Transcript Highlights:

• Not through the over regulation of the classroom.
• A peer of his, as Lev says it, a peer of his used classroom materials to cut out a Nazi flag.
• How does implementation look like in the classroom? And let me ask why.
• In the classroom, who are facing so much.
• Open minds, and I know that you're committed to making sure that all kids in our classrooms have classrooms

Keywords: 988, house, all

Transcript Highlights:

• It's another thing to demonstrate that what you've learned, you've put into effect in the classroom and
• We're going to look at the number of classroom teachers compared to total students.
• And my question is on number two, the 88% on the classroom environment.
• Is that classroom environment, physical environment, or is that behavior in the classroom, or how is
• It's... ...salaries, all right; it's classroom situations, type of thing.

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• Are they protected in this because they're vital to those classrooms?
• <00:20:07.679> teachers, resources which are classroom teachers, resources which are classroom
• Are they protected in this because they're vital to those classrooms?
• Are they protected in this because they're vital to those classrooms?
• Are they protected in this because they're vital to those classrooms?

Bills: HB0150

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

Transcript Highlights:

• This journey also led me beyond my classroom. I’ve also helped highlight the micro-referencing.
• This journey also led me beyond my classroom.
• Trying to learn math through a screen when you’re used to being in a classroom and asking questions just
• Chairman and Senator, I think one other thing that we see in classrooms is we also see that shift in
• We saw lots of gains. ...classrooms that was funded by the legislature last year.

Bills: SB29, SB64

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• Performance-based pay won't fix our classroom.
• Question is, if you're at 32, let's even say 30 kids a classroom, you're in Austin ISD.
• If you've got 30 kids, that's $450,000 in a classroom.
• We want those children in gen ed classrooms with peers.
• , she doesn't have a set-aside classroom.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• We're checking the in a classroom.
• It's the same in the classroom.
• . classroom. classroom.
• I think it would be classroom?
• <04:42:48.080> And behaviors in their classroom. And behaviors in their classroom.

Keywords: 928, house, all

Summary: The committee heard House Bill 1331, which would allow the town of Derry to incorporate the Derry Cooperative School District as a department of the town through a charter amendment. The prime sponsor and several supporters argued the change would increase local control, streamline overlapping town and school functions, and potentially help align school spending with Derry’s tax cap. Supporters also said Derry is large enough to warrant a structure more like Manchester or Nashua, and one witness cited a 2018 nonbinding Derry ballot question that passed 597 to 547 in favor of seeking authorization for this change. Opposition came from NEA New Hampshire President Megan Tuttle, who said the association and the Derry Education Association opposed the bill because schools are not simply another municipal department and because Derry voters had already rejected merging the district into town government. She argued the state should respect local control and the community’s prior decision. Committee members asked about the scope of the proposed charter change, the role of the school board, and the reported prior vote, and the sponsor clarified that the amendment would be limited to this specific purpose rather than opening the entire charter. The hearing then moved to House Bill 1374, which would change the procedures for withdrawing from a cooperative school district. Representative Mary Murphy said current law gives other cooperative towns too much control over a withdrawing town’s decision, and her bill would remove the requirement for approval by the other towns while raising the withdrawing town’s approval threshold to a supermajority. She pointed to Francis Town’s 2024 withdrawal vote and said the bill was intended to protect students and local decision-making. The sponsor asked for an ought to pass recommendation, and committee members asked follow-up questions about the prior withdrawal vote and the number of voters involved.

Transcript Highlights:

• Her dedication to fostering student confidence and leadership both in and out of the classroom has ensured
• Denise Jessica dos Santos has created a classroom environment at Hawaiʻi Technology Academy where students
• Her dedication to fostering student confidence and leadership both in and out of the classroom has ensured
• Denise Jessica dos Santos has created a classroom environment at Hawaiʻi Technology Academy where students
• [Applause] Denise Jessica dos Santos has created a classroom environment at Hawaiʻi Technology Academy

Keywords: 910, house, all

Transcript Highlights:

• classroom today? classroom today?
• classroom and experiential learning. classroom and experiential learning.
• of what they're doing in that classroom. of what they're doing in that classroom.
• <02:13:04.320> and<02:13:05.280> elementary<02:13:05.920> classroom, classrooms
• and elementary classroom, classrooms and elementary classroom, which<02:13:06.639> is<02:13:07.119

Keywords: 910, house, all

Summary: The joint Education and Higher Education committees met on February 10, 2026, first hearing HB 1676, which would create an AI and education task force, require documentation from AI vendors before procurement or use, and appropriate funds. The Department of Education, Public Charter School Commission, and University of Hawaii all supported the bill’s intent and described existing AI literacy efforts, teacher training, guidance for students and staff, and privacy/monitoring safeguards. DOE said it had already convened an AI task force, produced a report, trained over 10,000 educators, and embedded AI into computer science and broader curricular guidance. Members questioned DOE about student privacy, harmful content monitoring, personal devices, cell phone policy, teacher training, and whether AI literacy should extend beyond computer science into all subjects and across rural schools. After discussion, the chair announced HB 1676 would be deferred to Friday, February 13, and that a HD1 draft would be prepared. The chair said the committee would revisit the task force composition and procurement standards, with possible elimination of the procurement section, and circulate the revised draft before the next hearing. The committee then recessed and later reconvened for HB 1811, a student loan repayment program for educators. Testimony from the Department of Education, Public Charter School Commission, University of Hawaii, Hawaii Teacher Standards Board, HSTA, and the Democratic Party of Hawaii Education Caucus was generally supportive, with HSTA and the Teacher Standards Board emphasizing teacher recruitment and retention, student loan burden, and the need to address the teacher shortage. In decision-making on HB 1811, the committees adopted the chair’s recommendation to pass the bill with amendments. The main amendment collapsed the repayment structure into a single disbursement of up to $25,000 after five years of service, with technical/non-substantive changes and a corrected effective date. Both the Education and Higher Education committees voted unanimously in favor. Later in the meeting, the Education Committee began hearing HB 1561 on student meals, which drew broad support from the Public Charter School Commission, Department of Health, HSTA, Hawaii Appleseed, Hawaii Children’s Action Network, and many individuals. Appleseed requested amendments to ensure charter schools are treated the same as other public schools if eligibility expands and to address reimbursement issues for schools already participating in the federal Community Eligibility Provision; members discussed those concerns but no action was taken in the portion of the transcript provided. The committee then moved on to HB 779, on expanding student meal coverage, where DOE supported the intent but said it could not support the bill in its current form because of fiscal constraints.

Transcript Highlights:

• . classroom and draw the same conclusion.
• I was in this classroom, a fourth grade classroom that was missing the teacher because the teacher had
• SDs, because those are classrooms with bigger challenges, right?
• And while we have, in most classrooms, in fact the overwhelming majority classrooms every day, in most
• So in reality exactly what might be going into the classroom? How much?

Keywords: 1184, house, all

Transcript Highlights:

• Um, the temperatures in the classrooms are getting worse and worse.
• Um, the temperatures in the classrooms are getting worse and worse.
• classrooms are getting worse and worse. classrooms are getting worse and worse.
• <01:28:39.520> discussion material because classroom discussion material because classroom
• Um, and so is the issue that that's up these topics in a classroom and in up these topics in a classroom

Keywords: 1191, senate, all

Transcript Highlights:

• I am a Teach For America alum, so I understand what it feels like in the classroom.
• Students are no longer in your classroom, and it's very difficult.
• Now, I'm not talking about individual classrooms.
• For example, classroom doors. There is no exemption for a classroom door.
• Classroom doors—there's no exemption for a classroom door currently.

Summary: The Pre-K through 12 Budget Subcommittee held its first interim meeting, took roll, and established a quorum. Members introduced themselves, many noting backgrounds in education, school boards, local government, or parenting, and Chair Jenna Persons-Mulicka outlined the committee’s goal of building the fiscal year 2025-26 Pre-K-12 budget. She also reviewed the fiscal year 2024-25 education budget, noting that the Pre-K-12 portion totals about $21 billion, with the Florida Education Finance Program (FEFP) as the largest driver, along with major funding for VPK, school readiness, and school recognition. She explained that federal COVID relief funds have ended and that recent school choice legislation has affected budget structure. Commissioner Manny Diaz and department leaders then gave overviews of their divisions. Diaz highlighted Florida’s education rankings, record graduation rate, progress monitoring, expanded school choice participation, charter school growth, and teacher salary investments, while emphasizing a focus on literacy, math, and early learning. Carrie Miller described the Division of Early Learning’s school readiness and VPK programs, their funding, eligibility, accountability systems, and the importance of kindergarten readiness. Paul Burns outlined the Division of Public Schools’ work on educator quality, literacy, standards, certification, family outreach, federal programs, and school improvement. Suzanne Pridgen reviewed finance and operations functions, including budget management, FEFP calculations, grants, procurement, transportation, and emergency management. Adam Emerson described parental choice programs, including scholarships, charter schools, schools of hope, virtual education, and home education. Darren Norris detailed the Office of Safe Schools’ responsibilities for risk assessments, compliance inspections, threat management, grants, and training created after the Marjory Stoneman Douglas tragedy. Members asked questions about several issues, including whether the Safe Schools office recommends changes to the school safety grant distribution formula, whether early learning eligibility should shift from federal poverty level to state median income, how scholarship payments are verified to avoid funding students who return to public school, and whether daily attendance systems could improve funding accuracy. Other questions addressed hurricane-related survey disruptions, VPK provider reimbursement rates and instructional hours, teacher salary increases, school start time costs, and how voucher schools handle IEP accommodations. Department officials generally said some issues remain under review, supported moving school readiness eligibility to SMI, noted that scholarship and enrollment data are cross-checked and adjusted when needed, and said progress monitoring now helps schools support mobile students. On school safety, officials said exemptions are allowed in statute for some items but not for classroom doors, and that district-specific conditions matter. No votes were taken and no formal actions were reported beyond receiving presentations and discussion.

Transcript Highlights:

• :26:25.120> stabbing students destroying classrooms, stabbing students destroying classrooms,
• And we heard happened in the classroom.
• kid that enjoys being in the classroom kid that enjoys being in the classroom with<01:43:05.920>
• :52:05.840> daily second grade classroom experiences daily second grade classroom experiences
• <01:53:02.159> the them right back in the classroom the them right back in the classroom the

Keywords: 1183, house

Transcript Highlights:

• There are some pretty amazing details: spacious classrooms, a therapeutic pool, a rooftop playground
• When a student struggles to succeed in a classroom, we immediately look to how we can support them.
• When a student struggles to succeed in a classroom, we immediately look to how we can support them.
• In the stream table project, ...extends beyond the classroom.
• Students' success depends on more than just what happens inside the classroom.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• There's no doubt that the very best instruction occurs in the classroom.
• All of my fifth grade classes in Walton were literally in classrooms in the basement, which dates to
• All of my fifth grade classes in Walton were literally in classrooms in the basement, which dates to
• All of my fifth grade classes in Walton were literally in classrooms in the basement, which dates to
• All of my fifth grade classes in Walton were literally in classrooms in the basement, which dates to

Keywords: Meeting Start 00:00:00 Roll Call 00:00:05 HB 537 Discussion 00:00:40 HB 537 Vote 00:02:45 HJR 34 Discussion 00:03:30 HJR 34 Vote 00:07:45 HJR 30 Discussion 00:08:30 HJR 30 Vote 00:10:25 HJR 32 Discussion 00:11:00 HJR 32 Vote 00:41:00, 958, all

Summary: The committee took up several measures related to appropriations and school facilities. House Bill 537 was explained as a technical fix to Kentucky’s opioid abatement settlement framework so the state can accept funds from national bankruptcy settlements under the allocation structure now used by the courts; the bill was supported by the Attorney General’s office and local government groups and received a favorable recommendation. House Joint Resolution 34 authorized release of previously appropriated KCTCS funds for three projects, and members discussed whether KCTCS facilities could be used more broadly for community needs such as public health, workforce, and other services. KCTCS officials said they were open to that idea, and the resolution also received a favorable recommendation. House Joint Resolution 30, concerning the Waters program and release of funds for projects that had remained in design, was adopted by committee substitute and passed favorably. The committee then heard extensive testimony on House Joint Resolution 32, which concerns school facility gap funding for districts with low bonding capacity. The chair and sponsor explained that the General Assembly had previously asked the auditor and Blue & Co. to analyze district data because of disputes over project costs and bonding capacity. Superintendents from Marion County, Augusta Independent, Williamstown, and Walton Verona described their projects and financial constraints. Marion County and Augusta argued that full gap funding is necessary for new school or multipurpose facility projects that cannot be phased in; Augusta emphasized its old building stock, high poverty rate, and the need for a gymnasium/multipurpose space used for school and community functions. Williamstown described a STEM center and field expansion, saying the project would be delayed for years without full funding. Walton Verona described rapid growth, overcrowding, and an intermediate school project that had risen sharply in cost from the original estimate. Members asked questions about the accuracy of cost estimates and the scope of the projects, including why some estimates differed from the auditor’s figures and whether the funding requests covered only parts of larger phased plans. The testimony generally supported full funding for the listed districts, with the districts arguing that the projects are necessary for safe, modern learning environments and that local tax effort has already been substantial. Each of the measures considered during the meeting was reported out favorably, with the chair voting no on the resolutions and bills before the committee.

Transcript Highlights:

• <00:22:02.799> if<00:22:02.960> we classroom the number of classrooms if we classroom
• the classrooms are allocated.
• with 92 classrooms.
• with 92 classrooms.
• with 92 classrooms.

Keywords: 912, senate, all

Transcript Highlights:

• So like the dimensions of classrooms, for example, comes to mind when we've talked about pre-K classrooms
• For classroom spaces.
• I mean we're, we're building and we're saying wow, this is the square footage, we increased the classroom
• size, but for school to increase their classroom size, when we're presuming they're going to have 20
• kids and yet they're packing the classroom with 30, there's still not enough room.

Transcript Highlights:

• So I understand that this is a hot topic for classroom teachers we're seeing just such an increase of
• to have the child after a few minutes sent out of their classroom return.
• Children do not have the right to put their hands or physically abuse a teacher in that classroom and
• the other children in that classroom.
• We have got to get discipline and respect back in the classroom.

Bills: HB1937, HB2153, HB3674, HB2978, HB3885, HB3671, HB3261, HB3021, HB3029, HB4274, HB3701, HB3076

Keywords: HB1937, Oklahoma schools, student communications, electronic communication, digital communication, parent notification, legal guardian, school personnel, teachers, coaches, administrators, charter schools, public schools, administrative leave, corroborated report, investigation, employee file, discipline, termination, school board

Transcript Highlights:

• focused on standards set by the State Board of Education and developed in partnership with Texas Classroom
• It's not just about the students; it's about the whole classroom. I think it's important.
• Texas classroom teachers, and then item results are to be presented to parents.
• That rubric was developed by our Educator Advisory Committee, which consists of 40 classroom teachers
• Yeah, I was just describing what is happening with classroom tests every day in the state.

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Transcript Highlights:

• Our students takes hours of valuable instruction time away from the classroom.
• They know how to run a classroom, and they know what is best for our children.
• They are the boots on the ground doing the hard work in the classroom day after day.
• They are the boots on the ground doing the hard work in the classroom.
• . teaching a little bit and sees the challenges of the media that is in classrooms.

Keywords: 1183, house

Transcript Highlights:

• It's primarily classrooms, so that's the first swim lane: classrooms, preschools.
• classrooms?
• You're going to need approximately 400 classrooms at 20 students per classroom.
• You said $750 price per square foot for classrooms? $750 for classrooms? Yeah, classrooms.
• yeah classrooms okay 750 for classrooms yeah classrooms okay that<01:19:44.639> is<01:19:44.840

Keywords: 910, house, all

Summary: The Committee on Education held an informational/budget briefing with presentations from the State Library System, the School Facilities Authority, and the Department of Education. The chair opened the meeting by outlining the order of presentations and noting that members would hold questions until after all three agencies had testified. The discussion focused on each agency’s priorities for the upcoming biennium and their budget requests. State Librarian Stacy Aldridge described library usage and services, emphasizing strong demand for physical and digital materials, internet and Wi-Fi access, programs, Kanopy streaming, and PressReader. She highlighted digital literacy classes, RFID self-check and smart shelving improvements, and the role of libraries as community hubs. The library’s budget request included an additional $1.2 million for security guards, $48.484 million for FY 26-27 to support popup libraries during temporary closures and other needs, $500,000 for repair and maintenance, $2 million for Kap planning and design, and $25 million each year for lump-sum capital funding. Mallerie Fujitani said the lump-sum funding is needed to keep roughly 50 projects moving and to avoid delays in construction. School Facilities Authority Executive Director Ricky Fujitani explained the agency’s startup history and its programs for preschools, Central Maui schools, and workforce housing. He said the authority is using standardized, prefabricated, programmatic approaches to speed delivery and improve maintainability, citing prior preschool renovations as a successful model. He reported that of $389 million appropriated, $106 million was released, with $81 million for preschools, $20 million for Central Maui schools, and $5 million for workforce housing; he also noted the workforce housing program was reduced after Maui fire-related reallocations. He said the pilot workforce housing site at Mililani High School has been awarded and pointed to University of Hawaiʻi student housing projects as a model. Superintendent Hayashi then began the Department of Education presentation, introducing DOE leadership and outlining the department’s mission to support academic achievement, character development, and student well-being. He noted the department serves more than 152,000 students in 258 public schools and employs over 42,000 people, with nearly 54% of students facing significant challenges. He framed the budget request around the department’s strategic plan to prepare graduates for college, careers, or military service. The transcript ends during the DOE presentation, before any committee votes or formal actions are taken.