Transcript Highlights:

• The key teacher can't do it.
• The key teacher can't do it.
• I think our teachers are amazing within our state of Idaho.
• I think our teachers are amazing within our state of Idaho.
• But we are now so often having teachers teach the back.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• Broward Federation of Teachers, wishes to appear in person.
• Patricia Farley, Broward Federation of Teachers, retired.
• to work with those teachers that may need the most help.
• This bill is not about distrusting teachers. In fact, it protects them.
• When you have a policeman that wants to become a teacher and has been a teacher before, and he's highly

Committee: House Education & Employment Committee

Summary: The committee first took up CS for CS for HB 1471, which would bar Florida courts from enforcing foreign or religious law that conflicts with the U.S. or Florida Constitution, create a process for designating domestic terrorist organizations, and prohibit public funds from supporting such organizations. The sponsor said the bill protects constitutional supremacy, due process, and taxpayer dollars, while opponents argued it was vague, targeted religion, and could be used to suppress dissent and protected speech. Members debated whether a conviction was required, who would make designations, and what consequences would follow; an amendment changing student expulsion language from “may” to “shall” was adopted. After extensive public testimony both for and against, the bill passed 16-4 and was reported favorably with amendment. The committee then heard CS for CS for HB 1071, an education bill covering parental opt-outs for certain health instruction, required instruction on embryology, fetal development, and HIV/AIDS, math plan requirements, student-led organizations, epinephrine access, instructional material review, safe-school officer options, and chronic absenteeism reporting. The sponsor framed it as a parental rights, academics, accountability, and safety measure, while opponents said parts of the bill would restrict sex education, chill student organizations, and undermine DEI-related activities and LGBTQ student groups. Several amendments were offered by the ranking member to remove or soften the provisions restricting funding for DEI and social/political activism, but those amendments failed. The committee adopted a Trabulsy amendment requiring districts to publicize virtual instruction options, and another amendment clarifying reading-coach language and safe-school officer options, as well as an amendment giving publishers an appeals process if removed for noncompliant materials. A final Trabulsy amendment requiring annual reporting of chronic absenteeism by grade level was also adopted. Public testimony on the bill remained sharply divided, with supporters emphasizing embryology, parental rights, and school safety, and opponents warning about censorship, reduced reproductive health education, and harm to student expression. The transcript ends during continued public testimony on HB 1071, before final committee action on the bill is shown.

Transcript Highlights:

• teachers.
• teachers, academic environment with licensed teachers, including special education teachers and ESL,
• and student-to-teacher ratios.
• So non-core teachers, also referred to as specialist teachers, Ratios.
• with teacher salaries below the average teacher salary.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• and student-to-teacher ratios.
• So non-core teachers, also referred to as specialist teachers or PAM as you see in the matrix, are funded
• So non-core teachers also referred to as specialist teachers or PAM as you see in the matrix.
• with teacher salaries below the...
• With teacher salaries below the average teacher salary, and then declining enrollment, which is, of course

Keywords: 1204, all

Transcript Highlights:

• It increased teacher salaries 12% in the model, and when you compare that to actual paid teacher salaries
• Um, are student teachers or they're called student teachers or they're called something else now?
• Um, are student teachers or they're called student teachers or they're called something else now?
• Um, are student teachers or they're called student teachers or they're called something else now?
• </c> summer school and extended day teachers. summer school and extended day teachers.

Bills: HB0150

Committee: Senate Appropriations

Keywords: Wyoming business council, economic development, task force, evaluation, policy reform, 916, all

Transcript Highlights:

• They can't hire a web design teacher.
• If we leave it up to the teacher, and if the teacher is not in agreement with this principle, what could
• We have phenomenal teachers.
• We evaluate our teachers using the same standards as teachers in our brick-and-mortar schools.
• I know a lot of my teachers are listening.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• And so for us to further damage teachers, and teachers have responded saying that they are concerned
• , first-generation teachers, who could not pass the state teachers exam.
• The same thing with this test: teachers need to know, potential teachers need to know, where they're
• We come up with an adjunct teacher.
• We don't care about quality teachers.

Keywords: 964, all

Transcript Highlights:

• And I believe that if a teacher is not offered a contract, it's assumed.
• I will say this: a teacher can ask for a board hearing as well. And so...
• And if we kept, and if they already have teachers...
• For teachers, for anybody, I think that, you know, you can have a beloved teacher for 10 years, and then
• It's not just like a teacher can request it.

Committee: House Elementary and Secondary Education

Summary: The Committee on Elementary and Secondary Education met in executive session and first took up House Concurrent Resolution 31. A committee substitute was adopted after the sponsor explained revisions to the proposed civics and patriotism work group, including clearer qualifications, DESE’s role in producing seals, recognition levels for gold/silver/bronze, and a special recognition letter for students entering military service. Ranking member Steinhoff supported the substitute, saying the changes improved implementation and likely reduced fiscal impact. The substitute was then passed do pass, and the committee later corrected the recorded vote on HCR 31 from 15-0 to 16-0. The committee then considered a combined substitute for House Bills 21, 26, and 2197, focused on building-level administrator evaluations and nonrenewal procedures. The substitute required administrators to be evaluated at least once per contract year, required written notice of renewal or nonrenewal by March 1, and gave nonrenewed administrators the right to request written reasons and a closed-door hearing before the school board. Members discussed the removal of earlier language that would have created automatic renewal if deadlines were missed and the decision not to create tenure for principals. Concerns were raised about whether the hearing right gave administrators more protection than other employees, but sponsors said the intent was to ensure annual evaluations and transparency without granting tenure. The committee adopted an amendment, rolled it into a new substitute, and passed the substitute do pass by a 17-0 vote. After leaving executive session, the committee heard House Bill 3489 from Representative Hurlbert. The bill, patterned after Arkansas legislation, would expand access to workforce development assessments such as WorkKeys and allow up to nine hours of college credit for demonstrated workplace skills as recommended by the American Council on Education. Testimony from ACT, the Missouri Chamber, and DESE supported the goal of elevating career readiness, noting employer demand for skilled workers, existing use of WorkKeys in Missouri, and its role in career and technical education and accountability systems. Members asked about the bill’s relationship to the governor’s workforce executive order, whether the language should be mandatory or permissive, and how the credits would transfer. The hearing on HB 3489 concluded without a vote, and the committee adjourned.

Transcript Highlights:

• And I believe that if a teacher is not offered a contract, it's assumed.
• Eligible for a contract as a teacher in that district.
• I will say this: a teacher can ask for a board hearing as well.
• For teachers, for anybody, I think that, you know, you can have a beloved teacher for 10 years, and then
• It's not just like a teacher can request it.

Committee: House Elementary and Secondary Education

Keywords: 959, house, all

Transcript Highlights:

• certified, and the additional support for bilingual incentives for our teachers.
• This sends a message loud and clear to our Texas teachers that we have your back.
• But to help that student succeed, because that's what teachers do.
• One teacher who saw something in you.
• Because when we invest in our teachers, we're not just making things right.

Bills: SB203 , SB317 , SB731 , SB801 , SB823 , SB867 , SB1232 , SB1380 , SB1798 , SB2082 , SB2603 , SB2607 , SB2717 , SB2797 , SB2841 , SB2919 , SB3074 , HB2 , HB6 , HB18 , HB43 , HB47 , HB120 , HB143 , HB149 , HB171 , HB180 , HB285 , HB305 , HB449 , HB647 , HB742 , HB748 , HB908 , HB1024 , HB1240 , HB1306 , HB1397 , HB1443 , HB1445 , HB1533 , HB1866 , HB1902 , HB2001 , HB2011 , HB2026 , HB2282 , HB2355 , HB2402 , HB2434 , HB2440 , HB2492 , HB2516 , HB2518 , HB2560 , HB2674 , HB2688 , HB2697 , HB2712 , HB2713 , HB2715 , HB3153 , HB3161 , HB3421 , HB3424 , HB3464 , HB3486 , HB3510 , HB3627 , HB3966 , HB3986 , HB4042 , HB4044 , HB4076 , HB4263 , HB4384 , HB4396 , HB4413 , HB4426 , HB4429 , HB4945 , HB4996 , HB5033 , HB5246 , HB5436 , HB5515 , HB5667 , SJR5 , SB3 , SB4 , SB9 , SB20 , SB21 , SB23 , SB27 , SB33 , SB34 , SB40 , SB75 , SB213 , SB269 , SB379 , SB458 , SB528 , SB647 , SB648 , SB650 , SB681 , SB740 , SB840 , SB843 , SB924 , SB1061 , SB1120 , SB1121 , SB1150 , SB1188 , SB1198 , SB1202 , SB1253 , SB1318 , SB1333 , SB1405 , SB1423 , SB1535 , SB1566 , SB1574 , SB1621 , SB1709 , SB1789 , SB2037 , SB2078 , SB2268 , SB2544 , SB2570 , SB2601 , SB2778 , SB1 , SB17 , SB260 , SB509 , SB1506 , SB1637 , SB1833 , SB2155 , SB2308 , HB2525 , SJR36 , SJR50 , SJR63 , SCR12 , SCR39 , SB2023 , SB62 , SB666 , SB847 , SB284 , SB854 , SB810 , SB1505 , SB583 , SB507 , SB1434 , SB1772 , SB2016 , SB1122 , SB731 , SB397 , SB508 , SB1436 , SB287 , SB1882 , SB393 , SB1791 , SB209 , SB2429 , SB1085 , SB1975 , SB2717 , SB1262 , SB636 , SB2056 , SB884 , SB1200 , SB1845 , SB2458 , SB801 , SB3014 , SB3013 , SB758 , SB2797 , SB2076 , SB2876 , SB1640 , SB1449 , SB1181 , SB1234 , SB2926 , SB2841 , SB1528 , SB1854 , SB317 , SB1250 , SB2082 , SB1237 , SB2819 , SB629 , SB2608 , SB1602 , SB2009 , SB867 , SB640 , SB1698 , SB2680 , SB913 , SB1071 , SB1086 , SB1087 , SB1483 , SB1444 , SB1553 , SB1556 , SB1703 , SB2133 , SB2297 , SB2298 , SB2622 , SB2955 , SB2334 , SB1367 , SB2044 , SB2363 , SB2565 , SB1888 , SB3036 , SB3057 , SB3043 , SB3063 , SB3035 , SB203 , SB2688 , SB2522 , SB2459 , SB2655 , SB2251 , SB1884 , SB2928 , SB2566 , SB1749 , SB2549 , SB2553 , SB2919 , SB1944 , SB1232 , SB1798 , SB2603 , SB2607 , SB2683 , SB1319 , SB3038 , SB3045 , SB1538 , SB3071 , SB3065 , SB823 , SB3062 , SB3074 , SB1380 , HJR133 , HB2715 , HB2 , HB26 , HB388 , HB2712 , HB1633 , HB685 , HB1606 , HB1458 , HB1240 , HB2791 , HB1397 , HB2061 , HB647 , HB4738 , HB2563 , HB128 , HB766 , HB2259 , HB2358 , HB4384 , HB748 , HB5180 , HB3806 , HB3804 , HB3803 , HB1522 , HB3597 , HB1612 , HB4224 , HB1314 , HB1237 , HB3126 , HB2856 , HB3114 , HB3505 , HB5652 , HB2025 , HB3395 , HB18 , HB2516 , HB2713 , HB24 , HB519 , HB609 , HB1592 , HB120 , HB1533 , HB2421 , HB2273 , HB2464 , HB2011 , HB5084 , HB3424 , HB4396 , HB43 , HB5686 , HB2518 , HB4310 , HB180 , HB149 , HB4945 , HB2434 , HB3161 , HB3745 , HB4044 , HB5155 , HB5667 , HB4996 , HB2697 , HB2492 , HB2355 , HB2282 , HB2001 , HB1902 , HB1866 , HB1445 , HB1443 , HB1306 , HB1024 , HB908 , HB305 , HB285 , HB449 , HB171 , HB47 , HB3464 , HB2637 , HB4263 , HB5436 , HB4429 , HB3986 , HB3966 , HB3510 , HB2560 , HB2026 , HB2688 , HB4076 , HB5246 , HB3487 , HB3486 , HB4226 , HB216 , HB742 , HB2402 , HB143 , HB5033 , HB4413 , HB4042 , HB2440 , HB4426 , HB49 , HB4112 , HB3233 , HB2310 , HB5515 , HB3627 , HB2674 , HB322 , HB1481 , HB126 , HB3062 , HB3421 , HB3180 , HB2530 , HB2524 , HB1916 , HB3153 , HB5650 , HB4894 , HB3120 , HB1629 , HB103 , HB3234 , HB3680 , HB5698 , HB3171 , HB5693 , HB2694 , HB5664 , HB3732 , HB2508 , HB2293 , HB1991 , HB2014 , HB5331 , HB5247 , HB4751 , HB4690 , HB4668 , HB4464 , HB4395 , HB4063 , HB3833 , HB3623 , HB3214 , HB3512 , HB3250 , HB3016 , HB2520 , HB2221 , HB2213 , HB3824 , HB2067 , HB1732 , HB1562 , HB700 , HB1545 , HB252 , HB146 , HB5596 , HB1851 , HB3619 , HB3071 , HB3556 , HB851 , HB4230 , HB5320 , HB5651 , HB5670 , HB5665 , HB5437 , HB5679 , HB5699 , HB5661 , HB5662 , HB5654 , HB5672 , HB5656 , HB5149 , HB4903 , HB4743 , HB4666 , HB4377 , HB4535 , HB4129 , HB3812 , HB3801 , HB3595 , HB3057 , HB2035 , HB721 , HB35 , HB346 , HB2974 , HB2512 , HB5695 , HB5694 , HB5671 , HB5674 , HB5688 , HB1586 , HB5154 , HB2038 , HB163 , HB413 , HB3463 , HB3185 , HB2761 , HB2593 , HB2348 , HB2073 , HB1828 , HB1422 , HB75 , HB1871 , HB108 , HB2306 , HB2017 , HB1135 , HB144 , HB3689 , HB5308 , HB101 , HB2193 , HB5666 , HB5677 , HB5682 , HB5680 , HB5658 , HB5696 , HB4144 , HB3159 , HB3254 , HB3866 , HB3010 , HB4520 , HB3642 , HB3928 , HB3815 , HB2686 , HB2012 , HB1960 , HB227 , HB654 , HB1690 , HB2128 , HB4158 , HB4530 , HB4630 , HB5659 , HB1523 , HB2078 , HB2427 , HB145 , HB1973 , HB3333 , HB3697 , HB3546 , HB3225 , HB3181 , HB3133 , HB3053 , HB2885 , HB2820 , HB2294 , HB2253 , HB1661 , HB1506 , HB1234 , HB640 , HB621 , HB551 , HB521 , HB493 , HB272 , HB229 , HB223 , HB201 , HB186 , HB119 , HB2080 , HB2818 , HB5394 , HB4795 , HB4466 , HB4454 , HB3940 , HB3749 , HB3151 , HB3284 , HB1403 , HB1106 , HB2844 , HB2851 , HB1500 , HCR141 , HCR118 , HCR127 , HCR40 , HCR59 , HCR10 , HCR135 , HCR142 , HCR9 , HCR76 , HCR108 , SB823 , SB1380 , SB3074 , HB47 , HB143 , HB149 , HB171 , HB285 , HB305 , HB449 , HB742 , HB908 , HB1024 , HB1240 , HB1397 , HB1443 , HB1533 , HB1866 , HB1902 , HB2001 , HB2011 , HB2355 , HB2402 , HB2434 , HB2440 , HB2492 , HB2560 , HB2688 , HB2697 , HB2712 , HB3153 , HB3161 , HB3421 , HB3424 , HB3464 , HB3486 , HB3510 , HB3986 , HB4042 , HB4076 , HB4263 , HB4413 , HB4426 , HB4429 , HB4945 , HB4996 , HB5246 , HB5515 , HB2 , HB2282 , HB3627 , HB5033 , SR560 , SR561 , HB1904 , HB2240 , HB3686 , HB3793 , HB4202 , HB1904 , HB2240 , HB3686 , HB3793 , HB4202

Keywords: student privacy, numerical class rank, education policy, academic programs, high school, monuments, memorials, public property, historical significance, civil penalties, local governance, SB 731, Texas, Texas Department of Housing and Community Affairs, TDHCA, low-income housing tax credits, LIHTC, affordable housing, senior housing, 55 and older

Transcript Highlights:

• The teacher? The teacher, and there is also, well, the teacher's going to spot it first, right?
• And I think some teachers question, how do I address this?
• The teachers are very, very appreciative of the additional help.
• Cynthia Posey with the Louisiana Federation of Teachers.
• Cynthia Posey with the Louisiana Federation of Teachers.

Committee: House Education

Summary: The House Education Committee met on March 25, 2026, with a quorum present and heard a series of education-related bills and one resolution. The committee first took up HB 636 on hazing at public post-secondary institutions. Representative LaFleur presented the bill as a response to Caleb Wilson’s death, and family members, former Rep. Jason Hughes, and other supporters urged stronger prevention, reporting, and penalties. The committee adopted amendments adding implementation details and a lifetime ban on re-chartering an organization if hazing results in death, then reported the bill as amended as the “Caleb Wilson Hazing Prevention Act.” The committee then heard HB 218 on food insecurity screenings in public schools. LaFleur said the bill would formalize a process to identify hungry students and connect families to resources, with amendments tying the screening to existing McKinney-Vento forms and adding food-insecurity questions. Support came from charter school representatives, the Department of Education, and others, while Dr. Will Hall suggested involving caregivers and faith-based groups. The bill was reported with amendments. The committee also approved HB 626, which would require colleges and universities to provide suicide-prevention information, hotline access, and aggregated non-identifiable reporting on suicide risk. Rep. Jordan described it as a response to an uptick in suicides among college-age students, and the Board of Regents said most institutions already use telehealth or 988 resources. The bill was reported favorably. Next, the committee heard HB 749 on the administration of START, START K-12, and ABLE savings accounts. Rep. Carver said the bill would modernize and secure the program by allowing a third-party manager and online platform, while Treasury and Board of Regents staff explained that oversight would remain in place and that ABLE accounts would not be charged fees. The bill was reported favorably. The committee then considered HB 352 on behavioral health services for public school students. Rep. Mack and advocates from the Arc and ABA providers said the bill would ensure medically necessary services can be delivered in classrooms or other school settings, while the Louisiana Federation of Teachers asked for clearer pre-conference expectations to avoid classroom disruption. After testimony from parents, providers, and school stakeholders, the bill was reported with amendments. Finally, the committee approved HB 201 creating a state seal of fine arts for high school graduates, and HB 738 revising student disciplinary proceedings at colleges and universities to ensure evidence and fairness in disciplinary actions. Both bills were reported favorably. The committee also began hearing HCR 14, which expresses support for federal efforts to eliminate the U.S. Department of Education, but the transcript cuts off before any final action on the resolution is shown.

Transcript Highlights:

• How many are married to a teacher? Okay.
• to these teachers?
• I was an English teacher for 14 years, so bright, beautiful paragraphs for your teachers.
• Not the teacher, not the principal.
• Teachers that are here today, one who is my son's teacher and the other who is our high school teacher

Summary: The committee heard extensive testimony on Oklahoma school safety from Commissioner Tipton, OSSI director Mike Fike, OACTIC director Alan Young, OSBI lieutenant Isiles Keene, and Rogers County Sheriff Scott Walton. The main focus was a statewide school-safety framework built around response, prevention, and recovery. Witnesses described training law enforcement in the LASER active-shooter response model, adding A-TURK training for coordinated law enforcement/fire/EMS response, expanding run-hide-fight and Stop the Bleed instruction for educators and staff, conducting risk and vulnerability assessments, and using the Rave panic-button system and the ProtectOK tip app to speed reporting and dispatch. They also emphasized behavioral threat assessment and management (BTAM) teams as a prevention tool to identify and support at-risk students before violence occurs. Members asked about administrator and teacher training, school counselor involvement, how apps are deployed on personal versus school devices, and whether schools are actually using the programs. Witnesses said administrators, counselors, and SROs should be part of BTAM, that training is most effective when it is realistic and repeated, and that Rave is geofenced and typically invited onto devices by schools. Several members stressed that school leaders must buy in for safety plans to work, and one member raised concerns about traumatic training and the need for mental-health support as part of prevention. Witnesses said mental-health referral and monitoring are part of BTAM, but the school and local partners must manage the process. OSBI’s lieutenant added broader context, comparing school safety to fire safety and noting that Oklahoma still lacks some statutory requirements for intruder drills and stronger penalties for school threats. He also discussed possible future tools such as surveillance analytics, gunshot detection, ballistic-rated doors and walls, and better access controls, while warning that technology should supplement, not replace, basic safety systems and training. Sheriff Walton closed by describing rural response challenges and his foundation’s effort to place ballistic shields in schools and police cars, arguing that human resources and rapid communication remain the biggest gaps. No votes or formal actions were taken in the meeting.

Transcript Highlights:

• The teacher is the instructor, the para is the support.
• The teacher is the instructor. The para is the support.
• or a special ed teacher.
• actually our costs for that teacher.
• Just like they reimburse for our ag teacher or a welding teacher, really creating a program and putting

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:

• </c> redesign our teacher education program. redesign our teacher education program.
• ,</c> engineers, 50% of all black teachers, engineers, 50% of all black teachers, 70%<00:27:24.480><c
• </c> to do is to truly train these teachers to do is to truly train these teachers to<00:31:38.480><c
• </c> added uh bachelor of science in teacher added uh bachelor of science in teacher education.<00:48
• Uh we for that teachered program.

Keywords: This meeting is taking place on location at the Kentucky State University Cooperative Extension Building Room 238 using on site equipment., 958, all

Summary: The interim Commission on Race and Access to Opportunity met at Kentucky State University and heard a presentation from President Kofi Aapo and Vice President Michael Dorsy on the university’s role as an HBCU and its current priorities. They emphasized Kentucky State’s impact on Black student outcomes nationally, its focus on workforce development, civic leadership, innovation, and economic mobility, and its efforts to grow enrollment, expand dual-credit partnerships, and launch a prison education program. They also described House Bill 250’s role in prompting program review and the creation or expansion of market-aligned offerings, including manufacturing engineering, agricultural engineering, biological and agricultural engineering, social work, criminal justice, and expanded online programs through “Thoroughbred Global.” A major topic was Kentucky State’s move toward STEM and applied programs. President Aapo said the university is diversifying beyond liberal arts to meet workforce demand and cited plans for a PhD in agroecology, which he said would help farmers adapt to climate conditions and would be federally funded. He also discussed the nursing program as the fastest-growing on campus, partnerships with health systems that pay tuition and guarantee jobs, and the need for a new nursing facility. He said the current nursing space is inadequate and that a new building could double or triple enrollment in the program. He also described a mobile health initiative intended to bring preventive care and health education to underserved areas of the state. Members asked questions about the nursing building, STEM strategy, teacher preparation, dual credit, prison education, and student readiness. Senator Bledsoe asked about the shift toward STEM, and Aapo said the strategy is based on student demand and data from House Bill 250. Senator Berg requested a list of dual-credit partners and encouraged long-term tracking of prison education participants to study outcomes such as recidivism; Aapo said the university has not yet begun that research but intends to. Senator Tidner asked about remedial needs, and Aapo said KSU found more than 100 students with zero GPAs when he arrived and is using co-requisite support and tutoring to address English and math deficiencies. Representative Brown and others highlighted the historical and ongoing value of HBCUs, and no votes or formal actions were taken during the meeting.

Transcript Highlights:

• are</c> current teachers uh teachers who are current teachers uh teachers who are retired<00:57:47.640
• </c><01:12:44.040><c> for</c> big difference for the teachers for big difference for the teachers for
• </c> in one of my schools the the teachers in one of my schools the the teachers have<01:12:49.679><c
• The teachers, you know, it's not a reflection on the teacher, and so it's just to get a more accurate
• The teachers, you know, it's not a reflection on the teacher, and so it's just to get a more accurate

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• And as a teacher, talking to other teachers, one of the biggest issues and struggles we see is that our
• I had some questions on the teacher evaluations.
• ...to get a social studies teacher?
• Again, I'm putting my teacher hat on here.
• And so the Teachers and Leaders Council, a lot of educators.

Committee: Assembly Education

Keywords: 909, all

Transcript Highlights:

• And I asked, does the high school math teacher in the math department ever meet with the other teachers
• </c> with a room of 50 or 60 math teachers with a room of 50 or 60 math teachers from<00:31:55.120><c
• </c> seen some folks saying that teachers seen some folks saying that teachers saying<00:37:36.079><c
• </c> districts to hire on more math teachers. districts to hire on more math teachers.
• </c> Federation of Teachers New Hampshire. Federation of Teachers New Hampshire.

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• For example, when we're talking about dealing with money that's supposed to go to teachers or staff,
• And it had been broadcast on the news about how the state legislature had given these teachers $6,000
• It was $6,400 per teacher.
• It was $6,400 per teacher.
• or teachers that also administrate the flexibility of that 50% or more.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• Um this The kids, teachers, traumatized.
• her students and directly to our schools, our teachers, directly to our schools, our teachers, bus<00
• 31:30.680><c> reading</c> Teachers aren't just teaching reading Teachers aren't just teaching reading
• ><c> deliveries,</c> Teachers are making grocery deliveries, Teachers are making grocery deliveries,
• I want to talk just briefly about teachers. All of you have heard me say my husband's a teacher.

Keywords: 1183, house

Transcript Highlights:

• Right, but without this bill, the teacher wouldn't have had to do that.
• at my school, and part of the problem is that it varies from teacher to teacher.
• If I was the teacher, that information would be helpful for me.
• You're asking, does the bill require that a teacher should have training?
• No, the bill does not explicitly require teacher training. Thank you.

Summary: The House Education Committee heard several bills related to special education records, artificial intelligence in schools, financial aid access, educator preparation, school health, and student mobile device use. Substitute Senate Bill 6268 would require OSPI to keep an online public record of final special education community complaint decisions for 20 years; the sponsor and several parents, attorneys, and open-government advocates said the records help families, schools, and researchers understand past decisions and remedies, while no one testified in opposition. Substitute Senate Bill 5956 would limit school use of automated decision systems, school surveillance technology, biometric data, and facial recognition in student discipline and safety contexts; the sponsor and supporters said it would prevent harmful false positives and discriminatory impacts, while an industry witness warned the bill could unintentionally reduce school safety by limiting emergency facial-recognition uses. Committee discussion focused on the bill’s scope, especially whether it affects classroom grading or only discipline-related decisions, and staff noted the bill does not require teacher training. The committee also heard Substitute Senate Bill 5841, which would add financial-aid application data to the High School and Beyond Plan platform and require students to receive information about the Washington Opportunity Scholarship Program. The sponsor said the bill would make aid status more transparent and easier to track, especially for families facing language or access barriers, and a student advocate testified in support; a committee member raised concerns about privacy for immigrant and DACA students, and the sponsor said the portal would be opt-in and guided by privacy protections. Senate Bill 6278 would codify and update Professional Educator Standards Board review of teacher and principal preparation programs, including program standards, educator role standards, evidence, and input from P-12 partners, while allowing field placement plans to be submitted on a less frequent schedule; PESB staff said the bill largely reflects current practice and adds flexibility. Substitute Senate Bill 5240 would expand who may administer epinephrine in schools and allow use of any available epinephrine when a student with a prescription on file has anaphylaxis; school nurses supported broader access to stock epinephrine but warned against using one student’s medication for another and raised legal and ethical concerns, while the sponsor emphasized faster response in emergencies. Finally, Substitute Senate Bill 5346 would direct OSPI to study and report on school mobile-device restrictions and update digital citizenship resources to include research and best practices on student phone use. Staff said OSPI already has some guidance, but the bill would create formal legislative reports and expand the state’s digital citizenship materials. The committee began taking testimony on that bill as the hearing time ran short, and the chair noted there were ten people signed in to testify.