Transcript Highlights:

• Dissection is an outdated tool that doesn't teach to the needs and learning styles of all students.
• charge of a natural history museum at the University of Arizona and I've spent close to 40 years teaching
• So just to put this into terms, when I had two children early in my teaching career, it cost me about
• Sarah Lillis with Teach Plus California in strong support.
• These are fundamentals that we should be teaching our children.

Keywords: 988, house, all

Transcript Highlights:

• Racism or sexism has no place in teaching.
• have to limit yourself to teach them one thing.
• I'm here to learn and teach others.
• Put this into a classroom as a teaching tool to teach kids morality, teach kids whatever, teach whatever
• tool to teach kids morality, teach kids whatever, teach whatever, I am the Lord your God, whatever that's

Summary: The House convened, established a quorum, heard an invocation and pledges, and approved several routine motions, including excuses for absent members, permission for committees to meet while the House was in session, and postponements of some bills. The chamber also received a Senate message listing measures passed by the Senate and adopted a memorial resolution honoring the 21 victims of the Robb Elementary School shooting in Uvalde, with remarks entered into the House Journal after a moment of silence. The House then took up a long third-reading calendar and passed a series of Senate bills on topics including criminal justice and corrections sunset provisions (SB 2405, 2406, 2407), election equipment testing (SB 2166), electric grid reliability and attack-preparedness exercises (SB 2148), firefighter collective bargaining (SB 777), DFPS and foster care procedures (SB 1141 and SB 1398), Medicare durable medical equipment billing (SB 1330), property tax administration (SB 1453), probate cleanup and record transfers (SB 1448 and SB 1839), mental health filing procedures (SB 53), school residency for children in safety placements (SB 226), diabetes-related amputation study (SB 1677), rapid DNA analysis (SB 1723), utility rate transparency and capacity cost recovery (SB 1664 and SB 1856), community supervision eligibility (SB 552 postponed), and other measures. Several bills passed with broad support, while others drew notable opposition and narrower margins, including SB 777, SB 2137, SB 2111, SB 1677, SB 1936, SB 1453, and SB 38. Two bills drew especially extensive debate. SB 2148, dealing with electricity supply chain reliability and tabletop exercises for critical facilities, was discussed as a grid-security measure aimed at coordinating utilities, law enforcement, ERCOT, and the PUC in the event of physical attacks; it passed unanimously. SB 1936, changing how LSD is measured for criminal prosecution from dosage-based to weight-based calculations, prompted extended discussion about lab consistency, carrier mediums, and fairness in charging, with supporters saying it would help crime labs and law enforcement and opponents warning it could distort penalties depending on the medium used; it passed 108-26. The House also passed SB 36, creating a Homeland Security Division within DPS, after questions about overlap with TDEM and the cost of adding personnel. Late in the day, the House debated SB 38 on eviction procedures, with supporters saying it targeted squatters and streamlined removal of unauthorized occupants, and opponents arguing it would make evictions too easy and worsen homelessness; it passed 85-44. The chamber also began debate on SB 37, a major higher-education governance bill that would expand governing-board oversight of curriculum, hiring, and faculty senates; members raised concerns about academic freedom, faculty governance, and the impact on humanities programs, and debate was still underway at the end of the transcript.

Transcript Highlights:

• 50% of the day, they can go in and teach something else.
• 50% of the day, they can go in and teach something else.
• , they can go in and teach something else.
• <00:40:18.480> math We decided we were going to teach math We decided we were going to teach
• <05:00:29.360> them<05:00:29.600> English there to teach them English there to teach

Keywords: 1189, house, all

Transcript Highlights:

• We want to tell you what to think, what to teach, how to do it, who to teach.
• , how to do it, who think, what to teach, how to do it, who to<00:15:03.120> teach.
• . teaching. teaching.
• these teachers are still teaching. these teachers are still teaching.
• They're shoved into private loans. what we teach, who they teach, who has what we teach, who they teach

Keywords: 1187, senate, all

Transcript Highlights:

• We also provide outreach events to advance the teaching and learning of math and science and to promote
• And here is a slide that shows you one of those high school math prodigies teaching the class and also
• During the tutoring sessions, he has little snippets of two or three-minute snippets of his teaching
• that are played, and the high school students will teach from what he has provided.
• In this particular example, the girl on the left is engaging with the students and teaching, and you

Keywords: 914, all

Transcript Highlights:

• <00:04:32.760> They<00:04:32.919> teach teach dual credit classes.
• They teach teach dual credit classes.
• research-related teaching releases. research-related teaching releases.
• <00:29:14.720> in equivalent levels in teaching in equivalent levels in teaching in teaching
• teaching and also class loads. teaching and also class loads.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met for its first summer interim meeting, opened with prayer and the Pledge of Allegiance, and took roll. The first presentation came from Jerry Gels, principal of Ignite Institute in Erlanger, who focused on the rising cost of dual credit. He said dual credit tuition has increased from about $150 to $290 for a three-credit course over roughly five years, which he argued is discouraging participation, especially for working-class and low-income students. He cited Ignite data and broader college outcomes to argue dual credit improves college persistence, shortens time to degree, and reduces student debt, noting that many of his students enter college with substantial credit and that low-income students at Ignite have increasingly participated after targeted efforts and scholarship use. He also said the instructional labor is largely paid by county school systems, so he questioned the size of the tuition increase and said the committee should examine how the costs are being set and whether college tuition should be stabilizing as more students arrive with credits already earned. Members asked about who pays for dual credit, the role of state scholarship support, and whether tuition varies by institution. Gels said students in his district generally pay the dual credit cost themselves, though some districts may cover it, and he noted the dual credit scholarship now covers fewer classes than before. He said the price appears to be set centrally rather than varying by university, and he emphasized that the higher cost is creating barriers even though the courses are taught largely by local teachers on school payrolls. He also described Ignite’s efforts to expand access for free- and reduced-lunch students, saying participation among that group rose from 27% with no dual credit to about 90-92% taking at least one dual credit class. The committee then heard from the Goldwater Institute, represented by Michael Frazier and Dr. Tim Minella by Zoom. They argued Kentucky’s public universities should face stronger accountability and transparency, citing declining public confidence in higher education, rising costs, and what they described as administrative growth and research spending that does not clearly benefit students or the Commonwealth. They proposed requiring a 10-year accounting of staffing growth by category, comparing it to enrollment and low-income Kentucky enrollment, and limiting non-STEM faculty teaching releases for research unless approved under a baseline consent process. They also criticized certain university-funded research projects as examples of misdirected spending and said public reporting should distinguish Kentucky residents from non-residents more clearly, pointing to a reported decline in low-income in-state undergraduate enrollment. No votes or formal actions were taken during the meeting.

Transcript Highlights:

• Would they still be required to teach? >> You're recognized. Thank you, Mister.
• If it's one of those 95% that our teachers and coaches, yes, they're going to be required to teach if
• I am a common my 44th year teaching and I'm a wrestling coach and I'm still coaching.
• They they go from teaching to maybe bartending make more money.
• And thank you for all the years and you put both into teaching and coaching.

Transcript Highlights:

• bill is specifically requiring like all universities to come up with their own type of program to teach
• their students how to teach literacy.
• And that I can only think back when I first started teaching, we didn't have that.
• So we needed student teaching.
• You could be teaching social studies and then all of a sudden get assigned to teach reading or teach

Keywords: 919, house, all

Summary: The House first considered a motion to take House File 2133 from the table, described as the tax vehicle bill. Representative Law opposed the motion, saying it was last year’s tax vehicle and not the agreed-upon bill for this year. The motion was nondebatable, a roll call was taken, and it failed on a 67-67 tie. The chamber then received a Senate message returning House File 4492, a veterans-related bill, with Senate amendments. Representative Bliss moved concurrence, and Representative Mueller explained that the amended bill included REACH Act and literacy-related provisions, including technical changes, expanded disability access language for the deaf and hard of hearing community, revisions involving the dyslexia community, and transparency around literacy material review. Representative Clardy described the bill’s teacher-preparation and early literacy components, and Representative Jordan noted it also provides high school diplomas to veterans of the Korean and Vietnam Wars who were unable to complete them because of service. The House concurred in the Senate amendments, then took up third reading and final passage of House File 4492 as amended. The bill passed unanimously, 134-0, and its title was agreed to. Afterward, Representative Niska moved a recess to the call of the Speaker, and the House recessed.

Transcript Highlights:

• teaching teaching cuz<00:20:52.240> seems<00:20:52.520> like<00:20:52.720> things
• Minnesota and I teach sixth grade math. Minnesota and I teach sixth grade math.
• I have done most of my teaching in the upper elementary.
• Teaching is not an easy profession, and we know that.
• Teaching is not an easy dedication.

Keywords: 1187, senate, all

Transcript Highlights:

• Racism or sexism has no place in teaching.
• You can teach them several things.
• I'm here to learn and teach others.
• And if you're going to put this into a classroom as a teaching tool to teach kids morality, teach kids
• whatever, teach whatever.

Bills: SB37, SJR84, SJR87, SJR27, SB8, SB10, SB227, SB261, SB15, SB12, SB25, SB57, SB127, SB293, SB441, SB3059, SB512, SB241, SB1718, SB140, SB2055, SB2075, SB2018, SB1534, SB1567, SB785, SB1233, SB1580, SB1663, SB413, SB447, SB519, SB467, SB1579, SB1191, SB1021, SB1838, SB2807, SB2835, SB546, SB2121, SB2167, SB2035, SB2024, SB1032, SB1049, SB1266, SB1400, SB1302, SB401, SB1596, SB1281, SB1242, SB1343, SB310, SB1346, SB2753, SB2703, SB2221, SB1719, SB2177, SB800, SB790, SB748, SB571, SB1957, SB1923, SB1896, SB1760, SB1335, SB2368, SB2477, SB2587, SB2972, SB2986, SB2965, SB1563, SB1467, SB1164, SB1137, SB614, SB705, SB961, SB918, SB955, SB869, SB850, SB863, SB1610, SB1055, SB2206, SB457, SB2337, SB1362, SCR9, SB2405, SB2406, SB2407, SB2166, SB2148, SB535, SB777, SB827, SB1141, SB1330, SB1352, SB1664, SB1862, SB1936, SB1453, SB1448, SB1398, SB2137, SB2111, SB53, SB226, SB1677, SB1723, SB1839, SB36, SB38, SB815, SB1856, SB552, SB646, SB37, SJR84, SJR87, SJR27, SB8, SB10, SB227, SB261, SB15, SB12, SB25, SB57, SB127, SB293, SB441, SB3059, SB512, SB241, SB1718, SB140, SB2055, SB2075, SB2018, SB1534, SB1567, SB785, SB1233, SB1580, SB1663, SB413, SB447, SB519, SB467, SB1579, SB1191, SB1021, SB1838, SB2807, SB2835, SB546, SB2121, SB2167, SB2035, SB2024, SB1032, SB1049, SB1266, SB1400, SB1302, SB401, SB1596, SB1281, SB1242, SB1343, SB310, SB1346, SB2753, SB2703, SB2221, SB1719, SB2177, SB800, SB790, SB748, SB571, SB1957, SB1923, SB1896, SB1760, SB1335, SB2368, SB2477, SB2587, SB2972, SB2986, SB2965, SB1563, SB1467, SB1164, SB1137, SB614, SB705, SB961, SB918, SB955, SB869, SB850, SB863, SB1610, SB1055, SB2206, SB457, SB2337, SB1362, SCR9, HB5560, HB762, HB 107, HB 114, HB300, HB138, HB4386, HB2495, HB581, HB3348, HB5323

Keywords: higher education, curriculum review, governing board, faculty council, ombudsman, tax exemption, property tax, homestead, fire damage, constitutional amendment, bail reform, criminal justice, felony offenses, public safety, judicial conduct, state commission, judicial misconduct, commission membership, immigration enforcement, ICE agreements

Transcript Highlights:

• But we teach how tadpoles become frogs and we teach how moths become butterflies, and sometimes that
• We also have different ways and mechanisms that we are teaching teachers to teach these subjects.
• You cannot espouse or disavow that from how we teach teachers how to teach.
• We cannot not teach that.
• You can't; you can teach students how to look at it.

Bills: SB 5, SJR 3, HB 11, HJR 72, HB 48, HB 27, HB 144, HB 37, HB 1481, HB 581, HB 1696, HB 2216, HB 1035, HB 1633, HB 742, HB 754, HB 1689, HB 1690, HB 2669, HB 391, HB 517, HB 1775, HB 1024, HB 1607, HB 252, HB 1716, HB 1562, HB 4116, HB 1866, HB 1741, HB 2103, HB 2637, HB 2884, HB 3707, HB 503, HB 1089, HB 1757, HB 2986, HB 972, SB 365, SB 1786, SB 5, SJR 3, HB 14, HB 43, HB 36, HB 26, HB 149, HB 121, HB 206, HB 136, HB 3114, HB 2733, HB 1732, HB 3700, HB 467, HB 1130, HB 1846, HB 1442, HB 1147, HB 2176, HB 2701, HB 805, HB 2890, HB 1154, HB 1644, HB 2118, HB 1718, HB 2488, HB 2596, HB 2468, HB 484, HB 2578, HB 3204, HB 1041, HB 307, HB 685, HB 538, HB 2525, HB 3125, HB 2027, HB 2894, HB 3077, HB 106, HB 18, HB 11, HJR 72, HB 48, HB 27, HB 144, HB 37, HB 1481, HB 581, HB 1696, HB 2216, HB 1035, HB 1633, HB 742, HB 754, HB 1689, HB 1690, HB 2669, HB 391, HB 517, HB 1775, HB 1024, HB 1607, HB 252, HB 1716, HB 1562, HB 4116, HB 1866, HB 1741, HB 2103, HB 2637, HB 2884, HB 3707, HB 503, HB 1089, HB 1757, HB 2986, HB 972

Keywords: dementia, research institute, Alzheimer's disease, Parkinson's disease, funding, grants, state health initiatives, research funding, state budget, prevention, healthcare, medical research, Dementia Prevention and Research Institute, licensing, reciprocity, regulation, Texas Department of Licensing and Regulation, interstate agreements, tax exemption, intellectual disability

Transcript Highlights:

• be forced into a position... ...to teach another.
• teaching, which is the goal of this bill.
• They will also be reaping the benefits by having to teach fewer classes.
• This is specifically why we chose for teachers to teach up to three classes.
• We believe this is a standard amount that a teacher should teach to teach as many students as possible

Summary: The Arkansas Boys State House convened with a quorum, heard opening remarks from legislative leaders and guests, and then considered a series of bills focused on rural services, education, taxes, and zoning. House Bill 1001 would have increased rural health care funding through a 10% tax on individuals earning at least $300,000; supporters argued it would improve access and quality in rural areas, while opponents raised concerns about fairness, long-term funding, and whether it would drive away doctors and taxpayers. The bill failed by a vote of 24 yeas, 51 nays, and 1 present. House Bill 1002 would have limited the number of subjects rural teachers could be assigned and offered sign-on bonuses to recruit more teachers; supporters said it would reduce burnout and improve specialization, while opponents questioned funding and whether it would worsen inequities. After immediate consideration, it passed narrowly, 38 yeas, 36 nays, and 2 present. The House then debated House Bill 1003, which would regulate AI data centers through county zoning authority and a 10% tax on corporations to fund conservation efforts. Supporters said counties should be able to decide whether data centers fit local needs, while opponents warned about lost jobs, higher costs, and federal-state jurisdiction issues. The bill passed 62 yeas, 7 nays, and 3 present. House Bill 1004 would have reduced motor vehicle registration fees to offset high fuel costs, but critics argued it would reduce highway and road funding and strain the state budget; it failed 20 yeas, 46 nays, and 4 present. The chamber then took up Senate bills. Senate Bill 1 proposed incentives tied to SNAP benefits to encourage healthier food purchases and address food insecurity and obesity; supporters framed it as a way to improve access to healthy food, while opponents objected to taxing junk food and burdening SNAP users. It passed 43 yeas and 27 nays. Senate Bill 2 would require reading tests in middle school and state tutoring for students who fail; supporters said it would address literacy problems early, while opponents wanted clearer provisions for older students and implementation. It passed 67 yeas, 6 nays, and 1 present. Senate Bill 3 would cut individual and corporate income taxes to promote economic growth and ease cost-of-living pressures; supporters cited prior tax cuts and business attraction, while opponents said the benefits would mostly go to wealthy corporations and CEOs. It passed 53 yeas, 15 nays, and 16 present. Senate Bill 4 created a mixed-use zoning grant program funded by a 1% hotel tourism tax to encourage affordable housing and downtown redevelopment; it passed 51 yeas, 7 nays, and 13 present. The session ended with a motion to adjourn, which carried.

Transcript Highlights:

• CSHB 3976 helps address this challenge by waiving license renewal fees for those who are teaching in
• So to teach, you often have to have a minimum of a master's degree.
• So to teach an undergraduate course, a professor needs a master's degree.
• To teach a master's course, a professor needs a doctoral degree.
• The healthcare workforce education fund supports programs growth and teach, uh, teaching pipelines that

Transcript Highlights:

• <00:15:21.920> profession how to get into the teaching profession how to get into the teaching
• He added that someone might teach 30 years and then, at about age 55, want to teach another five years
• He said the ultimate goal is to get people into the teaching profession, starting out as a career.
• He noted that someone can teach 30 years, probably until about age 55, and then maybe want to teach another
• Representative Tipton said someone can teach 30 years and then, at about age 55, maybe want to teach

Keywords: Consideration of HB 73 02:23 Consideration of HB 441 07:24 Consideration of HB 462 18:44, 958, all

Summary: The House State Government Committee met with a quorum and considered three bills. House Bill 73, as amended by committee substitute, added We Lead CS to the list of agencies participating in the Teachers’ Retirement System administrative provisions. The sponsor explained the bill corrects an oversight involving a computer science education service provider established in 2022. A question about fiscal impact was answered with no expected fiscal note or actuarial impact. The committee adopted the substitute and passed HB 73 19-0 with favorable expression. House Bill 441 addressed teacher shortages by expanding the number of retired teachers and critical-shortage-area teachers school districts may hire. The sponsor said districts could hire retired teachers up to 10% of staff and critical shortage area teachers up to 10%, replacing lower current limits and a temporary COVID-era provision that had expired. Members asked about work limits, salary rules, and how often shortage areas are identified; the sponsor said retired teachers remain subject to existing earnings limits, critical shortage teachers are paid at least a rank-two, 10-year salary, and shortage areas are identified annually by the Commissioner of Education. Supportive comments noted the bill was a stopgap and that long-term solutions should include recruitment, retention, and pay. The committee passed HB 441 19-0 with favorable expression. House Bill 462 would allow county clerks to correct marriage applications or licenses by affidavit, without requiring a lawsuit in circuit court, when there are obvious errors or omissions. The Kenton County clerk and another clerk testified that the change would help people who need corrected records for Social Security, Real ID, inheritance, and other legal purposes, while still preserving data needed by Vital Statistics. Members described the bill as a practical efficiency measure. The committee passed HB 462 19-0 with favorable expression, and the meeting then adjourned.

Transcript Highlights:

• I appreciate the opportunity to talk about teaching.
• and is called and equipped to teach.
• Music teaches you math. Music teaches you fractions.
• I mean, I was in Klein ISD previously, and we had some really great co-teach pairings.
• So, co-teaching requires a special education teacher five days a week.

Bills: HB2, HB2

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

Transcript Highlights:

• We all called it student teaching, and I was probably not very kind.
• If you don't teach your kids...
• We have another definition of teaching coaching.
• It's teaching in classrooms.
• How do you teach college and career readiness in every single course you teach?"

Transcript Highlights:

• In 1961, Professor Kwak joined the faculty at the University of Hawaii, where he focused his teaching
• His teaching influence and scholarship allowed him to shape the curriculum in the history and humanities
• Kwak, describing his scholarship, teaching, and the China seminar he founded. when I call your name we
• his teaching of Chinese thought his teaching influence<00:04:23.880> and<00:04:24.080> scholarship
• into the academy and now teaches into the academy and now teaches architecture<00:06:41.400>

Keywords: 912, senate, all

Summary: The Senate convened with 24 members present and one excused, approved the previous day’s Journal, and heard several introductions. Senator Hashimoto welcomed a visiting Kukui Fellowship Program cohort from Maui, and Senator Chang delivered a tribute honoring the late University of Hawaii Professor Daniel W. Kwak, highlighting his scholarship in Asian studies, his teaching career, and the journalism fellowship and China seminar he founded. A late introduction also recognized retired UH communications professor Gerald Kato for his work in journalism policy. The chamber then processed messages and communications, including Governor’s nominations to boards and commissions, House communications returning Senate bills, and a Judiciary communication transmitting the nomination of Sonia H. Toma to the Family Court of the Second Circuit. The Senate adopted Standing Committee Reports Nos. 1369 and 1370, agreed to disagree with House amendments to Senate Bill 108, and received notice that conferees would be named later. House concurrent resolutions transmitted from the House were referred to committee. On third reading, the Senate passed House Bill 994, HD1, relating to promoting pornography to minors, and House Bill 1175, relating to tax appeal procedures, both by unanimous consent with 24 ayes and no reservations. The Senate also granted a waiver of referral for a list of Senate concurrent resolutions and Senate resolutions so they could meet an upcoming deadline. The President thanked staff for the job fair and noted its value for employees whose service would end at adjournment. The Senate then adjourned until 11:30 a.m. on Monday, March 31st.

Transcript Highlights:

• Are teachers going to teach it? Because let's be honest, teachers are going to teach the standards.
• the faculty and staff that are teaching the faculty and staff that are teaching them. them. them
• Because Are teachers going to teach it?
• That's what they're teach the standards.
• Can you teach it to students? Can you teach it to other pre-service teachers?

Keywords: 958, all

Summary: The Artificial Intelligence Task Force met and adopted the prior minutes before turning to AI in education. Jeff Gagne of the Southern Regional Education Board described SREB’s Commission on AI in Education, which has organized its work into committees on policy, K-12 instruction, postsecondary instruction, and skills development. He highlighted eight commission recommendations covering statewide AI networks, targeted guidance for different user groups, professional development, standards and curricula, local capacity assessments, risk management, procurement, and AI-ready workforce skills. He also emphasized that states need more specific guidance for students, teachers, faculty, administrators, and parents, and that training is essential because many educators have not been prepared to use AI in instruction. Gagne also summarized two recent SREB reports: one on AI-ready workforce skills and one on AI use in K-12 classrooms. The workforce report recommends embedding AI across standards, strengthening computer science and digital learning standards, collaborating with industry and workforce agencies, building AI competencies into training and upskilling, providing educator professional development, and monitoring readiness. He said the report identifies three skill areas: success skills, industry baseline skills, and technical skills. The classroom guidance report promotes responsible AI adoption, with four pillars focused on increasing cognitive demand, streamlining teaching and administrative work, supporting personalized learning, and developing ethical AI users. He also noted that the report includes an AI procurement tool for school districts. Members thanked Gagne for providing outside examples and resources. One member noted JCPS has an introductory AI professional development offering for educators. Gagne said Kentucky’s David Couch serves on the SREB commission and that the commission’s member list and reports are available on SREB’s website. The committee then heard from Travis Powell of the Council on Postsecondary Education, who said CPE had surveyed campuses and found that Kentucky institutions have broadly embraced AI in teaching, research, student services, and administrative operations. He said all institutions have AI-focused degrees, minors, or courses, and many are integrating AI into general education and across disciplines. Powell also said CPE is considering an AI consortium and that campuses are using AI in research partnerships and applied work, while continuing to focus on ethical and effective use.

Transcript Highlights:

• :08.480> parent teaching, discipline problems, parent teaching, discipline problems, parent involvement
• Like, are they adequately teaching those courses?
• We don't want that to be the teach it.
• is affecting their ability to teach? is affecting their ability to teach?
• :52:50.400> why<01:52:50.639> there's teaching a student about why there's teaching a student

Keywords: Call to Order and Roll Call - 0:00:00 Approval of Minutes – 0:03:50 Robotics Education – 0:04:18 Canopy KY – 0:14:15 Comprehensive Support and Improvement – 0:23:20 Postsecondary Credit Alignment – 0:53:15 Diversity, Equity, and Inclusion in K-12 Settings – 1:21:25 Consideration of Referred Administrative Regulations – 2:05:15 Adjournment 2:05:41, 958, all

Summary: The committee opened with a roll call, confirmed a quorum, approved the minutes by voice vote, and recognized a guest of Senator Hickden, retired judge Dan Kelly. The chair then moved through a tight agenda and limited public presentations and questions. The first presentation was on robotics education in Kentucky, led by Representative Chris Lewis, Kentucky FIRST Robotics executive director Kelly Gowen, and students from Whitfield Academy. They argued that robotics should be expanded in high schools as a workforce pipeline for engineering, manufacturing, and advanced technology jobs. The presentation emphasized hands-on learning, industry certifications, teacher development, and a proposed framework to fund robotics education programs statewide. Committee members were not allowed to ask questions because of time constraints. The second presentation was from Canopy Kentucky, led by Adam Watson and founder Scott Collins. They described Canopy’s business and entrepreneurship education programs for fifth graders and high school students, including the NextGen Good Biz initiative and an eight-classroom high school unit. Canopy requested a one-time $750,000 appropriation for fiscal year 2026, matched by private funds, to expand into more schools and rural areas, train educators, and report outcomes. Members asked a brief question about how the programs fit into school schedules and the difference between the elementary and high school offerings. The final presentation, from KDE’s Kelly Foster and Todd Allen, reviewed the state’s school improvement classifications. Foster explained CSI, TSI, and ATSI status, the federal and state legal framework, and how House Bill 298 returned CSI identification to an annual cycle. She reported that Kentucky identified 50 CSI schools on the most recent release, with 53 CSI schools statewide, along with 39 TSI schools and 102 ATSI schools. She also outlined KDE’s support process, including education recovery staff, diagnostic reviews, turnaround plans, and required professional learning for CSI schools.

Transcript Highlights:

• Teaching position, how many consider leaving teaching?
• So now they've been teaching for six years.
• I can teach or I can case manage, but I can't do both well.
• I teach 9th through 12th grade students in the same room.
• So how are we supposed to teach kids?

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.