Transcript Highlights:

• This bill supports the teacher. teaching and learning in the classroom.
• When I started teaching 35 years ago, these didn't exist.
• And I was still teaching when we had COVID, and worst year of my life was teaching online when we had
• ... ...that driver's ed schools teach about vulnerable road users.
• Chair, Senator, yes, we put an effective date in there.

Bills: SB23, SB73, SB210, SB234, SB243, SB244, SM16

Keywords: student use, wireless devices, public schools, policy implementation, education technology funding, driver education, driver's ed, driving school, motorcycle safety, traffic safety, vulnerable road users, pedestrian safety, bicycle safety, cyclist, bike lane, micromobility, scooter, moped, motorcycle training, DWI prevention

Transcript Highlights:

• And so we're owning teaching and learning.
• You have to be deemed highly effective or effective or highly effective on your evaluation.
• You have to be deemed highly effective or effective or highly effective on your evaluation.
• One, I teach literacy, and my co-teacher teaches math and science, and then we have the other two third
• I teach everything, so... So you are the cross-curriculum PLC? Yes, I teach everything.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• And so we're owning teaching and learning.
• You have to be deemed highly effective or effective on your evaluation.
• You have to be deemed highly effective or effective or highly effective on your evaluation.
• One, I teach literacy, and my co-teacher teaches math and science, and then we have the other two third
• I teach everything, so— So you are the cross-curriculum PLC? Yes, I teach everything.

Keywords: 1204, all

Summary: The Senate and House Education Committee approved the March 9 and 10 minutes and then heard a presentation on the Arkansas Excellence in Teaching Fellowship Program from Department of Education staff and three third-grade teachers from Cabot, Poyen, and Drew Central. The teachers described the year-long fellowship for high-performing merit pay recipients, saying it provided collaboration with educators across the state, shared resources, and ideas they brought back to their districts. Members asked about the teachers’ experience levels, how they shared information locally, and whether the program should be expanded to more teachers and districts. A major focus of the discussion was third-grade reading, the new ATLAS testing system, and the state’s third-grade retention law. The teachers said they do not teach to the test, but use standards, data, interventions, small groups, and relationships to help students grow. They described progress monitoring throughout the year, early screening in K-2, and interventions such as before-school tutoring, RTI meetings, and co-teaching. One teacher reported that six students in a small group improved 10 to 15 points on ATLAS, and another said a student who started the year reading four words per minute improved significantly with targeted support. Secretary Jacob Oliva said the state is trying to create clarity and alignment through Arkansas Learns, science-of-reading support, literacy coaches, and faster test-result turnaround, with student scores now available within about 24 hours and district-level results expected later in the summer. Members also asked about student poverty, trauma, ACEs, DHS involvement, social workers, community supports, and the role of counselors. The teachers emphasized that relationship-building is essential, especially for students facing unstable home situations, and described local supports such as backpack food programs, church donations, fire department incentives, and family assistance. Oliva said the fellowship was intentionally small in its first year because it targeted top-tier merit pay recipients, but he expects participation to grow. He also said merit pay and fellowship eligibility spans many grade levels and subjects, including kindergarten and hard-to-staff areas, and that D and F schools receive state literacy coaches. No additional committee votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• If it's a curriculum to teach agriculture, to teach about biology or environmental science, that's going
• If it's a curriculum to teach agriculture, to teach about biology or environmental science, that's going
• If it's a curriculum to teach agriculture, to teach about the, you know, biology or environmental science
• I said, in general, would you believe that somebody with a 12th-grade education could teach effectively
• Teach effectively? Yes. Do you believe that? Yes, in general. All right. Thank you. Thank you.

Summary: The Administrative Rules Subcommittee met to review a long agenda of agency rule changes, beginning with housekeeping on the order of business and then taking up rules from multiple state agencies. Early items included Department of Energy and Environment rules on landfill post-closure trust fund spending thresholds and liquefied petroleum gas standards, DFA’s odometer disclosure rule allowing electronic signatures and disclosures, and several Department of Health rules covering ionizing radiation, mobile home and recreational parks, lead-based paint, counseling licensure, hearing instrument dispensers, athletic training, dental specialties and compacts, nursing, pharmacy, physician assistants, medical compacts, speech-language pathology and audiology, radiologic technology, massage therapy, community health workers, doula certification, and cosmetology/body art. Most of these were described as technical updates, conformity with recent acts, federal standards, or compact participation, and nearly all were approved without objection after brief questions and, in many cases, no public comment. The committee also reviewed Department of Labor and Licensing rules on minimum wage/independent contractor standards, boiler rules, motor vehicle commission requirements for ATV/LSV dealers, professional wrestling regulation, appraiser qualifications, and military recruiting and retention programs. Testimony generally emphasized that the rules implemented recent legislation, updated fees or licensing standards, or streamlined existing processes. Members asked a few questions about fee structures, the rationale for regulating professional wrestling, and how the National Guard’s public-private partnership and incentive programs would work; the department said the recruiting incentives would be funded from existing appropriations and were intended to improve retention and force strength. These rules were also approved without objection. The most extensive discussion came on the Department of Education’s Arkansas Children’s Educational Freedom Account Program rule. The department said the revisions, based on Act 920 of 2025, were intended to add guardrails, clarify allowable expenses, and speed approval of core educational purchases. Changes included defining core educational expenses, limiting certain sports-related spending, adding an intentional misuse standard, restricting phone purchases except for disability-related needs, setting a $1,000 threshold for additional review of technology purchases, capping carryover funds at $8,500, and creating a reconsideration process for denied expenses. Members raised concerns about safeguards, appeals, sports equipment, provider credentialing, rural vendor access, and whether the department would be flexible or overly restrictive. The department said it would review every request, provide written explanations for denials, allow appeals up to the State Board, and refer suspected fraud to prosecutors if necessary. After hearing from 13 members of the public, the committee continued to discuss the rule, but the transcript ends before any final vote on the EFA rule is shown.

Transcript Highlights:

• Teach Minnesota really seeks to do just that by recruiting, selecting, and training highly effective
• into teaching.
• Teach Minnesota seeks to recruit, select, and train highly effective educators to address shortages,
• into teaching.
• Our teacher candidates access to an affordable, cost-effective, and really rigorous pathway into teaching

Bills: HF846, HF1538, HF1959

Keywords: education, special education, apprenticeship, funding, grants, intermediate school districts, teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district

Transcript Highlights:

• how we ought to be going about teaching how we ought to be going about teaching things<00:06:49.479
• So it's a matter of when you're teaching, let's say we're teaching reading.
• So it's a matter of when you're teaching, let's say we're teaching reading.
• So it's a matter of when you're teaching, let's say we're teaching reading.
• So it's a matter of when you're teaching, let's say we're teaching reading.

Keywords: 928, house, all

Summary: The committee heard testimony on HB 129, which would redefine “evidence-based” in public education to require objective, science-based evidence for pedagogical methods. The prime sponsor said the bill is a verbatim reintroduction from the prior session and argued that current federal definitions are too vague, allowing subjective surveys and other weak evidence to justify teaching methods. He said the bill is limited to pedagogy, not subject matter, and is intended to improve student outcomes, reduce fad-driven practices, and potentially save money by limiting unnecessary retraining and new materials. Members asked repeatedly about the bill’s scope, including whether it would affect classroom teachers, curriculum content, and existing instructional approaches such as phonics versus whole language or queuing. The sponsor said the bill applies to state and local education bodies and educator training policies, not individual teachers in their classrooms, and that teachers would retain flexibility. He also said standardized testing could be part of a scientific study but is not itself a study, and that textbook providers could be asked to furnish the studies supporting instructional guidance included in their materials. Several members raised concerns about the fiscal note and possible cost shifts to local districts and taxpayers. The sponsor disputed the idea that the bill would necessarily create major new costs or require additional staff, saying any costs would likely be limited and that the department is already applying federal evidence-based rules. He also said if some current methods are not science-based, updating them would be justified even if there were some initial expense. No vote or final action was taken in the portion of the meeting provided.

Transcript Highlights:

• That is effective. It's in place as of this summer.
• The rules adopted will be effective October 26th. The rules adopted will be effective October 26th.
• And, you know, for 2025–2026 TEACH, and then we'll take questions.
• On January 1, that rule became effective.
• The funds have decreased some of the financial burdens of teaching.

Summary: The committee met to receive implementation updates on recently enacted health care laws from AHCA and the Department of Health. AHCA reported on rural emergency hospitals, explaining the new Class 4 hospital designation, rule changes completed June 1, 2025, and that no Florida hospitals have yet converted, though one North Walton/DeFuniak Springs-area hospital has expressed interest. AHCA also reviewed the non-emergent care access plan requirement for hospitals with emergency departments, saying 83 plans had been received since July 1 and 63 approved, with plans emphasizing patient education, referrals to primary care or urgent care, and coordination for Medicaid managed care enrollees through the Florida HIE/ENS system. Members asked about HIE capacity, data collection, and whether the plans would identify shortages or trigger accountability measures; AHCA said it had moved to a new HIE vendor and would continue gathering data. AHCA also updated the committee on the TEACH workforce program, reporting $6.8 million in FY 2024-25 spending across 59 parent organizations and 229 facilities, with more than 1,800 students and nearly 380,000 clinical hours reimbursed, and said a federal 1115 workforce waiver was unlikely to move forward under CMS. On KidCare, AHCA said House Bill 121’s expansion to 300% of the federal poverty level remains blocked by federal litigation and CMS action tied to premium nonpayment rules, and members and public witnesses urged prompt implementation and asked for enrollment/disenrollment data and the rural health transformation funding outlook. Public testimony largely supported the NCAP and TEACH programs and pressed for action on KidCare. Representatives from health centers said NCAP has strengthened hospital-health center relationships and improved care coordination, including reduced recidivism in some hospitals. A Bond Community Health Center physician said TEACH is helping offset the burden of training students and could help address workforce shortages, especially in rural and underserved areas. Advocacy groups urged the committee to push for implementation of the KidCare expansion, citing children in the coverage gap and rising uninsured rates. The Department of Health then presented on several programs from the 2024-25 session. It reported on the Florida Reimbursement Assistance for Medical Education (FRAME) program, including 78 dentists and 15 dental hygienists funded under the dental track and nearly 1,300 medical professionals funded overall, with 123 dental applications and 71 funded dentists in the most recent cycle. DOH also updated the Screening and Services Grant Program, the Health Care Innovation Revolving Loan Program, the statewide telehealth maternity care program, and the swimming lesson voucher program, noting strong participation and outcomes such as reduced ER visits and improved postpartum follow-up in the maternity program. Finally, DOH said implementation of the HIV prevention drug/pharmacist dispensing law is underway, with three certification courses approved and five certifications issued. Members asked about barriers to wider use of HIV prevention drugs, more detailed maternal outcome data, and the dental workforce program report; DOH said more detailed reports would follow.

Transcript Highlights:

• <00:02:09.440> in outofstate license to teach in outofstate license to teach in Minnesota,
• If there are any changes it effective.
• to teach? to teach?
• to an increase in Teach for America candidates<00:23:21.200> teaching<00:23:21.440> in
• <00:23:21.679> Minnesota candidates teaching in Minnesota candidates teaching in Minnesota schools

Keywords: 1183, house

Summary: The committee took up House File 3635, the Interstate Teacher Mobility Compact, and House File 3638, which would make several changes to teacher licensing and related agency operations. Dr. Yolena Bailey walked through the compact, explaining that it would let teachers move more easily among member states while preserving Minnesota’s authority over licensing, data, discipline, and rulemaking. She emphasized that the compact must be adopted without changes to be effective and that it would still require eligible teachers to hold a qualifying license, pass a state background check, and meet any compensation-related documentation requirements. Testifiers from school administrator groups and Western Governors University supported both bills. They said Minnesota’s teacher shortages, especially in special education, make it difficult to fill classrooms and often force districts to rely on substitutes or leave positions vacant. Supporters said the compact would speed licensing for qualified out-of-state teachers without lowering standards, and that the Tier 2 change in HF 3638 would help candidates enrolled in out-of-state teacher prep programs, including working adults and rural students, access Minnesota licensure pathways. WGU said the Tier 2 barrier affects its students and partnerships, including special education pipeline efforts and Teach For America collaborations. For HF 3638, Bailey described operational changes that would move the voluntary pair professional credential to MDE, allow a data-sharing agreement with the Board of School Administrators, let the agency use forfeiture fees for IT needs, update mental health training language and rulemaking, expand Tier 2 eligibility to some out-of-state teacher prep students, and extend the timeline for an online licensing system project by two years. Members asked whether the compact would add requirements for Minnesota educators or reduce licensure quality; Bailey and Representative Hill said it would not add classroom requirements and would mainly reduce paperwork while maintaining standards. The bills were laid over for further consideration, with no vote taken in the excerpt.

Transcript Highlights:

• > special currently teach reading for special currently teach reading for special education<00
• firm belief that not everyone can teach. firm belief that not everyone can teach.
• > of effectively effectively gain control of effectively effectively gain control of a<00:33:48.000
• effective effect effectiveness<00:58:03.440> of<00:58:03.680> seclusion<00:58:04.160>
• understanding of the effect on students. understanding of the effect on students.

Keywords: 1187, senate, all

Transcript Highlights:

• And recently, my daughter was asking ChatGPT not to do her problem, but to teach her.
• They also called for additional AI teaching and learning and faculty development.
• They also called for additional AI teaching and learning and faculty development.
• of us teaching race, gender, or power.
• Like, I've been teaching for almost 20 years, I'm still here to learn.

Summary: The Assembly Committee on Higher Education and the Assembly Privacy and Consumer Protection Committee held an oversight hearing on the California State University’s AI-empowered initiative, including the systemwide rollout of ChatGPT EDU and broader AI integration across CSU campuses. Opening remarks emphasized both the promise of AI for student success, workforce preparation, and access, and the need to address risks such as bias, privacy, misinformation, environmental impacts, and mental health harms. CSU representatives said the initiative grew out of Academic Senate recommendations and a systemwide generative AI committee, and that the goal was to provide equitable access, training, governance, and workforce alignment across the 23-campus system. CSU officials described systemwide contracts for AI tools, the AI Commons training hub, and faculty grant programs supporting AI-related curriculum innovation. They said more than 93,000 ChatGPT EDU accounts had been activated, over 4,300 faculty had taken voluntary training, and $3 million had been awarded to 63 faculty-led projects from more than 400 submissions. San Jose State University highlighted its own AI-focused programs, courses, orientation training, faculty fellows, student ambassadors, and interdisciplinary efforts to build AI literacy and responsible use into instruction and co-curricular programs. CSU also said it was tracking metrics on adoption, academic outcomes, workforce outcomes, and environmental impacts. Faculty, staff, and student representatives welcomed the educational potential of AI but raised concerns about the rollout, saying it had moved quickly and without enough consultation or consistent systemwide policy. They urged stronger protections for academic freedom, intellectual property, privacy, equity, and worker input, and warned about bias, surveillance, job displacement, and the environmental cost of AI. Legislators pressed CSU and OpenAI representatives on training requirements, data privacy, bias reporting, discipline for misuse, liability, sycophancy, and safeguards against harmful uses such as non-consensual imagery or self-harm-related interactions. CSU said interactions in the licensed tool are private, data are not used to train models, and campuses retain their own conduct processes; members also asked CSU to follow up on systemwide training, policy consistency, and additional safeguards.

Transcript Highlights:

• Oh yeah, it's in effect. or not upheld? Oh yeah, it's in effect. Yes.
• And the commandment is for us to teach it. And then not only do we teach it, live it.
• I said that if you need to teach it.
• should be able to teach that LGBTQ people were murdered... teach that LGBTQ people were murdered because
• to take effect prior to the actual holiday.

Keywords: 1136, house, all

Transcript Highlights:

• I teach a course—I'll just say, I teach a big course on conservatism and public policy.
• Even if it had an effect in terms of tamping down the problem, the side effects of it are horrific.
• Even if it had an effect in terms of camping down the problem, the side effects of it are horrific.
• They are, in essence, buying not only who teaches, but what will be taught.
• And Islam, all the more so, they are very hesitant to teach about and very hesitant to engage in teaching

Keywords: 995, all

Summary: The meeting opened with approval of the July 9, 2025 minutes and a roll call confirming quorum. DESE Commissioner Pedro Martinez gave his first official testimony, affirming the department’s commitment to preventing antisemitism and societal bias in schools, saying DESE supports the commission’s recommendations and will add staff resources to help develop and disseminate guidance and instructional materials. He said DESE’s rubric and guidance for identifying effective curricula and resources should be finalized in late fall, and commissioners welcomed the partnership and asked about the ongoing Section 98A work. The commission then heard from Professor Eitan Hirsch of Tufts, who presented research on antisemitism and campus climate. He described survey findings showing sharply different Jewish and non-Jewish views on Israel, increasing social pressure on Jewish students, and a growing tendency for Jewish students to hide their identity or feel penalized for participating in Jewish life. He argued that colleges need to do more to teach students how to handle dissent and build cultures of viewpoint diversity, and commissioners asked about best practices, regional differences, and the role of campus climate surveys. Rabbi Fine of UMass Amherst Hillel and student Sky Landau testified about antisemitism at UMass, especially since October 7. Fine described both a thriving Jewish student community and serious incidents including harassment, vandalism, classroom issues, protests, and students hiding Jewish identity; he said the university is working with Hillel and DEI leadership on goals and strategy for Jewish inclusion, and he urged more training and structured dialogue. Landau described antisemitic incidents she experienced or witnessed, including hostile BDS meetings, exclusion of Zionist students, Holocaust denial, threats, and social ostracism, and said Hillel was the only consistently safe space for her. Commissioners discussed reporting pathways, affinity groups, mental health supports, and ways to distinguish criticism of Israel from antisemitism. Later, the commission moved to its recommendations and made several edits before voting, including deleting offensive wording in a footnote, adding a citation to recent FBI hate crime data, and restoring language tied to an existing DESE regulation, 603 CMR 26.05, on classroom neutrality and fact-based instruction. Commissioners also reiterated that criticism of Israel’s government is not inherently antisemitic. The meeting included a brief interruption by a protester, after which the commission recessed and then resumed its work on the draft recommendations.

Transcript Highlights:

• it would encourage teachers to teach it would encourage teachers to teach kids<00:32:44.720>
• Our district has effectively 20 years.
• It has a big effect.
• It has big effect. We still have small. It has big effect.
• Senator Rarick. will disrupt teaching and learning will disrupt teaching and learning particularly<01

Keywords: 1187, senate, all

Transcript Highlights:

• the certification course before teaching again.
• teaching patrol tactics and all officers attending any training.
• Teaching patrol tactics and all officers attending any training.
• I mean, to basically audit, you know, how effective they've been.
• And effectively connect Washingtonians to technology?

Summary: The Joint Legislative Audit and Review Committee subcommittee heard three State Auditor’s Office performance audits: implementation of the Law Enforcement Training and Community Safety Act, Washington’s digital equity planning, and the Department of Commerce’s Digital Navigator Program. In the law enforcement training audit, the State Auditor found the Criminal Justice Training Commission had developed most required training content but had not developed all required topics, lacked a systematic project management approach, and had weak tools to ensure participation and compliance. Auditors said most officers had not completed the required 40 hours, patrol tactics training was a major bottleneck, and the Commission’s reporting did not clearly show statewide compliance. The Commission said it generally agreed with the recommendations and had begun implementing some changes. Committee members raised concerns about staffing, liability, incentives, and whether the law had enough enforcement “teeth.” In the digital equity audit, auditors said Washington lacked a comprehensive, unified statewide plan, a designated leader, and reliable funding for digital equity efforts. They said existing plans were fragmented, with the NTIA-approved plan the most complete but no longer fully funded after federal changes. The State Auditor recommended the legislature establish oversight authority and require a lead organization to coordinate and evaluate statewide digital equity efforts and develop a unified plan. The Department of Commerce and Office of Equity agreed with the need for clearer leadership and coordination, and a public witness described ongoing coalition and local planning work. Committee members asked about best practices from other states and whether the auditor could provide additional research on coordination models. In the Digital Navigator Program audit, the State Auditor concluded Commerce did not consistently follow core grant-management practices, including competitive award processes, vetting of grantees, clear contracts, performance monitoring, and reimbursement controls. Auditors said Commerce expanded grants without a new competition, lacked adequate documentation and reporting, and paid out millions without sufficient support; they also cited management decisions that overrode staff concerns. Commerce said it had already begun major contract-management reforms, created a new contracts and compliance structure, and was working on risk assessments, documentation standards, and staff training. Members pressed Commerce on accountability, possible recoupment of improper payments, ethics issues, and whether the agency had clear performance metrics for the program. No votes were taken, and the hearing ended after public testimony and committee discussion.

Transcript Highlights:

• So that will go into effect next year.
• I've been teaching for 10 years.
• , and a Teach Plus Texas Senior Policy Fellow.
• So I can't teach there anymore. First four or five paragraphs. So I can't teach there anymore.
• This is now my last year teaching.

Keywords: 1184, house, all

Transcript Highlights:

• I often teach onomatopoeia as well.
• will effectively opt in?
• When you are teaching the faith and when you're proselytizing, you are teaching somebody how to find
• was it to teach the faith?
• We can teach them something.

Bills: HB4, HB54, SB 10, SB 24, HB4, HB54, HB775, HB850, HB 1122, HB 1249, HB1405, HB2336, HB2757, HB3372, HB3622, HB4442, HB4687, HB4893, HB5089, HB5515, HB5606, SB10, SB24, HB1573, HB3369

Keywords: district composition, congressional election, Texas, legislature, voting districts, citizenship, U.S. citizen, non-citizen, public office, advisory board, task force, state government, local government, political subdivision, commission board, appointment eligibility, officeholder qualifications, public service, naturalization, Texas Government Code

Transcript Highlights:

• I teach a class there, so I hope to meet you at some point. Just a few questions.
• My grandma wanted me to use this as an opportunity to teach us in Yiddish.
• And so I teach a class on critical race theory.
• Levin to teach, or like Jonathan and Jeremy.
• never to target individuals, they always have an effect on individuals.

Keywords: 995, all

Summary: The Special Commission on Anti-Semitism met for its 11th meeting and approved the minutes from its August 7 meeting. Co-chairs said the commission had recently completed preliminary K-12 recommendations and would continue work on higher education, with additional topics such as workplace issues, the medical sector, and the arts to be addressed before the November 30 reporting deadline. They also said another public comment meeting would be held this fall. The first testimony came from Dr. Mark Posnansky of Harvard Medical School, who described anti-Semitism affecting STEM, research, and higher education. He said Jewish and Israeli students and faculty reported ostracism, gaslighting, intimidation, discrimination, and hiding Jewish identity, and he urged clear leadership statements, mandatory anti-Semitism education, and stronger reporting and discipline procedures. Commissioners asked about Harvard training, spillover into teaching hospitals, and whether anti-Semitic climates were causing students to leave; he said some students had turned down opportunities because of the environment and that concerns also affected healthcare settings. Lindsey Gabbo, a Harvard Law student and mother, testified that campus discourse after October 7 had made Jewish and Zionist students feel isolated and unwelcome, with protests, defaced hostage posters, and a student council BDS vote contributing to the climate. She said Harvard had sent some emails acknowledging anti-Semitism but that she had not seen meaningful steps to restore dialogue, and she argued the school needed more structured venues for conversation. Commissioners also asked about campus security, the effect on students’ mental health, and the impact of chants and protests that she said many Jewish students understood as calls to violence. A panel of concerned Jewish faculty and staff then offered contrasting views. Professor Jeremy Menchick argued the commission should use data carefully, include non-Zionist Jews in its analysis, and avoid reinforcing divisions within the Jewish community. Professor Hilary Lustick described restorative-practice approaches and said structured dialogue could address conflict without immediate punishment. Professor Jonathan Feingold warned that anti-Semitism was being weaponized by the Trump administration and right-wing groups to attack universities and DEI, and he urged the commission not to adopt approaches that could be used to undermine civil rights institutions. Commissioners pushed back on claims that the problem was being exaggerated or reduced to a “problem” rather than a “crisis,” and the discussion ended with continued debate over data, context, and how to balance anti-Semitism concerns with broader civil-rights protections.

Transcript Highlights:

• <00:03:57.519> cultural premise that teaching cultural premise that teaching cultural perspectives
• I've been teaching since 1996, but have spent the last 26 years teaching 9-12 at the D.
• I have been teaching for 45 years, and this includes teaching high school, even though my doctorate is
• I have been teaching for 45 years, and this includes teaching high school, even though my doctorate is
• it, families can teach it.

Keywords: 1183, house

Transcript Highlights:

• that aim to aim to help teachers teach that aim to help<00:25:16.039> teach<00:25:16.279>
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course
• teach history, he can't teach those other ones; he needs 18 credits in all those areas, and of course

Bills: HF984, HF921, HF922

Keywords: education funding, nonpublic schools, counseling services, guidance services, transportation for students, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization

Transcript Highlights:

• And right now we've got five former Ed Fellows that are teaching with us.
• They can complete student teaching as an educator fellow, however.
• They can complete student teaching as an educator fellow, however.
• It's back to COVID teaching for those of you that did it.
• It's back to COVID teaching, for those of you that did it.

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.