporting on
Foreman's measures for student Subgroups. Section 7 requires
the plan to include a language access plan to provide
effective language assistance starting in the 2025. 2026
school year sections 8 to 13 really to a
statewide assessments. And this is last year the Legislature re
codified the statutes on state assessments. These make changes
based on that review. Codification Section 8 changes
across reference based on record and the record occasio
n.
Section 9 strikes language on accommodations that appears in
another section section 9 prohibits retaliation
against an employee who disclose information to the
commissioner about service disruptions. And that's
language that's currently in a separate section Section 11 strikes language
that is in other sections or is obsolete and adds language from
other sections relating to general requirements for Tate
tests since the test design section 12 also strikes.
It's a language that's and other se
ctions and straight and also strikes
requirement. That commissioner report data comparing
performance results among school sites, district,
Minnesota and other states in Minnesota and other nations
strikes the requirement that the commissioner turning the
testing process and aggravate that at the site and district
level. Section 13 also strikes a
requirement relating to how the student data is aggregated and
desegregated section 14 modifies the
deadline for the department to post school performa
nce reports
on the department website Section 15 relates to student
journalism. It defines a specific terms. It states that
a student journalist has a right to exercise freedom of
speech and freedom of the press and students sponsored media
habits School district from disciplining a student
journalism journalists for exercising those rights and
protects student media adviser for supporting a student
journalist journalist exercising free speech rights.
It also lists conduct that is not protected
and requires
districts and charter schools to adopt him. Post a student
journalist policy Section 16 to 23 modify the
post-secondary enrollment Options Act. The pse section 16 adds facilitating
career preparation to the list of purposes of Pse. Section 17 requires a
post-secondary institution to notify a people's school as
soon as practicable. If the student withdraws or has been
absent for 10 consecutive days and not receiving instruction
at home in a hospital or another facility. Section 18 mo
difies the
deadline for the student to inform the district of the
intent to enroll in Pse Section 19 eliminates limits on
how a post-secondary institution may recruit or
solicit a secondary people and eliminate some obsolete
language. Section 20 require secondary schools and
post-secondary institutions that enroll students in
concurrent enrollment courses to report certain information
to the commissioner section. 21 requires the
advisory board of a post-secondary institution
offering courses tau
ght by secondary teacher to include a
secondary and post-secondary students. It's practical section. 22
limit activities are opportunities that a student
can be barred from for participating in Psta Section. 23 requires district
to adopt the same weighted grade POINT average policy for
credits earned the FTSE. As for concurrent enrollment section. 24 modifies the
deadline for providing notice to the parents of an English
learner that the student is enrolled in an instructional
program for years.
English learners section. 25 requires the
District to provide English learners language development
instruction designed to effectively increased language
proficiency in English learners that addresses Minnesota's
English language development standards in rules section. 26 repeals provisions
relating to assessments again related to that Rick Hahn
defecation article 3 is the teachers
article. Section one is modifies the
requirements for tier one license in special education.
And I was going to k
now that it's rewritten a little bit
from what was heard in committee items to and Theresa
Ph. 32 starting at line 16, it's the District or charter
school affirms that the applicant will receive. The the
professional development require there and online 19
that the District or charter school affirms that the
applicant will participate in the supervision program. And then the limitation of 3
years is a separate paragraph starting on line. 23 Section 2 clarifies the
exemption for tier one teachers
to hold a bachelor's degree section 3 as the special
Education license for Tier 2 teachers making similar changes
as for Tier One with the District or charter school
affirming that the applicants will receive. The professional
development and supervision required a section for modifies the
requirements for using the portfolio process to obtain a
Tier 3 license. Section 4 expands eligibility for tier
for licenses to include a teacher who team that's here 3
through portfolio. We're holding Nation
al Board
certification Section 6 allows a teacher who
obtained national board certification to obtain a tier
3 or 4 licenses without taking pedagogy your content exams. Section 7 specs the skills to
get them from provision requiring testing
accommodations. Section 8 prohibits the
district or charter school from placing a teacher and the
teacher teaching assignments. If the teacher has been charged
criminally with certain offenses. Section sections, 9 or 10 are
the same. One is for districts in t
he first-class the other
for other districts. And it's requiring the teacher
evaluation Rupprecht to be based on the standards
effective practice that are in rule. That change would be in
effect starting July one. 2025 sections 11 12 relate to the
Heritage, Inc Language Culture, Teachers Section Section 11
modifies the definition of heritage language and culture
teacher to require the teacher to be professions in the
language and engaged in the culture and include certain in
American sign langua
ge, teachers and the as the
Heritage Language and Culture. Teachers section 12 requires
the program to support heritage language and culture teachers
to prioritize the participation of teachers whose own heritage
language is one of the top languages spoken by Minnesota
students and for which there are fewer teacher prep programs
for that licensure area were fewer teachers that hold a
license in that area. Section 13 allows. This is for
the mentorship. A grant is administered by a healthy it
allo
ws at tribal contract school, a group of schools, a
coalition of districts, teachers and teacher education
institutions to apply for mentorship brand and section 14 repeals the
alternative teacher preparation, a provider report.
And there we deals assistant a commission on really yell
assistance for the skills examination that is going on to Article 4
special education has to sections. The first one allows
the district to conduct an assessment for developmental
adapted, physical education as a s
tand-alone evaluation
without doing the comprehensive evaluation, but allows the parents to
request a comprehensive evaluation of the student and Section 2. A stab Lish is
the special Education Licensure Reciprocity Working Group. Article 5 is the charter school
article. The Section one modifies the statement
declaring the purpose of charter schools and requires a
charter school to identify the purposes it will address in the
charter contract and documents. The implementation of those
purposes i
n the annual report as implementation of the
purpose is to the authorizes Performance Review of the
School Section 2 modifies 3
definitions, those of charter management organizations,
educational management organizations and immediate
family. Section 3, a strict reference
to a charter school planned under the world's best
workforce in requires charter schools to comply with certain
statutes, student discipline, Section 4, modifies the duties
of the authorize or it requires that authorize or to e
nsure
schools the schools that are authorized have autonomy
fulfill the purposes of the charter school and are
accountable under the terms of the charter contract. It also
has responsibilities relating to approving or denying
applications, oversight and evaluation of the school's
performance and other duties, but also requires the authorize
or to document staffs completion of training
requirements. Section 5 clarifies that the
process, a place to organization rather than an
authorize or what the
ir plan applying to be off risers sections. 6 modifies the duties
of the commissioner related to the review of the authorizes
performance. It prohibits the commissioner from penalizing
authorize or for not chartering additional schools. But for the
absence of complaints against unauthorized section 7 strikes, the
requirement that a charter school included statements of
reassurance is a legal compliance section. 8 strikes. The
requirement that the author is there's affidavit states have
the autho
rized or intends to oversee the 4 months of the
truck Charter School in compliance with the terms of
the charter. It requires grades in number primary and Roland
sites too. The reviewed under separate a subdivision which is
the next one adding grades or sites. And that modifies the
requirements for charter schools to at grades are
enrolled in sites and we are organizing reorganizes some of
the existing requirements. Section 10 is the is the board
of directors statute and makes number of changes
to reach
subdivision. So the first one is it requires that initial
board of directors, then a school developers to comply
with training requirements upon incorporating the School Asset Subdivision to modifies
the requirements for transitioning to the ongoing
board subdivision, 3 modifies the
board membership criteria in particular for the teacher
on the board, private service traitor. Supervisor from
serving on the board and also prohibits a person
from serving on more than one charter school bo
ard at a time subdivision for modifies the
requirement for changing the board's governing structure.
So it would require a majority vote in favor of the change by
the school's teachers. Subdivision. 5 requires the
board to establish unpublished election policies and
procedures and provide eligible voters information about
candidates at least 10 calendar days before the Election. All subdivision 6 requires the
board to adopt an up. But he's policy face with the
requirements of the policy would be
some division. 7 modifies.
The training requirements and subdivision. 8 requires meeting
minutes to be posted within 30 days of the board approval or
the next regularly scheduled meeting Section 11 requires the school
to disclose to the commission or any potential contract lease
or purchase of service from a board member employee
contractor volunteer or a gentleman authorize or Section 12 requires hearing on
an authorize ERs decision to not renew or terminate the
contract that we're quiet recor
ded by a audio and video
and or court Porter and authorize it would have to
preserve that recording for 3 years and make it available to
the public section. 13 limits neutral or
non-renewal process to only charter schools that are
already serving enrolled students so it wouldn't apply
before the charter School Open. Section 14 requires a staff
member to be employed for at least 480 hours in the school
calendar year to qualify for the enrollment process. That a
preference that's available to staf
f members. Children spans the prohibition on
providing incentives to parents to enroll students and modifies
the list of conditions for determining when a student
formally withdraws from a charter school. Section 15 prohibits a charter
school from contracting with a CMO. Are you most provide
necessary teachers? The last it's a cooperative section. 16 requires charter
schools to establish qualifications for a persons
that hold administrative academic supervision or
instructional leadership positi
ons. It has a certain
minimum qualifications. Privates, the Venice traitor
from serving as a paid administrator, consult with
another charter school unless the board approves it and private or charter school
administrator from serving on another charter school board Section 17 prohibits the
charter school employee or board member from serving on
the board of the school's authorize or and requires an
employer school board member to disclose any paid compensation
received from an authorize or sect
ion 18 relates to the
charter school audit reports that strikes the requirement
that a charter school comply with statutes governing
contracting. That Sun appears in a in a new section that the
last section of the article Section 19 requires charter
schools to disseminate particular information about
the schools offering enrollment procedures to families that
reflect the diversity of Minnesota's population,
targeted groups and section 20. This is where
that information that those requirements ab
out investing in
municipal contracting are added and that requires a charter
school to adopt temperature and policy before expanding state
funds. Their requirements for what that policy has to
include, including a threshold for employment purchase that
employed purchases and allows the commissioner to
reduce the charter school state aid in an amount equal to a
purchase that's not in conformity with the procurement
policy or if there is no cure and policy and requires charter school to
comply wit
h statutes governing government property and
financial investments and municipal Contracting article 6 nutrition libraries
as to sections. The first modifies the eligibility to
become a sponsor for the federal child and Adult Care
Food Program or the Federal Summer Food Service Program in
Section 2 allows the Metropolitan Library Service
Agency to employ an executive director who does not hold a
master's degree in library. In Science. Article 7 is Health and Safety
Section one relates to mental
health education. Currently
there's an encouragement. The districts and charter
schools provide mental health instruction for students in
grades 4 to 12. And this section changes that in that
encouragement to requirement starting in the 26 27 school
year. Section 2 require a starting
October one 2024 requires a district or charter school to
the extent spaces available to provide secondary school
students with access to space to receive mental health care
through telehealth. It requires a seconda
ry schools
to develop a plan with procedures to receive requests
for access to the space, the and IT must provide student
privacy to receive mental health care sections. 3, 4, really to the
administration of drugs and medicine in schools. A section
3 modifies the exceptions to the requirements for the
administration of drugs, Medicine by including license
nurses as personnel that may determine the drugs or medicine
should be given without delay. Section 4 modifies the list of
persons the Distric
t must consult with regarding the
administration of Drugs and Medicine. Section 5 allows registered
nurses and licensed practical nurses to administer
epinephrine auto-injectors in a school setting, according to a condition
specific protocol and section 6 clarifies the age
range of students with regards to the department investigates
maltreatment investigations. Article 8 is the state agency
is Article Section one, a move. The Poles
we report on increasing teachers of color. American
Indian teac
hers from the odd numbered years to the even
numbered years after the first report is submitted by
11/3/2025, section 2 modifies. The
deadline for department submit a report on rigorous course
taking the 2025 report would be a part include data from the
22. 23 23. 24 school years. Section 3 strikes requirements
for the health services specialist position at the
Department of Education. Section 4 modifies the deadline
for health bees that teacher supply and demand report and
modifies data that mu
st be included in the report. Section 5 authorizes pounds be
to collect non license staff said on behalf of the
department and requires the department to manage the data sections. 6, 7, 8, relate to
the interstate compacts and educational opportunity for
military children. So the move, the move those responsibilities
out of the P 20 partnership and into a standalone military
Interstate Children's Compact City Council and and Section 8 states.
The provisions of that compacts apply to minor depend
ent
children of members of the active and activated reserve
components of the uniform services and Mister Chair and committee.
That's the D 2. >> Thank you. Miss Berra for
the walk-through will now move to member questions for
clarification. Just a quick note. The our full member
discussion will be held during our hearing tomorrow following
public testing. Any clarification questions. >> Representative Gantt, thank
you, Mister Chair. I do have a clarification question
wondering if with the chang
es in testing in parts of this
bill, specifically on Page ONE T I believe is there anything
that would stop MDE from posting the results? You know,
on the report cards that schools get allowing schools and districts,
you know, so so the public can see and compare schools and
districts, anything that would impair. And the from posting
this information in the testing changes, Mister Chair, Mister Chair Representative Ben
I. >> The deadline is moved so
empty. You wouldn't have to post the informati
on until
later. And I think December currently the deadline of
September, but I think the department
could probably better speak to these. >> Mister Chair, if I could
point out the line. So starting in the boat, mine 20 points, 19, someone they're correct.
Yeah. >> That area Mister Mister
Chair Representative I I believe the commissioner could
still report that I am. I'm not aware of in from 8 of they're
being data comparing school sites, for example, to
other nations. The report parts a compari
son to district and
statewide that is available. >> But again, I believe the
department can help you speak to that better. >> Representive Bennett,
thanks, Mister chair of the department could speak to that.
That would be great if some of these here that would have that
answer now are they is perfect or if you get to later that I
was sorry is real quick. >> Thank you, Mister Chair,
Representative Bennett. I'm just so I'm clear we're talking
about the changes in Article 2, section 2, beginning on
line.
20.9, the stricken language that correct my eye. But I understand about
these sections as these are meant to be a strictly
rearranging cleaning up statute. So that stricken
language, I do believe should up here at another point in the
sections. But I would need a moment's to find exactly where
that lives this these provisions around updating and
the streamlining section one, 20.3 were meant to be purely
technical and have no implementation impact. Megan, Iowa from the department
education
. Sorry, I keep forgetting that I myself.
Thank you. Any other clarification of
questions seeing none? >> Well, I motioned layover,
house file. 37 82 and we will get the gavel at that closing
comment this Mister Chair, please, just as we get to this point, I
did. >> Appreciate the members
patients that we walk that this bill. Also, it's at another
point where we should reflect how much and how many people
continue to this bill that right now my name is on it as
well, 3rd, but there it's a compos
ite of work that
was done for this time and even putting together is a composite
of work. So thank you for all the folks in
particular nonpartisan staff that we did an incredible
amount of work and has already doing a lot of work in very
short time. Graham son, you know, beyond normal working
days. And we are so deeply grateful for the quality of
people that choose to do this work and stay with this work as
we as we were, you know, as we do what
we're trying to do for the students of Minnesota.
So both
are nonpartisan staff. Thank you very much for for what
you've done. Thank you. Also for the staff has worked for
me, my person staff and the work that you've done. Of
course. Thank you for all of the bill offers for what what
is in the bill. It will be in the bill before we're through
and the work that you keep bringing this forward. And we
do look forward to the comments that will hear tomorrow from
the members of the public and will take those comments
seriously. This is still a work
in process and look forward to
that discussion and and the feedback that will be getting. >> Thank you. Chair prior
again, a motion to lay over house file. 37 82. We will pass the gavel back to
chair prior. Up next, we'll hear from Representative
Bennett House file for 4, 5, 1, >> Rates. Thank you,
Representative Bennett. So we have before U.S. House Bill, 4,
4, 5, 1, and Representative Bennett the to please move your
bill before us for consideration. So move. Madam Chair, thank
you. All right.
So I don't believe there's any
testimony. So if you representative think you could
please introduce your Bill. >> Thanks, Madam Chair. And
that this bill requires MDE to establish a process for schools
to seek a designation of a Purple Star school. And I will
get into what that is people 40 do. I'd like to point out a
couple things. One is I believe in your packets. You have an
article that was posted an session daily. They just wanted
to point that out because of the 2 young ladies who
testifie
d in the veterans and Millet a committee which I also serve on that
committee and they were not able to be here today, do their
school schedule that they didn't absolutely wonderful
job. So I wanted to just provide that article. So you
could read what they had to say as well. They weren't able to be here
today. His me and the other thing as we did have the fiscal note
became available yesterday. It's a very small amounts,
something like $5,000 in and the DS agree that they can
absorb these costs
. It's not a major issue in that area as
well. So disappointing those out ahead of time. So why do we
need a Purple Star school
designation? First of all this, I want to
point out this program is our guy in about 40 states in our
nation and it's working well. So I'd love to see Minnesota
become one of those states. It is a an optional program
that school districts could seek. The reason for it is our
military children face a lot of very unique issues. Things like moving from school
to school. Th
e average moved for our military family
children in their case through 12 experience is moving from 6
to 9 schools. And as the girls point about who testified in
the other committee, oftentimes it's in the middle
of the school year and many times from state to state.
There's a lot of disruption there with gaps and overlaps in
curriculum. Different graduating requirements course
placement disruption and not to mention just the social
emotional issues that go with that. And with a move like that
w
here your family is a printed, so having supports in place for
these kids is incredibly important and those moves don't
always take place. If you have an active and military member being
deployed, that happens even to our National Guard families.
And in addition, oftentimes when that parent is gone for 4
to 6 months out along their deployment is not only are they
had an absent parent, sometimes family say move in with the
grandparents. And so I moved takes place there. So this this
Purple Star s
chool designation, would it be if a school I would
like to become a military family friendly school. They
would meet certain criteria. I won't list all of them.
You've got them for you in the bill. But it would be, for
example, choosing a staff person serving as a military
connection was duties with the things like identifying
military connected students in the school, serving as a point of contact
between the school and those students and families. Other
things making sure there's information o
n the school
website in regards to different types of programs or other
things that military families could find helpful, offering
transition help for those students and basically just
giving a lot of the support that those young people need to
be successful in their school career. As I mentioned, it could not
not. These are not necessarily for schools that are right by
military bases that could be anywhere in our state. We all
have and every school has a military family in their
school, whether
National Guard or other. So it's it's I love this
program because it not only comes alongside our military
families and those students and help them helps them become
successful. But it's also an option for schools who want to
raise to that level and be awarded this designation.
I pretty much Madam Chair, I guess some of the leave the
short and sweet and just open it up for any questions that
people might have. >> Representative, thank you,
chair. Thank you. Representative Bennett. I think
this
is a really cool program coming at me. I then a military
generational kid. And so I do understand the moving. And when
we talk in transitions I I talk a lot about it in the
homelessness world. When an individual moves even one time
it can set them back educationally 6 months
approximately south. They're moving 6 to 9 times in 12 year
time span that can deeply impact them. The one question I
have is because I'm a border city and our National Guard
sits in Fargo, which is obviously another state.
Would my school district be eligible to apply even though
the National Guard unit is out of state? Does that have to be
in state or what would that look like in a community like
mine? >> We've sent them. Thanks,
Madam chair of a good question as it would be, any school in
Minnesota can apply. So your schools obviously in Minnesota
and yes, they can apply for that designation. A school
doesn't even have to have a military family to be able to
apply. They just need to meet these requirements that
they're
ready for a military family. So if somebody from the
National Guard a family living in that state goes to your
school, they can get that same help. >> Super interesting. Thank
you. Thank you for the question. Thank you, representative for
bringing this bill over forward. We are laying it over
today. But members you might expect to see this still move
forward as part of a general policy. Bill, thank you.
Thank you, Madam Chair. All right. And so with that
house file, 44 51 is laid over f
or further consideration and
possible inclusion and the education possible art and representative picks.
You are up next. We have house file. 41 59. And this is our final bill up
for consideration this day. And it's our intention to hear
this bill even over a possible include out for further
consideration of Vice Chair Hill. Would you please motion
House Bill? 45 19 before the committee so moved? Thank you.
All right. Representative picks, please introduce your
bill. Yes, thank you so much commi
ttee and chair for hearing
this bill. I feel like I've been in front of you a lot this
session talking about disability. >> Needs in our schools and a
lot of times and we're having those conversations. We're
having that from a conversation of eye peas and legal
requirements to support. We haven't really talked about
the importance of understanding that disability is part of the
human condition and that the disability community has its
own culture and its own history and that able is is rooted in
a
lie that the discrepancies that we see, it's part of what is
influencing segregation. It's part of what is impacting
our very, very significant discrepancies. And so today I come with a bill
to encourage and to create and in bed, Abel is change our school preparation for teachers and
educators. We can't solve a problem if we
don't label it, name it and start. So I am so grateful that
you are willing to hear this bill today. And I'm more
grateful that we have an amazing group of folks coming
t
o share a little bit more about why this is important for
the disparity. >> So with that, we'll turn to
our testifiers and I Julian Nelson, up first, Autism
Society of Minnesota and after that on fact would be Elaine
updates. So Julian, that's what would
you please identify yourself and think. >> Good afternoon chair prior
and committee members. I am Jillian now Saint Community
resource and policy advocate for the Autism Society of
Minnesota. I'm also not to stick adult.
A former special educati
on student and a co-parent to an
amazing artistic 9 year-old. I want to ask for your support
for house file. 41 59 for a very simple reason. Abel is is the biggest
impairment that people with disabilities face and it's a decade old problem. 25 years ago by special team
prepared me for careers such as cashier customer service
because I was disabled. They assumed I would never succeed
in a more challenging wrong. They never suggested they go to
college. I take the SAT is 15 years later. Both my br
other and sister who
also have disabilities dropped out of high school because of
able is comments and blatant disrespect from their teachers. And just last week over dinner with my partners
kiddo, he told me how it makes him sad that many of his teachers don't
understand autism like he does that they want him to try to be
like the other kids. This is able at them the devaluation of a person
based on their real or perceived disability. This is what our students are
experiencing at every single g
rade level for generations. Abel is and disability justice
training or cultural competency training for the disability
community with the goal of reduced reduced in trauma
incurred through education. Although the current cultural
competency, standard references disability does not include any mention of
able is have disability justice and does not require that
persons with disabilities be involved in the training in any
way. This provision does not
increase the training hours required and as suc
h it should
increase training cost. It's simply mandates that teachers
direct, too, of the already required hours of training to
able is and disability justice. There isn't a single other
culture that we would allow to be
taught in large groups with his 0 cultural competency training. There isn't any other culture
that we would accept cultural training about without input
from the culture we're teaching about. This is why this Bill matters.
Thank you for your support and thank you for your time
today. >> Except they have Moline
updates. And after that, Brittany Hernandez, Wilson, when you're settled in and
ready, you can identify yourself again and again. >> I'm Milanovic. Thank you,
chair prior and committee and I just want to start with
thanking you for what you do, which makes Minnesota one of
the better places to live for the disabled community. It's
not across the country that it is one of the better places
because of my. I'm here to speak about 41 59 and because
of my unique pers
pective as a parent disability support
provider, volunteer as well as someone with my own
disabilities. I can see the importance of this from many
angles. I'm also a co-founder of a
nonprofit called a Minnesota Autistic Alliance which
provides community education, individual and family support
and fosters leadership by disabled people. It was a is not just just
discrimination or prejudice against individuals with
disabilities on the more people deeper on that on the deeper level, as defined
by t
o Lewis is a system that places valley on people's
bodies and minds based on societal deconstructed, ideas
of normality, intelligence, excellence,
desirability and productivity. It's not something we can just
reject in on install from our minds like software. We have been introduced to it
starting with childhood stories where disability was a curse or
punishment. Think about a few for itself. It's a part of social norms and
it's usually not even question. One of the best examples of
unintentiona
l able isn't that I've encountered by. Well,
meaning teachers would be suggesting educational goals
like increasing eye contact, which only served to make an
autistic student appear slightly less statistic while
actively hurting their ability to learn. I'm strongly believe that this
training would have a significant effect on the
quality of education and achievement gaps for our
community. And that is why I ask you to support it. And I
can tell you there's a lot of hope and excitement in our
com
munity about this. >> So Britney Grant and as
Wilson and after that, Ryan, Hi News. >> Good afternoon. Chair prior
and members of committee. My name is Brittany Hernandez.
Wilson and I am the Equity and Justice director for the
Artemis to I am also a proud disabled
person who was born with the rare joint and muscle condition
due to my condition. I use an electric wheelchair to move
around in the world. Growing up in specially in the
special education system was an isolating experience. I had no
language to use to describe the experiences that I was having. More specifically the able is I
was encountering on a daily basis how I was constantly
others by my teachers and my aids. How my abilities were
presumed based on the diagnoses that I was given. It was very hard growing up, not seeing teachers and aides
that looked like me reflecting on this time in my
life brings back a lot of pain and difficult moments that I
couldn't really unpack as a child. Now, as an adult, I know that
able is w
as what I was experiencing. Abel is being a system that
places a value on people's bodies and minds based on
societal be constructed ideas of normal. These ideas decide who was
valued in our world. And as a kid, I didn't know April is as
a word, but believe me, I always understood that I was
seen as less than as different and that my needs weren't
labeled as human but that my needs are special. This frame a view was very
detrimental to my sense of self and self-worth. I struggle
throughout my li
fe and especially as a child to
understand why my desire to be included with all of the other
kids to have access to the classroom and be treated like
everyone else was considered a special need. I just wanted to be treated
like all of my friends who weren't given this label. I often wonder who I would be
how I would develop as a child if my teachers would have known Abel isn't that they were
carrying out what I have loved myself
sooner. What I've had this sinking
feeling that something was wron
g with me. What could have what could I
have achieved if my teachers understood the impact of their
words or even the difference between the medical and social
model of disability? The truth is that I will never
know, but I'm here to give this testimony to help the future to
make sure that children with disabilities in school have
teachers who understand able is and its implications for.
When we have the knowledge, we can make better choices.
We can choose to show up in an anti able list way whe
n we challenge the able is
and that is so ingrained in our education system and in our
world, we can show up in a way that truly empowers all
students, including disabled ones to be their best selves,
to imagine what's possible and to believe that they are worthy
because no child should ever feel like they are wrong just
for existing as an adult. I've spent decades
unpacking and learning the negative beliefs about who I am
and my work. I've come to find pride in my
disability and I'm still to th
is day working to be a person
who is self-confident, who feels worthy of life for people. The same way that
people who are not given these labels haven't feel having teachers learn about
able is and disability justice is truly the bare minimum. If house file 41 59 passes, it
would help support teachers to not only understand and and
unpack able is but also provide them with strategies on how to
promote anti able is a medication and since able is is rooted in
all other forms of oppression. I beli
eve that it will be very
beneficial for understanding how to promote inclusivity for
all students and staff. Lastly, the course must be
taught by people who have disabilities for we know how
able is works best. Thank you for next year. >> Legal advocate, Minnesota
disability months, law Center and then after that, Janice
train lots. We'd be up on DEC. >> Thank you, Madam Chair and
committee members. My name is Ryan Haynes, CNN speaking to
was illegal at get the Minnesota Disability Law
Center. I
'm also speaking to you as a former special
educator for nearly 6 years as a student who grew up in the
special education system. And finally, I'm speaking to
you as a proud not just to get out in support of each of 4, 1,
5, 9, Abel is is one of the greatest
challenges faced by people with disabilities. The discussion
about able is is incredibly rich and important dude of to
the disability community. Educators will benefit greatly
from understanding of able is and disability justice as not just
a special educator
repeatedly witnessed a need for understanding of my autistic
students and other students with disabilities. I observed
implicit biases by teachers and administrators who had negative
preconceived notions the capabilities of my students. I felt that my students
strengths and gifts that they brought the classroom daily
were overlooked or they were seen as something special.
Our unique compared to their non-disabled peers with those
same skills, student strength review it as a mi
racle rather
than something they were born with this skill that they
develop intrinsically over time. This was never a malicious act.
I love I love teachers. I was a teacher myself. I had so many
great teachers and administrators.
But this is just one example of how able is shows up in our
educational system. As a student, I was quietly
ashamed of being in special education and did everything I
did could to show that I was a helper in the special education
classrooms rather than to admit I was i
n fact, the student in
those classrooms, this is a historical, but unfortunately,
current exam still a current example of how a little some
shows up in our educational system. Educators working with students
with disabilities are under a tremendous amount of stress and
are spread far too thin. The community of adults with
disabilities is an incredible resource that should be
involved in the education of students with disabilities. No other marginalized group is
similarly excluded from this discu
ssion about how to educate
members of their own community. We would think it absurd to
have a conversation about how to educate any other group
without involving members of that group. But yet this is the
norm for students with disabilities. I am here with a
deep and lifelong experience is with the special education
system to ask you to support each F 4,
1, 5, 9, I thank you for the opportunity to testify. Thank you. Thank you for your
testimony. >> That step. We have Janice
training months and
after that Daniel Interview no-call calling he's introduced percent. >> Thank you. Chair prior and
committee members. My name is Jenna Strain months and I am
speaking to you as an early childhood special education
teacher from Minneapolis, public schools in support of H 41 59 as an early childhood special
education teacher. I worked with parents of infants and toddlers
or discovering that their beautiful young child has or
may have a disability. There are a lot of unknowns,
but often they're thi
nking about that potential and likely
stigma and bias their child will face in school and in
their community. It weighs heavy on them. April is is a significant
burden for people with disabilities and yet it is
least often addressed and social justice conversations,
especially in our schools. As a teacher, I've had
extensive pre service education and ongoing professional
development and race and gender. But even as a special education
teacher, I have had minimal education, unable as and the
hist
ory of disability Justice. I'm also a mother of 3 young
children enable as has not been part of their public education
thus far, even though they're having
incredible conversations and learning about other areas of
social justice. With 17 to 18% of Minnesota
students receiving special education, these conversations
are needed for educators and in our classrooms, it is imperative that educators
have an understanding of able as disability justice. I've personally learned so much
from adults with d
isabilities in my practice as a teacher has
dramatically changed. I also see that impact with the
parents that I work with and how we see their child. We're now presuming competence
and establishing appropriate supports for their child to
access education, rather than just trying to point out. It is important to send to
those with disabilities in these conversations and
learning has no other marginalized group is similarly
excluded from these discussions about how to educate members of
their own
community. We've gone far too long
educating our children without the voice of disabled
individuals. This bill would support me as a
teacher and provide a more welcoming experience for the chill for children with
disabilities and their family along with their pet peers
without disabilities. I'm here to ask your support
for HS H f 41 59 and I thank you for the opportunity to
testify today. Our last testifiers racial
reach, the bigs. If he can be ready to go pretty, please
settle in and identify
yourself. I'm Danielle in the vino
calling. My name is wrong on the roster. So I just want to and then I thank you to chair prior in the
committee, I'm however got to see the and the vice chair, the
early learning advisory in Bloomington, Public Schools, as
well as a member of the Special Education Advisory Committee
there. And I'm a disabled mother of 2
disabled children implement 10. My guiding principle in life is
inclusion by design, not by accommodation. And I think H 4,
1, 5, 9, does this
in establishing an instruction
requirement and it wasn't a disability justice that's
distinct from other teacher training and education that
focus on specific disabilities and individual accommodations. I'm hearing from a person with
a disability how the world and invariably classrooms because
they're part of our world can be oblivious to the way kids
with disabilities are devalued can begin a really meaningful
process of change in our schools that teachers can drive
and create through the Penta
gon to that they didn't bring into
those classrooms. Just to clarify, this is not a
mandate on school. This is a licensure change. I do that
would make sure that's really clear. And and I want to talk about how
I'm ADHD. And when I was young in the 90's, things are really
different. And I struggled a lot. And one day in 4th grade,
I was visiting inside my desk and my teacher dumped. I just
got on the floor and maybe sit next to my pile of my things
all day. And the message there was very, very c
lear. It was
that I was the problem and I should be public, push him for
it. And I expect a lot of energy
that and to not be the problem, the rest of my schooling career
and it cause depression and anxiety. And I later was
bipolar. And I don't know if I would have in any way with
Chantix, a maybe, but it was really hard to get through
those years and into college. And, you know, my teacher
didn't have access this education didn't even have
access to the girls that get ADHD like we know that. But
I
worry about my daughter because she is also hiding who she is. The
struggling her teachers are amazing and affirming and
working really, really hard. And I want to be able to give
them just 2 hours to imagine a school in a world that's
inclusive by design, not but a commendation. And for that
reason, I think that this would really be helpful for everyone
in our community. Thank you. Thank you. Thank you for your
testimony. All right. In our final test
fires, Rachel, thanks. >> Thank you. Chai
r prior and
committee members for giving me time. My name is Rachel Dates
and I'm retired elementary teacher from Bloomington. I taught for 24 years and was a
witness and participant in the tremendous progress that has
been made and how we meet the needs of all students. I retired in my the prime of my
career due to an illness that has resulted in permanent
disability. Nothing can prepare person for
that like that defining diagnosis. But I'm
hoping to turn my experience and a helpful information
which
may assist you in seeing the value of this bill. One example of progress that I
experienced and participated and includes the integration of
many special education services napping provided in the general
education setting when appropriate general education teachers are
providing service without fully understanding the intricacies
of a student's disability or the forms that a pleasant
can take. I personally have always valued
learning and knowing as much as like as much as I can about my
students at which allowed me to reach and teach them the best
that I was able. And I did a good job. My perspective has definitely
changed. And I now realize that I
knowingly participated, not certainly not purposefully
that simply from a lack of awareness. Enable is the teachers that I have
encountered in my career really believe in the adage of when we
know better, we do better. This bill is not intended to
become another. Add-on to the teachers are already full, not
plate but platter but an I
nterpol and currently lacking
facet of professional development for both new and
veteran teachers. If I had known what I know now
about living with a disability, I would have done better. And I want that opportunity for
all teachers in Minnesota. Not only do teachers have
students with both visible and invisible disabilities, they
have students. Was it built home, have disabilities as
well. Knowledge is power. And I
believe that Minnesota teachers will turn this new knowledge
into change and gro
wth in order to survive families
better. 2 hours of training over licensing period is a very
small asked. It is simply an acknowledgement
of another facet of diversity and the spirit of empathy that
our public schools embrace. I would like to reinforce that
this training for teachers should be. Todd are provided by
a disabled adult who has experienced public schools and
life with the disabled body or disabled mind. We all we want all of our
students and families to be seen. We heard and valued f
or
all that they bring to our classrooms. >> All right. We will turn to
member discussion and represent a birth. Thank you. Madam Chair in Mike
Pence are here for some reason. Thank you to the author for
bringing this eye. The last test fire actually spoke on. What I wanted to say
is that we do have students where the disability is not
immediately visible and going back to the woman who spoke
saying learning how to love yourself with this. Oftentimes
people who have difficulties with people with
a disability.
Oftentimes it comes at the person with the disability and
sometimes it comes from deep inside the person who has a
disability. And, you know, if the parents, we don't always
know how to how to deal with the different emotions that
come from it. And mostly what I hear from teachers is that they
do this because they love it because they care about the
children because they want to make a difference. My teachers
did. And so I think looking at this as as less of a thing
that's forced
upon them. But as the thing that will help
them relate to all their students, which is why they go
into the profession because we all know it's not for the
money. So really, very much appreciate this. It does. Even the family members of
kiddos that struggle feel really seen. And I'm, you know,
a little sad that it's taken this long, you know, for you to
come in here and advocate fiercely for this. So just
thank you, Representative Cuellar. >> Thank you, chair. Thank you.
Representative Hicks. I
have said it before. I really
appreciate that. You show up in space is an advocate for
community. Maybe he's been invisible in space is I know
what that feels like. Especially in the education
system. I thought really hard to have the history
of Minnesota from an indigenous lands. So keep up the fight.
I do have a question and I'm not sure if it's you. It's more
around the House education pathway to become a teacher.
I know that there's an intersection at sometimes now
that we're we bring specia
l education into overlap with
general education, preparation for teachers, our teachers getting this
education or awareness if they're going to school in
Minnesota to become a teacher. Do we know that at least that
like our graduates are being educated or
have conversations around this? >> A look at the audience to
see if there's anybody who's more recent. But I can tell you
it's it's usually there's there's a class
on exceptionality, but it doesn't talk about
people. It's it's really about spec
ial Ed and how you know,
it's really more in that vein. I'm Abel is and Israeli
culture. Disability. Justice really isn't seen in the same
light in social justice as other is partially because we're a
little bit earlier in our journey, right? It was the 80's
before we we moved people in state hospitals out into the
community, right? They were just a little bit a little bit in our journey. And so this is the beginning of some
of those conversations and really naming it, calling it a
bill as I'm c
alling it, disability justice, talking
about this culture and as a component of. >> I think that's great.
I think that when we add some of these requirements into that
rely sensing program, it does kind of signal to higher
education that maybe we should be doing this in our teacher
prep steps, continue that work. Advocates continue the work and
the higher education space as well. Thank the great Bill.
Thank you. The other. >> Closing comments from
Senator Max. I just want to thank the committee
for hearing
this bill and from hearing from all the amazing Testifiers. We don't change our world and we don't move to
full inclusion without acknowledging every different
peoples of inclusion. And we won't get to full inclusion in
the disabilities face with just special ed teachers. When that torch, we need the whole community to be with us and having those
conversations with us from the lens of understanding. So I'm
grateful that we heard this bill today and I'm looking
forward to being thank
you, representative
picks. >> All right. And with that, I
still feel will reduce its motion to lay over spell.
41 59 for further consideration, right? So we're leaving early today. Tomorrow will hear testimony
and we look forward to that. And then that's when I think we
can have substantive discussion on the bill knowing that
Wednesday afternoon, we'll have better weather than Thursday
night. And that is actually my concern. So we've talked about that.
I ability of a good discussion on Wednesday
and I think that
we should be in good shape or substantive discussion on
Wednesday. But on Thursday evening, we are
scheduled for amendments and final passage of the of the
bill get a composite. There's any questions or issues for the
schedule as we go through the through that through this a final final week
of this committee, 3, no more discussions with
that. We are adjourned
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