Transcript Highlights:

• that her students develop the tools that they need to be thoughtful, engaged citizens.
• that her students develop the tools that they need to be thoughtful, engaged citizens.
• that her students develop the tools that they need to be thoughtful, engaged citizens.
• that her students develop the tools that they need to be thoughtful, engaged citizens.
• that her students develop the tools that they need to be thoughtful, engaged citizens.

Transcript Highlights:

• Students involved in the service learning projects reported increased academic performance and engagement
• She said it would recognize and encourage students who go above and beyond in civic engagement, whether
• It would help foster a culture of engagement in schools, motivating students not just to learn about
• It would recognize and encourage students who go above and beyond in civic engagement, whether that's
• ways in which students are already engaging<01:42:43.920><c> with</c><01:42:44.080><c> their</c><01:

Committee: Senate Education Policy

Transcript Highlights:

• Rather than sitting behind a desk, passively taking in information, students are actively engaged in
• At its core, MyCAP is a continuous process that engages students in discovering their interests, skills
• This online system allows students to engage in self-exploration, access career and college resources
• We anticipate that MyCAP will strengthen student engagement, improve attendance, reduce dropout rates
• It will enable staff to evaluate and align curriculum, lessons, and experiences to ensure students engage

Committee: Joint Joint Committee on Education

Transcript Highlights:

• , for students like our students.
• students with disabilities, our Native American students, and our students that are experiencing poverty
• Student engagement and access are fundamentally linked to a student's sense of belonging because students
• are ELL students.
• year, different programs to decrease those barriers to increase student engagement.

Transcript Highlights:

• In this particular example, the girl on the left is engaging with the students and teaching, and you
• 130 students.
• With our new partnership with Doctor Lowe through his live program, we can start engaging students across
• We can start engaging students in sixth grade.
• We see this as the progression of engaging middle school students in the state and then keeping them

Committee: House A&B Education Subcommittee

Transcript Highlights:

• it was one of their jobs to promote and encourage their fellow students to engage and get registered
• Washington students are enthusiastic, engaged, and eager to participate in our democracy.
• to engage and get registered to vote in the importance of democracy and making students to engage and
• Washington students are enthusiastic, engaged, and eager to participate in our democracy.
• Students are back in school, engaged in history and social studies classes, and beginning to talk about

Summary: The committee heard testimony on several education-related bills. Senate Bill 6130 would move public high schools’ voter registration events from Temperance and Good Citizenship Day in January to National Voter Registration Day in September, with schools offering Future Voter registration to eligible students in history or social studies classes. The sponsor, Sen. Krishnadasan, and supporters from King County Elections, Pierce County, OSPI, and the Legislative Youth Advisory Council said the change would better match student interest and improve youth civic engagement at no fiscal cost. A senator asked about community service opportunities, and the sponsor said that could potentially fit within existing community service recognition programs. Senate Bill 6247 would expand financial oversight and training for school districts, especially those in financial distress or binding conditions. It would require additional ESD involvement, add WASDA training on budgeting and financial health for school directors, and impose stronger consequences for knowing financial misconduct, including future employment bars and state reimbursement of certain unrecovered damages. Sen. Dozier said the bill responds to district financial problems, including Prescott School District. OSPI supported the bill, while the Association of Educational Service Districts, WSSDA, and WEA raised concerns about ESDs being placed in an oversight role, the need to align the bill with other pending training legislation, and whether some enforcement duties should instead rest with the state auditor. Senate Bill 6268 would require OSPI to keep an online record of final special education community complaint decisions for 20 years instead of the current five years on its website. OSPI supported the bill, saying it would improve transparency and help families, educators, and policymakers identify patterns and understand how complaints are resolved; the sponsor said the retention period may be amended. Advocates from Washington Autism Alliance, The Arc, and parent advocates testified in favor, saying the records help families avoid repeated disputes and reveal systemic issues. Senate Bill 6278 would change how PESB reviews teacher and principal preparation programs and adjust student-teaching field placement plan submission timing; the sponsor said the goal is to ensure educators are better prepared, and PESB testified neutral, saying many of the review elements already exist and the bill would add flexibility. The committee also heard Senate Bill 6260, a budget-savings bill affecting public education. It would lengthen school bus depreciation to 15 years, withhold up to 1.9% of MSOC funds to pay for the High School and Beyond Plan platform, and reduce Running Start funding from 1.4 to 1.2 FTE. OFM supported the bill as part of the governor’s budget approach, but many testifiers opposed it, arguing it would cut district resources, keep older buses on the road longer, shift costs to schools, and reduce access to Running Start—especially for low-income, rural, and technical-program students. School district, college, PTA, counselor, and student witnesses said the current 1.4 FTE model has expanded access and completion, while supporters of the bill emphasized state budget pressures and said the changes would preserve other priorities.

Transcript Highlights:

• We aim to equip students with personalized and meaningful learning experiences that foster engagement
• engagement.
• students schools can utilize to engage students in<00:42:35.200><c> anytime</c><00:42:36.200><c> anywhere
• He said all the things they're talking about when it comes to student engagement basically come from
• , and it's really been engaging to provide that time for students, which again may not always happen

Committee: House Education Policy

Transcript Highlights:

• 42:13.359><c> of</c><00:42:13.599><c> color</c> income students and students of color income students
• ><c> and</c> aren't engaging high school students and aren't engaging high school students and and<00
• That means more students are on track, more students are graduating on time, and more students are prepared
• of engagement students are showing up.
• ><c> students</c><01:40:59.840><c> are</c> the amount of engagement students are the amount of engagement

Bills: HF3650 , HF2238

Committee: House Workforce, Labor, and Economic Development Finance and Policy

Transcript Highlights:

• Section B in that provision on page 44, lines 13 through 22, protects the students' ability to engage
• And I'll show you red shirt as Azeema Siddiq on behalf of Student Engage in Advancing Texas, and yourself
• I'm here as a State Policy Associate for Students Engaged in Advancing Texas, also known as SEAT.
• It simply leaves students unprepared. engage with the real world and perpetuate the very harm that we
• I serve as the executive director of Students Engage in Advancing Texas, a movement of young people demonstrating

Bills: SB12 , SB226 , SB413 , SB1049 , SB1191 , SB2398 , SB571 , SB2920 , SB 12

Committee: House Public Education

Transcript Highlights:

• Our public schools also offer re-engagement programming for students who may not have graduated.
• The problem is that all of these students, all of these programs have no centralized list of students
• that that haven't come back, LCPS could certainly ask for that list and re-engage those students, the
• students who had stepped away.
• And that's all that a student would get is, hey, we see you, we know that you're not engaging in school

Committee: House House Government, Elections & Indian Affairs

Transcript Highlights:

• I do this through teaching core values and providing ample opportunities for students to engage in Socratic
• My students engage in a six-week-long research paper.
• While school should be a place for students to learn and grow, our most vulnerable student populations
• For many Black students, trust matters, and when a student experiences discrimination or feels unheard
• Every student deserves to feel... likely to be engaged in learning, attending schools regularly, and

Summary: The Assembly Education Committee heard several Senate bills focused on student health, access, equity, and career preparation. SB 608 by Sen. Menjivar would expand access to condoms and related sexual health resources for students in grades 7–12 and direct the Department of Education to align with the California Healthy Youth Act. Supporters argued the bill would help address high STI rates among youth and remove barriers to access, while opponents raised concerns about parental authority, local control, and encouraging early sexual activity. The bill was approved on a 6-1 vote and sent to the Health Committee. SB 965 by Sen. Blakespear would prohibit libraries from requiring a parent to be physically present for a 16- or 17-year-old to obtain a library card, while still allowing libraries to require parental consent or signature. Supporters said the current rule creates unnecessary barriers for teens and school research projects, and the California Library Association said it was now neutral after amendments. The committee passed the bill 6-0 to Appropriations. SB 998 by Sen. Gonzalez would define and expand the duties of discrimination prevention coordinators in the state’s Office of Civil Rights, including adding a disability coordinator and deputy coordinators focused on anti-Black, anti-Asian, anti-Latino, and anti-Native American discrimination. Testimony emphasized the need to address rising hate incidents and discrimination in schools, especially for Black, LGBTQ+, AAPI, and other marginalized students. The bill was approved and sent to Judiciary with amendments to be processed there. SB 845 by Sen. Perez, which expands work-based learning and youth apprenticeship opportunities, also received broad support from education, workforce, and industry groups and passed unanimously to Labor and Employment. The committee also approved a consent calendar of additional bills and adjourned after all items were acted on.

Transcript Highlights:

• These firearm-related requirements do not apply to students engaged in specified activities authorized
• to re-engage the student.
• to re-engage the student in a school program.
• The re-engagement plan must be re-evaluated with the student and the student's parent or guardian every
• The re-engagement plan must be re-evaluated with the student and the student's parent or guardian every

Summary: The House Education Committee first heard House Bill 2246, which would update school discipline rules for firearm-related violations. Committee staff explained that the bill extends existing firearm expulsion and readmission provisions to charter schools, state tribal education compact schools, the School for the Blind, the Center for Deaf and Hard of Hearing Youth, and educational service districts, and would allow governing boards to deny readmission or limit participation in activities after a firearm-related incident. Representative Lowe said the bill was prompted by a local incident and was intended to give districts more flexibility and clarity while still ensuring students continue receiving educational services. Committee members questioned how the bill interacts with constitutional rights to public education, whether it applies to imitation firearms or social media threats, and whether the school board or administration should make the initial discipline decision. OSPI testified “other,” noting concern about limiting appeals to one reconsideration and citing 48 firearm-related expulsions and 198 suspensions in 2023-24. Team Child testified in opposition, arguing the bill would make reentry harder and could unnecessarily exclude students from extracurriculars after they had served their discipline period. The public hearing on HB 2246 closed with 246 pro, 7 con, and 1 other signed in. The committee then heard House Bill 2360, which would allow public and private schools to maintain stock albuterol under a statewide standing order for use in asthma or other respiratory emergencies. Staff described the bill as authorizing trained school personnel or nurses to administer school-supplied albuterol in certain circumstances, including on school property, buses, and sanctioned excursions, with limited liability protections and a refusal option for employees not wishing to administer it. Representative Donaghy said the bill was meant to address life-threatening asthma attacks, especially when a student’s own inhaler is unavailable or when emergency response times are long. OSPI and the Washington State Nurses Association/School Nurse Organization of Washington testified in support, emphasizing the prevalence of asthma, the bill’s permissive nature, and the need for a standing order. The Department of Health had sent a letter asking to strike one section, and some witnesses raised concerns about administering albuterol to students without a prior prescription or diagnosis. Opponents, including a school nurse, argued the bill should wait until the state has clearer protocols, more training, and better staffing, and said nurses should not be asked to diagnose or medicate without physician orders. Supporters, including a pediatric pulmonologist and school nurses, said stock albuterol is safe, can prevent emergency room visits and deaths, and should be paired with parent notification and follow-up care. The public hearing on HB 2360 closed with 113 pro, 2 con, and 1 other signed in.

Transcript Highlights:

• Time spent out of school has long-term consequences for all students, but it is catastrophic for students
• And to me, this is an opportunity for us to step up and engage. To step up and engage.
• They can engage at any point in the second working group. They can engage at the board vote.
• particular student.
• their place in civic engagement.

Committee: House House Education Committee of Reference

Summary: The committee first heard House Bill 4043, which would require each school district and charter school, beginning in 2027, to ensure at least one employee at each school is trained in CPR, first aid, and AED use. The sponsor said he intended to amend the bill on the floor to ensure someone is trained at all times and to clarify AED language. The American Heart Association testified neutral with concerns, supporting CPR training but warning the bill could leave gaps if only one person is trained and noting the need for AED access and emergency planning. Parents whose son died in an Arizona kindergarten classroom urged support, saying school staff should be prepared to respond to emergencies. The committee recommended the bill do pass by a vote of 7-1 with four present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of federal dietary guidelines. A representative of End Chronic Disease testified in favor, arguing schools should help prevent chronic disease through health education and physical activity. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 roll call. House Bill 2621, in its strike-everything form and with a Garcia amendment, addressed enrollment and special education procedures for students in unorganized territory, students using certificates of educational convenience, and children of active-duty military parents. The sponsor explained the bill was meant to clarify confusing law, speed enrollment and evaluations, and reduce delays in services. Champions for Kids supported the measure and the amendments, and the committee adopted both amendments before recommending the bill do pass 11-0. The committee also approved House Bill 2385, which limits superintendent contracts to one-year terms for the first three years unless the superintendent has already been employed three consecutive years; the sponsor framed it as a way to reduce costly early buyouts. That bill passed 7-4. Later, the committee approved House Bill 4106, creating the One Arizona Service Fellowship Program to provide service opportunities, stipends, and tuition awards for young adults, with an amendment changing the stipend contribution formula. The sponsor and supporters described it as a state-based service model inspired by Utah and aimed at education, military families, parks, hunger, and homelessness work; some members opposed it as an unnecessary state mandate or questioned the need for a new program. The committee also passed House Bill 2992, as amended, establishing a pilot program on child sexual abuse and assault awareness and prevention, expanded to K-12 and including grooming/exploitation content. A survivor advocate strongly supported the bill, while some members raised concerns about the funding source and possible unintended consequences. Finally, the committee passed House Bill 2370, which would require school leaders to notify governing boards before modifying weapons detection systems and to report changes within 24 hours; the sponsor cited a fatal school stabbing and other weapons incidents, while opponents argued the bill was too vague and could create operational problems. The committee also adopted a strike-everything amendment to House Bill 4056, allowing legislators making public records requests in their official capacity to avoid fees and requiring electronic production; the sponsor said it was needed after districts sought large fees, while opponents warned it could burden public agencies. The committee then began discussion of House Bill 2478, which would create an Arizona Commission on Student Outcomes to study K-12 accountability, finance, graduation requirements, and related issues, with proposed amendments to add early childhood study and change commission membership, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• Rather than sitting behind a desk, passively taking in information, students are actively engaged in
• At its core, MyCAP is a continuous process that engages students in discovering their interests, skills
• This online system allows students to engage in self-exploration, access career and college resources
• We anticipate that MyCAP will strengthen student engagement, improve attendance, reduce dropout rates
• It will enable staff to evaluate and align curriculum, lessons, and experiences to ensure students engage

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education held an informational hearing at Quincy Public Schools focused on career and technical education (CTE). Committee members said the visit was intended to gather input for statewide CTE legislation, including efforts to expand awareness and access, improve middle school exposure, invest in equipment and facilities, and strengthen ties to workforce boards and labor pathways. Quincy officials described their CTE system as integrated with academics and highlighted support from district, city, and state partners. School leaders outlined Quincy’s CTE offerings, including 15 Chapter 74 programs at Quincy High School and four at North Quincy High School, with about 1,360 students enrolled. Presenters emphasized curriculum aligned to DESE frameworks, work-based learning, industry-recognized credentials, safety training, business electives, dual enrollment and articulation with Quincy College, and grant funding such as Skills Capital and Perkins. They also discussed support liaisons for nontraditional careers and military pathways, advisory committees, and plans to seek Chapter 74 approval for an engineering program at North Quincy, along with new computer science and business offerings. Testimony from MassHire South Shore described workforce partnerships, YouthWorks, job fairs, resume workshops, and the Credit for Life Fair, while the assistant superintendent explained Quincy’s MyCAP planning grant and efforts to build a student-driven college and career readiness system. Three students testified about their pathways in welding, early education and care, and healthcare technology, describing hands-on learning, certifications, clinical or co-op experiences, and future plans for college and careers. Committee members praised Quincy as a model for combining CTE with general education, and the meeting ended with a motion to adjourn and unanimous adjournment.

Transcript Highlights:

• International students, of course, that's global engagement, which not only for those international students
• The benefits sometimes are overlooked, and so when you talk about student engagement in college, student
• Student engagement is one way to do... You want to predict so that you can lead to these.
• Student engagement is one way to do that.
• And so student engagement is how often students are engaged in working with faculty.

Summary: The committee first reviewed the 2024-25 tuition waiver report for the North Dakota University System. Staff explained that waivers were reported for degree-seeking students and broken out by residency, institution, and waiver type. Members asked about partial versus full waivers, institutional discretion, athletic waivers, and whether campuses have published guardrails or transparency requirements. Staff said most waivers are set by institutions, with some statutory and board-required categories, and that athletic waivers are a small share of total waiver dollars. The report showed total gross tuition of $354.5 million, tuition waived of $38.9 million, and 11,193 of 42,040 students receiving some waiver. Members also discussed how waivers affect net tuition revenue, housing and food collections, and whether campuses are using waivers strategically compared with scholarships and other funding sources. The committee then heard a presentation on tuition rates by campus and State Board policy. Staff explained the board’s tuition factors for resident, Minnesota reciprocity, contiguous-state/U.S. nonresident, and international students, and noted that campuses often seek exceptions based on program-specific competition and enrollment goals. Members asked whether rates are based on cost or competition, and staff said campuses typically bring forward estimates and market comparisons when requesting special rates. The presentation also reviewed general fund appropriations versus net tuition revenue by campus, and members discussed how local tuition decisions and waivers do not directly affect the state funding formula, though they do affect institutional revenue and reserves. Questions were also raised about the Higher Learning Commission’s financial composite indicator and how it differs from the more intuitive reserve and revenue figures. The committee next received a broad overview of non-higher-education entities affiliated with the State Board of Higher Education, beginning with NDSU agriculture-related units. Dr. Greg Lardy described the State Board of Agricultural Research and Education, the NDSU Extension Service, the Agricultural Experiment Station, and the branch research centers, emphasizing their statewide role in crop and livestock research, extension education, and county-based outreach. He outlined funding mixes for extension, the experiment station, and branch stations, noting that grants and contracts support both research and education, while the agronomy seed farm is self-funded through seed sales. Members asked about the new and vacant FTE pool, R1 research status, matching requirements for grants, and whether state appropriations count toward research expenditures. Dr. Lardy also highlighted major research impacts, including crop varieties, virtual fencing, AI-assisted weed control, and NDAWN weather data. The Northern Crops Institute and the Upper Great Plains Transportation Institute also presented. NCI described its role in market development, technical services, and education for regional agriculture, its governance through the Northern Crops Council, and its funding from state appropriations, other states, and earned revenue. Members asked about the source of out-of-state funding, intellectual property, and the institute’s international reach. UGPTI then outlined its transportation research, federal and state funding structure, and work on road and bridge condition assessments, travel demand modeling, and workforce training. No votes were taken during the portion of the meeting reflected in the transcript.

Transcript Highlights:

• Student learning.
• Students living in fear are not students who are able to fully engage and learn.
• Student...
• We also redesigned major yield events to create warm, engaging experiences for students and their families
• As you have heard or may have heard in our student success work, our year of engagement work, we are

Summary: The joint Assembly Higher Education and Budget Subcommittee hearing focused on the California State University system’s enrollment trends, fiscal pressures, and how state funding should be allocated across campuses. Chairs and members emphasized CSU’s importance to California’s workforce and economy, but also raised concerns about declining enrollment at some campuses, unmet enrollment targets, and whether funding is aligned with student demand. The hearing was framed as preparation for the 2026 budget, with particular attention to campuses such as Humboldt, Sonoma, San Francisco, Channel Islands, and others that have received significant state support or are below target enrollment. In the first panel, CSU Academic Senate Chair Dr. Elizabeth Boyd urged the Legislature to protect academic freedom, strengthen faculty governance, provide stable ongoing funding, end unfunded mandates, support student food and housing security, expand flexible scheduling, improve transfer systems, and maintain regional access rather than over-centralizing programs. Cal State Student Association Vice President Katie Karam said students are feeling the effects of budget shortfalls through fewer course sections, reduced advising and services, longer time to degree, and rising tuition, and she called for transparency, meaningful student involvement in budget decisions, and sustained state investment rather than one-time fixes. In the enrollment panel, CSU Chancellor’s Office and campus administrators described a systemwide strategic enrollment plan under CSU Forward, with efforts to expand access, improve recruitment, and better align programs with workforce needs. Dr. Delcy Perez said systemwide resident enrollment and applications are up, and highlighted direct admissions and outreach partnerships. Campus representatives from Chico State, Cal State L.A., and San Diego State described local recruitment, transfer partnerships, and retention strategies. Members pressed CSU officials on discrepancies between reported enrollment growth and public data, the per-student funding formula, and the use of reserves and reallocation to shift money from lower-enrollment campuses to high-demand campuses. CSU officials said they are reviewing all campuses’ fiscal health, developing turnaround plans, and expect to provide reports to the Legislature in the spring, while also acknowledging the need for longer-term changes to enrollment management and academic program alignment.

Transcript Highlights:

• </c> experiences that our call our students experiences that our call our students engage<01:20:03.400
• our volunteer work Community engagement our volunteer work student<01:20:28.120><c> recreation</c><01
• experience and how to engage more students into that higher-ed pathway.
• While a lot of the learning and development happens in the classrooms, students are engaged in important
• Research shows that students who engage in curricular activities are more likely to have a sense of belonging

Committee: Senate Higher Education

Transcript Highlights:

• </c><00:21:07.280><c> with</c><00:21:07.480><c> students</c><00:21:08.440><c> earlier</c> them to engage
• with students earlier them to engage with students earlier than<00:21:09.160><c> the</c><00:21:09.240
• I think they do a good job of making sure that they're engaged with the students and that, you know,
• </c><00:51:57.720><c> with</c><00:51:57.840><c> the</c><00:51:57.920><c> students</c> that they're engaged
• with the students that they're engaged with the students and<00:51:58.480><c> that,</c><00:51:58.760

Summary: The Budget Review Subcommittee on Education met for an overview of the Council on Postsecondary Education (CPE). After approving the prior meeting minutes, staff from CPE explained that the council was reconstituted in 1997 and serves as Kentucky’s statewide coordinating body for higher education, with responsibilities including advising the General Assembly and governor, coordinating the postsecondary system, supporting budget and performance funding work, and using data to track outcomes. They described Kentucky’s governance structure, including the KCTCS governing board, independent boards at public universities, and CPE’s role in licensing private institutions and overseeing transfer, closed-school records, and tuition approval. CPE staff emphasized statewide strategic planning and the “60 by 30” goal of having 60% of working-age Kentuckians hold a meaningful credential by 2030. They said the agency uses dashboards, KPIs, and peer comparisons to set targets for institutions and monitor enrollment, retention, and graduation. They also highlighted the Kentucky Graduate Profile, a voluntary effort to embed 10 essential workforce skills into general education and major programs, and noted ongoing work on academic program approval, performance funding, and a biennial budget request. The presentation also focused on student support and workforce alignment initiatives. Staff described the Kentucky Advising Academy, the Commonwealth Education Continuum, and the Kentucky Student Success Collaborative, which work with K-12 partners and campuses to improve advising, transfer, wraparound supports, and career planning. They also discussed GEAR UP, the Futurity career-planning platform, and efforts to connect education pathways to workforce needs, including healthcare, veterans, and other adult learners. CPE reported that student debt at graduation has fallen to $10,168 at public institutions and that six in ten Kentucky undergraduates graduate debt free.

Transcript Highlights:

• Should a pedagogical agent, like a chatbot, engage with a student in a productive way?
• What does it mean for a student to engage with this AI, and how does it impact the way they see themselves
• Like, God forbid, like, a student is engaging with the teachers, That are in the schools are safe.
• Like, God forbid, like, a student is engaging with a tool in school that is inappropriate.
• Student data and privacy, and then the engagement.

Committee: Senate Education Pre-K - 12

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• </c> to guide students. to guide students.
• For students, it does their students.
• mental health by to supporting student mental health by engaging<00:38:00.640><c> in</c><00:38:00.760
• We're teaching our students to engage in the future with responsibility, ensuring that they graduate
• For students, there are student actions.