Transcript Highlights:

• It is not an alternative to a basic education. It's not an exception to a basic education program.
• Some students with special education might meet more with their special education teacher than a typical
• We offer a special education program.
• educators, K-12 educators, and we even had some students on that committee.
• We did the first AI Innovation Summit with our educators.

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:

• For a special education student, it's 45 days.
• For a special education student, it's 45 days.
• So I was looking over the alternative education statute.
• And then we had education come in, and the... Education was never quite what the kids needed.
• , special education, and we may need some kind of additional education, um, and I don't know what the

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• We want to thank the Board of Education, especially their library specialist, and the many... ...education
• And you can't stop and help if you're not educated.
• online education provider has given those educational services, the families of those students are allowed
• online education to enrolled students that are also...
• Secretary of Education on this issue.

Keywords: 985, all

Transcript Highlights:

• education and Statewide education<01:18:32.719> property<01:18:33.239> tax education property
• <01:21:26.120> in of an adequate education in of an adequate education in Massachusetts<01
• opportunity for an adequate education opportunity for an adequate education and<01:28:16.239>
• changes the Statewide education and changes the Statewide education property<01:28:18.960> tax
• education scholarship um and education education scholarship um and education um<03:47:46.279>

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which limits the maximum credits per course eligible for the Dual and Concurrent Enrollment Program. Representative Ladd said the bill clarifies that eligible courses may not exceed four credits and was requested by the community college system. Representative Earth offered an amendment to make the bill effective on passage, which the committee adopted 18-0. The committee then approved HB 193 as amended by an 18-0 OTPA vote and placed it on the consent calendar. The committee next retained HB 295, concerning School Building Aid program funds, after Representative Spillsbury said the building aid bills were complex and needed more work. The motion to retain passed 18-0, with the chair explaining that retained bills can be revisited later and that related language could be moved among building aid bills. HB 354 was not acted on because the chair said the Department of Education and others had suggested possible changes that should be worked out first. HB 366, another school building aid bill, was also retained 18-0 for the same reasons as HB 295. The committee then considered HB 494, which funds the math learning communities program. Representative Earth offered an amendment to flat-fund the program, reducing the proposed increase by a net $50,000 and keeping funding at current levels for the biennium. After discussion about budget pressures and the program’s role in supporting math instruction and professional development, the amendment passed 18-0, and the bill as amended was approved 18-0 and placed on consent. Finally, the committee took up HB 515, which would repeal charter public school eligibility for state school building aid. Representative Popovici-Muller moved inexpedient to legislate, arguing charter schools should not be treated differently from other public schools, while Representatives Luno and Damon opposed the motion, saying charter schools differ in governance and financial risk and should not receive limited state building aid. The motion failed 10-8, so HB 515 was sent to the regular calendar. The committee assigned Representative Damon to the minority report and Representative Popovici-Muller to the majority report, with a noon deadline the next day. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program. Representative Ladd described the program as a successful affordability measure that saves families money and supports college access. Representative Earth offered an amendment to flat-fund the program at current levels, reducing the proposed increase by $500,000 in each year of the biennium. Shannon Reed of the Community College System said the change could limit enrollment or the number of funded courses, though students could still take additional courses at their own expense. Representative Ladd explained the program’s tuition structure and said the funding would help meet demand; the transcript cuts off before the final vote on HB 716.

Transcript Highlights:

• their Career and Technical education their Career and Technical education program<00:05:33.080><
• a policy the department of education a policy the department of education does<00:39:03.680>
• Education um student of the Bureau of Education um student of the Bureau of student<00:40:28.240>
• outside of the Department of Education outside of the Department of Education for<00:40:36.880><
• Education about these... health education and assistance with health education and assistance with decision-making

Keywords: 1191, senate, all

Transcript Highlights:

• Win, education lawyer.
• I’m an education lawyer with a specialty in equity education.
• I'm a concerned parent and educator. I strongly oppose ACA 7. I'm a concerned parent and educator.
• So this ACA 7 goes far beyond educational strategies—educational strategies which indeed are untouched
• Board of Education was about.

Keywords: 987, senate, all

Summary: The Senate Committee on Elections and Constitutional Amendments heard several measures, beginning with SCA 5, Senator Cortese’s proposal to create an Equalization Reserve Account to help reduce long-standing per-pupil funding disparities between basic aid and non-basic aid school districts. Supporters, including education leaders and school employees, argued the measure would provide a stable, long-term funding source to improve student services and staffing. Charter school representatives opposed the bill, saying it excluded charter schools from the benefits and could raise equal protection concerns. Senator Cortese responded that the bill only addresses district funding and does not alter charter funding formulas. After quorum was established, SCA 5 was approved and sent to Appropriations. The committee also heard S.J.R. 18, a resolution by Senator McNerney condemning the Citizens United decision and urging limits on corporate influence in elections. The author argued that corporate and dark money have overwhelmed campaign finance and weakened public trust. There was no formal witness testimony in support or opposition, and members discussed the resolution’s symbolic nature and its relationship to free speech and campaign finance rules. The resolution was adopted and referred onward. The committee then took up ACA 7, Assembly Member Jackson’s constitutional amendment to clarify Proposition 209 and allow more race-conscious tools in education to address racial equity gaps. Supporters said current law prevents targeted, evidence-based interventions and that the measure would help close persistent disparities; opponents argued it would weaken Prop. 209, invite discrimination, and likely fail at the ballot or in court. After extensive debate, the measure was approved as amended and sent to Appropriations. The committee next heard ACA 18, which would add a second student voting seat to the University of California Board of Regents, ensuring both undergraduate and graduate student representation. The author and student regent witnesses said the UC board is the only major higher education governing board in California with just one student vote, and that more student representation would improve decision-making and reflect the student body. The measure drew support from student organizations and was approved. Finally, AJR 29 was heard, opposing a federal executive order affecting vote-by-mail administration and defending California’s mail voting system as safe and secure. The author said the order would improperly interfere with state election administration. The resolution was adopted. Items 3 and 4 on consent were also approved, and the committee adjourned after all agenda items were acted upon.

Transcript Highlights:

• Members will get started with the Senate Committee on Education K through 16.
• all approved clinical training sites used by nursing education programs.
• They’re made by educators for educators.
• Holocaust education is not simply about listing dates and numbers.
• Education K-16 will stand in recess, subject to the call of the chair.

Summary: The Senate Education K-16 Committee heard several bills before recessing to the floor, with most measures left pending subject to the call of the chair. SB 2986 would allow public schools and universities to permit after-hours facility use by religious groups on the same terms as other nonprofits, and SB 1032 would open the Governor’s University Research Initiative to private and independent universities; both had committee substitutes adopted and were left pending after brief testimony. Supporters of SB 1032 from Rice and Baylor said the change would help Texas recruit top researchers and strengthen the state’s research economy. The committee also heard SB 2058, which would require the Texas Higher Education Coordinating Board to publish annual data on nursing clinical training sites to improve placement coordination, and SB 2683, which would bar public colleges from giving benefits or recognition to student organizations that receive support from foreign entities of concern; both were left pending after testimony. A large portion of the meeting focused on SB 2233, which would require public institutions of higher education to adopt policies prohibiting students or employees on nonimmigrant visas from publicly supporting terrorist activity or organizations, with enforcement through investigations, reporting to Homeland Security, and possible Attorney General action and fines. The author said the bill was intended to reinforce existing federal definitions and campus safety, while senators questioned the bill’s scope, the definition of terrorist activity, and the clause tied to U.S. policy or practice. Public witnesses, including civil rights advocates, law students, and others, argued the bill was vague, overbroad, unconstitutional, and likely to chill protected speech and increase surveillance of international students and Black and brown communities; several Jewish witnesses also said the bill misused Jewish safety concerns and could be used for viewpoint discrimination. SB 2233 was left pending after public testimony. The committee then took up SB 735, which builds on prior Holocaust education legislation by funding optional age-appropriate and bilingual curriculum, museum field trips, teacher preparation partnerships, annual reporting, and regional collaboration with Holocaust museums and education service centers. The author and invited witnesses said the bill responds to survey findings showing uneven Holocaust instruction and a need for better teacher training and accountability. A fifth-grade teacher and the director of the Holocaust Memorial Museum of San Antonio testified in support, emphasizing the need for accurate, age-appropriate instruction and professional development. The committee recessed before finishing the agenda, and SB 735 was set to resume after the floor session.

Transcript Highlights:

• With lesson planning and education.
• Is we take a deep dive into the education code.
• Currently there are about 1000 pages in the public education code.
• I know we just passed a law on the sexual education.
• In fact, I just gave consent this week to my son's sex education.

Transcript Highlights:

• from the Department of Education.
• Some districts only offer adult general education.
• Some districts only offer adult general education.
• ... ...providing money to career and technical education.
• You know, I know, for instance, nursing education.

Summary: The Appropriations Committee for Higher Education met to review Florida’s workforce and Florida College System funding models as part of budget planning. Chair Harrell opened by emphasizing the state’s growing focus on technical education and workforce pathways, and the committee first heard from Tara Goodman of the Department of Education on district workforce education. Goodman explained the programs funded through district workforce dollars, including career certificates, applied technology diplomas, registered apprenticeship, and adult general education, and described the model’s reliance on lagged enrollment, program cost weights, local tuition offsets, and supplemental factors such as disability services, GED testing, and minimum funding for small rural districts. She also noted federal support through Perkins and WIOA and said the model is used to determine unmet need and guide appropriations. In response to questions, she said health care programs are generally among the higher-cost offerings and may be supplemented by pipeline funds. The committee then heard from Kathy Hebda, Chancellor of the Florida College System, on the college system’s funding model. Hebda described the main funding sources, including the program fund, student success incentive funds, pipeline funds, tuition and fees, and performance-based incentives, and explained that the current model was developed by the 28 college presidents under legislative direction. She said the model uses a three-year average FTE, weights workforce enrollment more heavily than non-workforce enrollment, gives significant weight to completions, includes a small-college factor and regional cost differentials, and also provides targeted funding to bring colleges up to a floor based on per-FTE funding. Senators asked about colleges below the target, cost differences among programs, faculty salaries, and health insurance costs; Hebda said the model is meant to provide flexible operating dollars that colleges can use for those expenses, but specific salary and benefit decisions are left to the institutions. Seminole State College President Georgia Lorenz also testified in support of the college funding model, saying it holds institutions accountable for enrollment and completions, can be adjusted to reflect state priorities like workforce, and addresses differences in size and regional costs. No bills were voted on, and the committee adjourned after brief closing remarks thanking Seminole State College and the presenters.

Transcript Highlights:

• <01:21:26.120> in of an adequate education in of an adequate education in Massachusetts<01
• deserve better investing in education deserve better investing in education means<01:27:02.920><
• collectively responsible for educating collectively responsible for educating more<01:36:12.000>
• education scholarship um and education education scholarship um and education um<03:47:46.279>
• public education is to educate the public education is to educate the public<03:49:26.399> and

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which clarifies that dual and concurrent enrollment courses may not exceed four credits. Members said the bill came from the community college system and was intended to preserve the program’s high school-to-college pathway. An amendment changing the effective date to passage was adopted 18-0, and the committee then voted 18-0 to recommend OTPA on the bill as amended, with the bill placed on the consent calendar. The committee then retained HB 295 and HB 366, both related to school building aid, after members said the issues were complex and needed more work. Both motions to retain passed 18-0, leaving the bills in committee without reports. The chair also said HB 354 would not be taken up that day because of possible changes from the Department of Education and others. HB 494, funding the math learning communities program, was then amended to flat-fund the program rather than increase it, with members citing budget uncertainty. The amendment passed unanimously, and the committee then voted 18-0 for OTPA on the bill as amended, placing it on consent. Finally, HB 515, which would repeal charter public school eligibility for state school building aid, drew debate over whether charter schools should be treated differently from traditional public schools. The committee voted 10-8 for inexpedient to legislate, sending the bill to the regular calendar; Representative Damon was assigned the minority report and Representative Popovic the majority report. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program, where members discussed flat-funding the program at $2.5 million per year and the potential impact on course availability, but the transcript cuts off before a final vote is shown.

Transcript Highlights:

• In a senior education access to the staffer.
• I am an MTA member and a senior education activist at the Capital Education Agency.
• The state's education leaders in the Department of Education must take action to remove MTA's status
• I am also thinking about future educators.
• Education is essential.

Keywords: 995, all

Summary: The meeting focused on the commission’s work addressing antisemitism in Massachusetts, including security, education, victim services, and legal responses. A major presentation came from former federal prosecutor Eric O’Sham, who described the 2018 Tree of Life synagogue shooting in Pittsburgh, the attack’s planning and execution, the 11 victims killed, the defendant’s white supremacist and antisemitic online activity, the federal prosecution, and the long aftermath for the victim community. Commissioners asked about prevention, radicalization online, security for houses of worship, and how to support victims; O’Sham emphasized the limits of law enforcement when speech is protected, the importance of public education, security grants, and victim-witness support. The commission also heard from Ariel Holman of Agudath Israel, who described a wide range of antisemitic incidents affecting Orthodox Jews, including assaults, threats, vandalism, school harassment, and zoning barriers, and urged expanded security personnel grants, mental health resources, kosher food access, and support for synagogue development. Other speakers included advocates and local officials who supported Holocaust education, the planned Boston Holocaust Museum, cemetery protection, and broader public education efforts, while some public commenters criticized the commission’s focus or raised concerns about definitions of antisemitism and free speech. The meeting concluded with approval of prior meeting minutes and the start of public comment, which was limited to three minutes per speaker due to time constraints.

Transcript Highlights:

• Courtney Sallis, Department of Education. Greg Rogers, Department of Education. Thank you, guys.
• , or individualized education plan.
• in education.
• “Special education incentive pay?
• Courtney Salas Ford, Department of Education. Greg Rogers, Department of Education. Thank you.

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:

• We recognize that education—we create all these educational assets, digital assets, videos, learning
• We recognize that education—we create all these educational assets, digital assets, videos, learning
• a lens of education education is not a lens of education education is not a profit<00:29:11.080>
• Peace Officers education at Alexandria Peace Officers education at Alexandria Technical<00:35:21.880>
• <01:03:09.880> board Cook County higher education board Cook County higher education board

Keywords: 1183, house

Transcript Highlights:

• <02:44:48.479> So education, K12 and higher education.
• So education, K12 and higher education.
• . education. education.
• education program as a virtual education education program as a virtual education program<02:55:
• Department of Education. Department of Education.

Keywords: 916, all

Transcript Highlights:

• maltreatment, um abuse, and a educator maltreatment, um abuse, and a educator is<00:21:29.000>
• you get to learn here in this education you get to learn here in this education committee<00:26:
• students in their education. students in their education.
• students, and educators. students, and educators.
• Educational Audiology Association. Educational Audiology Association.

Keywords: 1187, senate, all

Transcript Highlights:

• of an adequate education. of an adequate education.
• subjects for an adequate education. subjects for an adequate education.
• > and educators, special educators um and educators, special educators um and family<02:00:08.080
• Hampshire education department. Hampshire education department.
• of Education.

Keywords: 1189, house, all

Transcript Highlights:

• to public education.
• As a former educator of 21 years, before joining this body, I was an educator.
• And it was my job as their educator and at will employee.
• Educational options are critical for Californians.
• Supporting our educators and especially our students.

Keywords: 988, house, all

Transcript Highlights:

• I also want to be clear that Educators I also want to be clear that Educators agree<00:02:43.760
• Our educators have chosen to go into education because they love our kids and they want to serve our
• I say this as an educator myself.
• Early Education educational growth Early Education shapes<01:10:06.400> their<01:10:06.600>
• their education and the education that they deserve to have, and have the legal right to.

Keywords: 1183, house

Transcript Highlights:

• Referred to Education.
• Referred to Education.
• Referred to Education.
• Referred to Education.
• We're talking about educators, early childhood educators, who make it such that we can have a functioning

Keywords: 974, senate, all

Transcript Highlights:

• There's a school on the grounds so they can be educated.
• There's a school on the grounds so they can be educated and need all the needs they need to be educated
• So we are not putting that through the education system.
• You're well educated on the issue. You've done your homework.
• I've been an educator at Pappas for six years.

Keywords: 995, all

Summary: The special legislative commission on the future of Pappas Rehabilitation Hospital for Children held a hybrid public hearing focused on the hospital’s future, admissions, staffing, infrastructure, and whether the facility should be preserved, expanded, or reimagined. Opening remarks from legislators, commissioners, parents, and union representatives emphasized that Pappas provides a unique combination of medical, rehabilitative, educational, and residential services for children with complex needs, and several speakers argued that the hospital is effectively being depopulated through reduced admissions and ongoing discharges despite public assurances that it remains open. Multiple speakers urged the commission to extend its authorization and continue its work before any closure or major change can occur. Testimony from labor leaders, including AFSCME, SEIU Local 509, and the Massachusetts Nurses Association, described a “silent closure” in practice, with staff reporting confusion about the hospital’s status, declining census numbers, blocked admissions, and uncertainty about the workforce’s future. They called for immediate action to stop admission denials and unnecessary discharges, and some proposed short-term solutions such as temporary modular structures to address infrastructure barriers and allow admissions to resume. Parents and former patients testified that Pappas provided life-changing independence, specialized therapy, and campus-based supports that they said could not be replicated elsewhere, and they criticized alternative placements as inadequate. Commissioner Robert Goldstein of the Department of Public Health said the administration supports keeping Pappas open and funded while the commission works, but he argued that admissions must comply with hospital-level-of-care rules and that the campus’s deteriorating infrastructure limits the kinds of children who can safely be served there. He said the department is continuing admissions for appropriate patients, working to expand outreach and services, and exploring long-term options, including broader statewide models of care. Commissioners pressed him on whether discharge status or lack of a clear discharge plan had been used as a barrier to admission, and requested de-identified data on patients recommended for admission but denied. No formal votes were taken during the hearing.