Transcript Highlights:

• Hill-Murray's specialized classes support unique learners in literacy and mathematics while also teaching
• But the way that we teach it and present it and view it is different.
• <00:11:58.839> it go about presenting it and teaching it go about presenting it and teaching
• is is that we very much want to teach is is that we very much want to teach that<00:12:08.040>
• Agnes School, where I also teach Latin to the seventh graders.

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• I teach a course—I'll just say, I teach a big course on conservatism and public policy.
• I teach a big course on conservatism and public policy, which is a little bit weird for a university
• Where I teach at Brandeis, we are required to be one of the responsible as a faculty member.
• 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:

• There is a definition for written curriculum that identifies the sequences used to teach the Arkansas
• And then we don't have any data regarding the percentage of teachers teaching out of field, so we're
• Emergency and provisional credentials refer to temporary teaching licenses allowed to someone to teach
• As was the average year of teaching experience. So that concludes the equitable access portion.
• Is that what an alternative teaching certificate is?

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• to teaching.
• up teachers and allows them to teach up teachers and allows them to teach with<00:21:14.960>
• <00:21:17.600> It they're they're used to teaching. It they're they're used to teaching.
• It is a way of teaching, and she thinks that things may be getting lost in translation.
• It's a way of teaching. And curriculum. It's a way of teaching.

Keywords: 1191, senate, all

Summary: The Committee of Conference on Senate Bill 578 met to reconcile differences in a bill concerning recess times for children and related early learning provisions. The Senate sponsor described two compromise amendments, both based on the Senate version, that would restore play-based learning through third grade and replace guided reading with interactive shared reading; the only difference between the two was whether recess would extend through fifth grade or eighth grade. The sponsor argued the changes were supported by studies, existing state investment in play-based learning, and examples from schools using recess to improve attendance and behavior. House members opposed the amendments, saying they were concerned about creating an expensive or unfunded mandate and about limiting local control over curriculum decisions. One House member said the state lacked enough fiscal support and implementation time for districts, and another said the proposal should perhaps be studied further before expanding it beyond kindergarten. Supporters countered that the state had already invested in training, that the proposal was a teaching method rather than a new curriculum, and that play-based learning and recess improve mental health, classroom behavior, and student engagement. The committee voted on the 2084S amendment, and it failed on a divided vote. After further discussion, the House reiterated that it would stick with its position and oppose the Senate amendments. The chair then stated that the committee was at an impasse and that the bill was effectively dead, with no further action taken.

Transcript Highlights:

• Which I was kind of shocked by when I was a first-year teacher because I thought that teaching the teaks
• But again, if we're not teaching classroom management to our teachers, if that's not the, the, the first
• And so my bill is just trying to get us back to teaching classroom management as a cornerstone.
• As an educator, I believe in educating kids like Teach them phone manners.
• I have a friend who teaches high school in KDIC.

Bills: HB6, HB27, HB123, HB210, HB213, HB222

Keywords: hemp, consumable hemp products, hemp-derived cannabinoids, CBD, cannabidiol, CBG, cannabigerol, Texas hemp law, hemp regulation, cannabinoid products, delta-9 THC, intoxicating hemp, hemp gummies, hemp vape, retail registration, product registration, QR code labeling, child-resistant packaging, youth access, minor sales

Transcript Highlights:

• Twin Cities as a director of teaching Twin Cities as a director of teaching and<00:29:37.480>
• We teach to the standards that Minnesotans decide. The MCA assessment follows those standards.
• reflection of their ability to teach reflection of their ability to teach their<01:14:21.080>
• modifications to curriculum teaching modifications to curriculum teaching instruction<01:20:33.719
• of the the um schools ability to teach of the the um schools ability to teach our<01:30:42.199><

Keywords: 1187, senate, all

Transcript Highlights:

• Are we going to teach them to tell you that they'll get back to you and then never do?
• Is that what we teach them to do?
• what we teach them to do? what we teach them to do?
• <01:09:57.200> uh promoting, teaching uh promoting, teaching uh our<01:09:58.200> training
• or reducing the schools are not teaching or reducing the teaching<01:26:41.640> of<01:26:41.760

Keywords: 981, all

Summary: The Senate convened with a quorum, approved the journal, and received several committee reports and appointment recommendations. Committees reported favorably on a number of bills and appointments, including local government, health and human services, transportation and energy, business/labor/technology, and judiciary items. The chamber also announced a change on the Senate Finance Committee, with Senator Adrian Benavidez appointed to replace Senator Julie Gonzales for the remainder of the session. A major floor item was House Bill 1136, creating the Pathways to Public Service Program in the Department of Personnel and Administration to identify coursework that could qualify students for entry-level state government jobs. Supporters said it would help attract young people to public service and fill state vacancies using existing resources; opponents argued it promoted government employment over private-sector careers and could expand government unnecessarily. After debate, the Senate adopted the bill on second reading, and the Committee of the Whole report later reflected that HB 1136 passed second reading and was ordered revised and placed on the calendar for third reading and final passage. The Senate also adopted House Joint Resolution 1023 recognizing Latino/Latina Advocacy Day after reading it at length and hearing remarks in support of civic engagement and Latino participation in policymaking. In addition, the chamber concurred with House amendments to Senate Bill 74, which clarifies penalties and procedures related to excessive claims in public construction performance bond disputes; the bill then passed again on re-passage. Several other bills, including Senate Bill 63 and remaining calendar items, were laid over to later dates, and the Senate also considered and began processing consent-calendar gubernatorial appointments.

Transcript Highlights:

• to teach some classes themselves.
• are currently in the teaching standards.
• We expect our schools to teach the basics.
• We, you know, none of us are in the classroom teaching. They're in the classroom teaching.
• Teachers should be teaching bell to bell.

Keywords: 1182, all

Summary: The committee first heard Superintendent Tom Horn’s State of Education address, which focused on school safety, academic outcomes, teacher pay, school choice, and opposition to DEI/CRT in schools. Horn argued that students cannot learn unless schools are safe, cited increased funding for school police officers and a recent Tucson charter school incident as evidence for more officers, and said the department’s academic efforts have centered on Project Momentum, tutoring, cell phone restrictions, career and technical education partnerships, and support for Native American districts. He also urged direct teacher pay increases through Proposition 123 and said the state board should revise teaching standards and school grading practices. Members questioned him about DEI compliance, cell phone enforcement, ESA accountability, teacher preparation programs, school safety funding, and literacy outcomes; Horn said the department’s role is largely advisory in a local-control state, that it tracks school practices on a website, and that it lacks academic outcome data for ESA students because private schools are not tested by the state. The committee then took up House Bill 2008, which would prohibit public school libraries from using public funds to pay dues or memberships to professional library associations that advocate for libraries and information services. Representative Cooper, the sponsor, said the bill was intended to keep school libraries politically neutral and prevent taxpayer money from supporting ideological advocacy, while arguing that membership could still be paid privately and that free professional development options exist. Opponents, including former librarian Judy Schweber, Marana board member Hunter Holt, and the ACLU of Arizona, argued the bill would undermine professional development, local control, and constitutional rights of association and petition, and that there was little evidence public funds were actually being used this way. Supporters, including Adrienne Johnson, said some library materials and associations promote political viewpoints and should not be funded with public dollars. After public comment and debate, the committee voted 7-5 to give HB 2008 a do pass recommendation. Members who explained no votes said the bill targeted a non-issue, lacked data showing a problem, and would divert attention from funding and literacy needs. Members supporting the bill said it was a reasonable restriction on public spending and a way to keep school libraries ideologically neutral. The committee then announced it would move on to House Bill 2249, the Parents’ Bill of Rights and Remedies.

Transcript Highlights:

• If a course... ...delivered electronically and more than half of the teaching remote from the student
• So a typical teacher teaching, you know, a group of students might be 10 to 15 at a time.
• We're all trying to teach children.
• When we look at AI in my class, I teach chemistry and I teach physics, and so we look at very, very large
• I might even actually turn this over to Dave because he also teaches at TCC.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• Our largest program is our TEACH program, which is where we come in and walk alongside our workforce.
• So while TEACH, our scholarship program that we maintain in the state, has mitigated some of that with
• I did the Teach for America Corps in the Mississippi Delta in 2007, and so I drank the Teach for America
• And so, going into my teaching career, I always understood how important your work is.
• We've done a lot of recruitment and TEACH being one of them.

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• or not on on teaching domestic violence or not teaching<00:18:30.480> domestic<00:18:30.880><
• Uh, it needs to teach that training, first aid. It needs to teach how to use a compass.
• Uh, it needs to teach that training, first aid. It needs to teach how to use a compass.
• Uh, it needs to teach that training, first aid. It needs to teach how to use a compass.
• them to teach. them to teach.

Keywords: 1189, house, all

Transcript Highlights:

• And if we can teach and traumatic.
• um I'm I'm wondering if I'm teaching um I'm I'm wondering if I'm teaching that<03:29:10.640>
• So, if I am teaching my student, if I'm a high school history teacher and I'm teaching my students that
• of the original prohibition on teaching of the original prohibition on teaching discrimination.
• this law is going to prohibit teaching this law is going to prohibit teaching that<03:58:05.359>

Keywords: 928, house, all

Summary: The committee heard testimony on SB 69, including a germane amendment about local school boards’ acceptance or rejection of gifts and donations and a non-germane amendment creating a virtual early childhood readiness family engagement program for preschool children not yet in kindergarten. Rep. Cordelli said the early literacy proposal was a modified version of an earlier kindergarten readiness bill, would rely on gifts and donations rather than state appropriations, and would include reporting requirements. Members questioned the shift from a broader technology program to an online-only model, the lack of detailed evaluation metrics, how long children would use the program, and whether it was appropriate for very young children. Cordelli said the change was intended to avoid government dependence and still allow the program to be offered next school year. Several members raised concerns about the gift-acceptance language on the underlying bill, including whether school boards would need to vote on small donations, whether gifts could be handled in blocks or at regular meetings, and how anonymous donations would work under right-to-know laws. Rep. Han noted that some gift discussions might belong in non-public session under RSA 91-A, while Rep. Cornell said acceptance or rejection of gifts could be handled at regular meetings and suggested a dollar threshold could be added later. The New Hampshire School Boards Association said it was not taking a position but wanted clearer guardrails, policy guidance, and clarification on timing, anonymity, and public-meeting requirements. Supporters of the early childhood program, including Waterford.org, said the proposal would provide an evidence-based, adaptive online literacy program with family engagement for four- and five-year-olds, and that it could help close early learning gaps. Waterford said it could work collaboratively with school districts and IEP teams, and that it would provide devices and internet access for families who need them. Committee members pressed on how the program would interact with existing special education services and whether districts could use it as part of an IEP; the response was that it would be supplementary and not an approved special education service. No votes were taken during the hearing; the chair indicated the committee would later executive the bills and try to get reports filed promptly.

Transcript Highlights:

• People who do all three jobs that we hire, which is teaching, research, and clinical education.
• More than 1,700 UMP faculty doctors practice, teach, and research across Fairview every day.
• > and<00:35:28.160> research doctors practice, teach, and research doctors practice, teach
• I practice, teach, Minnesota Physicians.
• We are physicians and other providers who practice, teach, and conduct research.

Keywords: 1187, senate, all

Transcript Highlights:

•   179 THE SUCH STRONG EVIDENCE INVENTORY  IN ALL AREAS BUT ESPECIALLY   180 TEACHING
• Third, the bill corrects a reference to the Center for Innovative Teaching and Learning, CITL, at USF
• THIS ENSURES EXPERIENCE EDUCATORS CAN RETURN TO   369 TEACHING MORE EFFICIENTLY WHILE STILL
• THE THIRD, THE BILL CORRECTS A REFERENCE   383 TO THE CENTER FOR INNOVATIVE TEACHING AND 
• Anchin Center for the Advancement of Teaching within USF instead.

Summary: The Pre-K-12 Budget Subcommittee met with a quorum and considered three bills. HB 157, School Teacher Training and Mentoring Program, would create a Department of Education program allowing school districts and charter schools to place current or retired high-performing teachers in D- or F-rated schools as mentors, with a proposed $3,000 stipend per mentor per mentee. Members questioned the funding source and contract-time implications; the sponsor said the program would use previously decategorized education funds and that mentoring could be done within existing planning, before-school, after-school, or weekend time. An amendment clarifying that the bill would use a contract template rather than a DOE contract was adopted, and the bill was reported favorably. The committee then heard CS/HB 859, Exceptional Students and Video Cameras in Public Schools, which would require school boards to adopt policies for video cameras in self-contained ESE classrooms upon a parent request, with redaction of other students from footage. Public testimony strongly supported the bill, including emotional accounts from a parent of a nonverbal adult with autism who described past abuse in a classroom and from the Autism Society of Florida, which argued cameras are a necessary safety measure for vulnerable students and noted other states already allow or require them. Members emphasized student safety and the need to fund the policy, and the bill was reported favorably. Finally, the committee considered HB 561, Educator Certification, which aims to reduce barriers for experienced educators returning to the classroom by expanding temporary certificate eligibility to those with expired Florida certificates, allowing prior subject-area exam results to count for reinstatement, and updating references related to educator professional learning support. The sponsor said the bill preserves standards while making reinstatement more efficient and less costly. There was broad support from members, who noted the value of retaining experienced teachers, and HB 561 was also reported favorably. The committee then adjourned.

Transcript Highlights:

• the certification course before teaching again.
• the certification course before teaching again.
• In the view of Commission staff, this to repeat the certification course before teaching again.
• That is just a bandwidth issue of how many instructors are teaching the Patrol Tactics course.
• Each session can only support... ...are teaching the Patrol Tactics course.

Keywords: 904, all

Summary: The Joint Legislative Audit and Review Committee subcommittee held a hybrid hearing to receive three State Auditor’s Office performance audits. The first audit examined implementation of the Law Enforcement Training and Community Safety Act. Auditors said the Criminal Justice Training Commission had developed most required training, but six community/cultural topics were still unfinished, the patrol tactics curriculum was incomplete in one area, and the agency lacked a systematic project management approach. They reported that most officers had not completed the 40 required hours, with low participation in patrol tactics training, weak communication, limited data to track compliance, and ineffective incentives or consequences. Committee members questioned staffing, liability, and enforcement, and the Commission said it generally agreed with the findings and had begun implementing recommendations, including improving training development and communication. The second audit reviewed Washington’s digital equity planning. Auditors concluded the state lacked a comprehensive, unified digital equity strategy, a designated lead, and reliable funding. They said the existing PEAR/Impact Plan, BEAD five-year plan, and NTIA-approved digital equity plan each addressed parts of the issue but none provided a full statewide framework with clear authority across agencies. The Department of Commerce’s Broadband Office and the Office of Equity said they agreed with the findings and were open to working with the legislature and the Digital Equity Forum on a more structured approach. A public witness described local and regional digital equity planning efforts and emphasized the importance of coordination and community-based work. The third audit focused on Commerce’s management of the Digital Navigator Program. Auditors said Commerce did not consistently use a competitive process, did not adequately vet grantees and subgrantees, wrote contracts that lacked clear deliverables and monitoring requirements, failed to enforce reporting, and paid $10.7 million without sufficient documentation to verify reimbursement eligibility. They said agency staff had raised concerns that were ignored and that some payments and contract expansions occurred despite warnings. Commerce officials said new leadership had already begun major contract-management reforms, including centralized oversight, risk assessments, clearer documentation standards, and staff training, and they said they would pursue recapture where appropriate. Committee members expressed strong concern about accountability, and the hearing ended after public testimony and committee discussion.

Transcript Highlights:

• , great career here practicing, teaching, great career here practicing, teaching, caring<00:20:03.919
• Physicians teach by doing.
• I learned as Physicians teach by doing.
• 00:25:33.760> with cannot teach without relationships with cannot teach without relationships
• how we um you know create a teaching how we um you know create a teaching environment<00:47:03.839

Keywords: 1183, house

Transcript Highlights:

• <00:56:24.640> job not going to lose their teaching job not going to lose their teaching job
• their teaching degree? their teaching degree?
• <00:57:13.760> and which you're trained to teach and which you're trained to teach and provide
• <01:20:16.320> students them more about how to teach students them more about how to teach
• My kids forgot how to teach reading.

Bills: HB0023, HB0024, HB0025

Keywords: extracurricular activities, public school participation, enrollment, Wyoming, student access, charter schools, application process, authorizers, public hearing, community support, scholarship, education, eligibility, continuous enrollment, 916, all

Transcript Highlights:

• Those are the AITS teaching partners.
• <01:21:32.880> That's um for 34 teaching artists. That's um for 34 teaching artists.
• > artist<01:21:37.600> gets there's each teaching artist gets there's each teaching artist
• screenings for all of the teaching screenings for all of the teaching artists.<01:23:48.719>
• ><01:25:34.159> might teaching artist or organization might teaching artist or organization might

Keywords: 910, house, all

Summary: The Committee on Culture and the Arts held an informational briefing on May 22 with the Hawaii Arts Alliance, the State Foundation on Culture and the Arts (SFCA), and the King Kamehameha Celebration Commission. Chair Capella said the purpose was to better understand the organizations’ work and strengthen relationships ahead of the interim and next session. The Hawaii Arts Alliance, led by Executive Director Gay Humphrey, described its mission to enrich Hawaii’s cultural fabric through arts education, advocacy, and community engagement, and highlighted its history tied to Alfred Price, including the creation of Hawaii’s 1% for art law and the alliance’s 45 years of service. The alliance outlined its current work, including administering SFCA-funded statewide programs such as Artist in the Schools and the new folk and traditional arts program, with 34 teaching partners serving more than 100 public and charter schools and Kumu Hawaii as the single grantee for traditional weaving instruction. It also discussed Arts First Partners, the incubation of Arts at Mark’s Garage, expanded advocacy efforts supported by Creative West grants, and new multi-year philanthropic support from the Hawaii Community Foundation and Atherton Family Foundation. The alliance said it is launching statewide listening sessions and an arts advocacy training program, and noted that most SFCA funds pass through the alliance to program partners, with the organization retaining 10 to 14 percent for administration. SFCA Executive Director Karen Ewald then described the agency’s role as the state arts agency, its strategic planning process, and its main programs, including Art in Public Places, the Capital Modern museum, Artist in the Schools, apprentice mentoring grants, community arts grants, the Hawaii State Poet Laureate program, a statewide cultural extension program, and the Hawaii Open Arts Program. She said SFCA has 21 staff with one vacancy, is awaiting a federal NEA partnership agreement, and is considering new revenue streams such as a cultural trust. She also noted that the King Kamehameha Celebration Commission was recently attached to SFCA, which has improved coordination and allows SFCA to provide funding for conservation and upkeep of the King Kamehameha statues statewide. No votes were taken; the meeting was informational only, with questions deferred until after the presentations.

Transcript Highlights:

• But we still have to teach them phonics, and we have to teach them spelling.
• teach them phonics, and we have to teach teach them phonics, and we have to teach them<03:10:55.000
• not teach spelling in our schools. not teach spelling in our schools.
• teach them how to use spell check. teach them how to use spell check.
• teaching and keep reintroducing. teaching and keep reintroducing.

Keywords: 916, all

Transcript Highlights:

• You think it's hard to teach when you have over 20 in a class. It's equally as hard.
• Teach auto mechanics. How can we get you headed in the direction.
• Engaging teaching. Not more days, not more hours, high-quality engagement.
• want to teach them in Mosquero or whatever small community you come from.
• OK, um, just to, to, I'm from Albuquerque, teach at Mazano High School.