Transcript Highlights:

• Speaker and gentle lady, I too agree that That it is effective, but Mr.
• to teach the colleges to teach the students to to teach their candidates in a certain way when they
• graduate, they teach, they go to the schools and teach, and if they don't do it in the way that we assigned
• things as structured literacy to the language that they're actually teaching.
• I've told this body that I can teach you Korean using the science of reading.

Transcript Highlights:

• And what is the most cost-effective way for them to acquire the skills?
• In short, AB-14 has not addressed the nursing shortage and may have unintended effects that decrease
• Second, ACA 3 would significantly impact UC's teaching, research, and health care operations.
• program evaluation, to not only see if it is effective, but how to make it more effective, if there
• inspector workforce. ...and help build a more effective and efficient safety inspector workforce.

Summary: The Assembly Higher Education Committee heard a series of bills focused on expanding access to higher education, addressing workforce shortages, student housing, and labor standards on campus projects. AB 662 would create a South County Higher Education Task Force to explore a mixed-use, intersegmental institution in Chula Vista; supporters said South San Diego County is a “college desert,” while the bill passed on a due pass as amended motion to Appropriations. AB 885 would establish a College Access for All Fund to help make CSU and UC attendance more affordable; supporters cited student debt and affordability concerns, and it also passed to Appropriations. AB 730 would provide $15 million to help establish a medical school in the Central Valley to address physician shortages, and it advanced on a due pass motion. AB 1400 would let up to 15 community college districts pilot bachelor’s degrees in nursing; supporters argued it would expand affordable BSN access and keep students local, while CSU, UC, and other higher education groups opposed it as unnecessary and inconsistent with the master plan. The bill passed to Appropriations, with members raising questions about clinical placements, faculty shortages, and possible effects on associate-degree programs. The committee also considered AB 1235, which would require CSU design-build projects to use a skilled and trained workforce, aligning CSU with other public higher education construction standards. Supporters said it would improve safety, training, and local job opportunities, and the bill passed to Appropriations. AB 1247 would restrict contracting out of classified school and community college jobs unless workers meet training and qualification standards and would address pension and training concerns; supporters said it would protect students and classified employees, while school and college groups warned it would disrupt services and add unfunded mandates. The bill passed to Appropriations with one no vote. AB 1470, presented on behalf of Assemblymember Haney, would allow a portion of student housing revolving loan funds to be used for affordable student, faculty, and staff housing in downtown and commercial districts; it was discussed as a housing and downtown revitalization measure, but the committee held off on a motion pending more members. ACA 3, also on behalf of Haney, would require UC to offer limited down payment loans to eligible long-term support staff first-time homebuyers; it drew extensive support from UC workers and unions, while UC and business groups opposed it as costly and outside UC’s mission, and the measure was still under discussion at the end of the transcript.

Transcript Highlights:

• :45.119> health,<00:49:45.559> nutrition, I teach about mental health, nutrition, I teach
• Teaching about STI in my made available.
• there uh purposefully trying to teach there uh purposefully trying to teach this<01:00:23.119>
• report, and effectively prevent abuse. report, and effectively prevent abuse.
• <01:48:49.840> investments policy and design effective investments policy and design effective

Keywords: 1187, senate, all

Transcript Highlights:

• It's a great bill, and it goes into effect July 1st of this year.
• I think it's only one of the current licenses in Texas is actually effective.
• So you believe that prosecution alone is the most effective.
• Can the person teach us how to love?
• He teaches how to pick the guitar. Absolutely. Thank you.

Bills: SCR5, SCR13, SB3, SB6, SB10, SB12, SB13, SB15, SB17, SB18, SB19, SB24, SB35, SB57, SB65, SB112, SB284, SB290, SB388, SB400, SB402, SB412, SB495, SB499, SB502, SB509, SB621, SB706, SB740, SB815, SB842, SB854, SB875, SB893, SB917, SB974, SB1025, SB1061, SB1073, SB1106, SB1268, SB1281, SB1300, SB1362, SB1379, SB1447, SB1451, SB1555, SB1902, SJR36, SJR12, SCR13, SCR25, SCR5, SCR22, SCR12, SCR24, SB495, SB412, SB10, SB18, SB565, SB372, SB842, SB765, SB62, SB19, SB666, SB707, SB888, SB687, SB706, SB847, SB290, SB13, SB1248, SB740, SB14, SB1006, SB504, SB917, SB925, SB388, SB1902, SB1121, SB995, SB857, SB305, SB296, SB284, SB35, SB6, SB815, SB3, SB1281, SB1379, SB1300, SB1497, SB1499, SB1498, SB1451, SB1061, SB15, SB65, SB241, SB304, SB402, SB499, SB621, SB974, SB1023, SB1024, SB1025, SB1106, SB686, SB112, SB371, SB204, SB400, SB609, SB1447, SB670, SB502, SB427, SB850, SB854, SB413, SB1555, SB1362, SB1346, SB1033, SB1220, SB1073, SB810, SB987, SB1539, SB893, SB447, SB875, SB406, SB509, SB985, SB965, SB17, SB1119, SB1505, SB12, SB24, SB57, SB1194, SB1253, SB1215, SB1532, SB1268, SB1302, SB856, SB650, SB583, SB673, SB840, SJR57, SCR8, SB213, SB681, SB1172, SB1252, SB378, SB610, SB918, SB1343, SB608, SB487, SB955, SB957, SB988, SB990, SB1019, SB1021, SB1120, SB251, SB958, SB535, SB761, SB1, SB541, SB315, SB379, SB1018, SB1737, SB266, SB1415

Keywords: SCR 5, Senate Concurrent Resolution 5, Texas School for the Deaf, TSD, Robert Rives, gymnasium naming, building naming, honorary resolution, commemorative resolution, deaf education, hard of hearing, Gallaudet University, alumni hall of fame, football coach, school facility naming, education K-16, State Affairs, Texas Legislature, public school tribute, water rights

Transcript Highlights:

• And then this is effective July 1 of 2026.
• <00:56:24.640> job not going to lose their teaching job not going to lose their teaching job
• their teaching degree? their teaching degree?
• <01:20:16.320> students them more about how to teach students them more about how to teach
• was very effective. was very effective.

Bills: HB0023, HB0024, HB0025

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

Transcript Highlights:

• Beyond teaching them the technical skills, we also seek to teach them independent living skills, financial
• We teach the soft skills. We're not teaching hard skills.
• We're not teaching hard skills; we're teaching soft skills.
• And we are teaching life skills out of that.
• That had a ripple effect inside our home.

Summary: The meeting opened with routine business, including approval of the January 13, 2026 minutes, and a brief recognition of Autism Awareness Month. The task force then heard a presentation from the University of Arkansas College of Education and Health Professions on two student support programs: the Empower Program for non-degree-seeking students ages 18–24 with mild intellectual disabilities, and the Autism Support Program for degree-seeking students with autism. Speakers described academic coaching, peer and career coaching, residential supports, person-centered planning, internships, and scholarship/fee structures, noting that both programs charge a $5,000 per-semester fee and rely on scholarships and fundraising to offset costs. Members asked about dorm arrangements, individualized plans, and how students transition in and out of supports; presenters explained that Empower students remain in the program throughout, while Autism Support Program students may enter or leave services as needed. The committee next heard from Pulaski Technical College’s 3D program, a three-year transition and post-secondary program for students with intellectual and developmental disabilities focused on culinary, baking, and hospitality training. Presenters outlined integrated classes with traditional students, faded support over time, internships, and outcomes such as 97 students enrolled since the program began, 57 graduates, strong completion rates, and many graduates obtaining and retaining jobs in the food service industry. Members asked about how success is measured, why rates are not 100 percent, the role of integrated classes, tuition, and community partnerships; staff explained that grading includes technical and professional skills, tuition is $5,700 per semester, and scholarships such as GETS and FAFSA help reduce costs. They also noted plans to expand offerings and pursue accreditation through the Inclusive Higher Education Accreditation Council. Finally, the task force received a presentation from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, community activities, and advocacy. Leaders described a long-term vision tied to the Cato Springs mixed-use development, where housing, jobs, clinical services, and community amenities would be integrated in a “live, work, play” model. They discussed a residential program, a new vocational program called Program Forge, community events, and the challenges of the “services cliff” after age 21, especially for adults with complex support needs. Members and parents spoke about the importance of trained direct support professionals, ABA-based supports, and the need for better funding and service models for adults. The meeting ended with announcements about upcoming autism-related events and a request for future discussion on task force appointments and broader issues around ABA oversight and misuse.

Transcript Highlights:

• I also teach. I teach homeschool support classes and I strongly oppose AB 84. Hi.
• It's to teach children.
• But number two is to teach kids to read.
• All future California teachers are being trained in effective means for teaching literacy right now in
• We teach the whole child.

Keywords: 988, house, all

Transcript Highlights:

• and to teach some classes themselves.
• I proposed to the state board that they open the teaching standards to eliminate DEI requirements.
• Madam Chair, Senator Miranda, how many schools did you teach at?
• Effective discipline requires collaboration, not rigid mandates written in statute.
• So you're a certified teacher to teach in classrooms? No, I'm not.

Bills: SB1074, SB1327, SB1475, SB1582, SB1583, SB1598

Keywords: student discipline, classroom management, temporary removal, administrative action, education policy, foreign relations, university governance, research security, international agreements, Arizona Board of Regents, interscholastic activities, student eligibility, criminal offenses, school district, youth sports, academic participation, conduct, planned communities, homeowners association, HOA

Summary: The Senate Education Committee heard a presentation from Superintendent of Public Instruction Tom Horne focused on school safety, academic improvement, career and technical education, ESA oversight, and teacher pay. Horne argued that students cannot learn without safe schools and urged more funding for school police officers, citing threats and violent incidents. He also highlighted Project Momentum, tutoring, attendance, classroom phone restrictions, the Student Industry Partnership, expanded ESA participation, and his call to use Proposition 123 land trust funds for direct teacher raises. In response to a question, he said the department is using AI tools, residency checks, and investigators to reduce ESA fraud and abuse. The committee then considered SB 1074, which would require written certification from a principal or administrator before a student removed for discipline could return to class. Horne and the sponsor said the bill would support teachers and hold administrators accountable, while opponents from the Arizona Education Association argued it was redundant, could undermine administrator judgment and FERPA-protected information, and would not address the root causes of classroom disruption. The bill passed 4-3. The committee also heard SB 1327, as amended by a strike-everything amendment requiring Arizona public universities to adopt and report on research security policies to protect against foreign adversary threats and preserve federal funding eligibility. Support came from the sponsor, State Armor, and the Arizona Board of Regents, and the amended bill passed 5-2. Members next approved SB 1475, which bars students convicted of, or admitting to, certain serious offenses from participating in school-sponsored interscholastic activities, with some discussion about rehabilitation, school discretion, and whether a readmittance process should exist. Supporters said the measure was needed for accountability and uniformity after a particularly egregious case; opponents warned it could remove an important rehabilitative outlet. The bill passed 4-3. The committee then advanced SB 1582 and SB 1583, both related to school safety interoperability funding and technical corrections; SB 1582 passed 4-2, and SB 1583, as amended, passed 4-2. Finally, SB 1598, which appropriates $500,000 for school and community gardens, passed unanimously 5-0 after testimony that gardens serve as hands-on learning spaces and supportive environments for students.

Transcript Highlights:

• We have been teaching students to drive in Massachusetts for nearly 20 years.
• I created Pedal Safe Boston out of... ...the public safety effectively.
• And that's the way it was done, and that's the way it's most effective.
• We teach the rules, then we get in the car.
• This, of course, in turn, has a detrimental effect on the state's economy.

Keywords: 995, all

Summary: The Joint Committee on Transportation held a public hearing on several bills related to driver’s license suspensions, junior operator training, online driver education, and regulation of e-bikes/scooters. A major focus was the Road to Opportunity Act (H. 3662/S. 2368), which would end license suspensions and registration holds for unpaid fines and fees unrelated to road safety, create hardship waivers and payment options, and replace suspension with nonrenewal in some cases. Supporters included the Attorney General’s office, ACLU, CPCS, Greater Boston Legal Services, transportation and anti-poverty advocates, and several affected residents who described job loss, housing instability, and difficulty paying toll and fee debts. They argued the current system punishes poverty, disproportionately affects Black and Latino residents, and is costly to enforce. Some testimony also noted that the bill would preserve suspensions for dangerous driving offenses. District Attorney Marion Ryan testified in favor of two bills: one allowing partial payment plans for certain RMV penalties and another closing a loophole that makes the penalty for violating a hardship license less severe than driving after a full suspension. Senator Sear and Representative Reed also spoke for the Road to Opportunity Act, while the AAG said the Attorney General supports it. Committee members asked about RMV implementation and whether the agency supports payment plans; Ryan said the RMV has been cooperative but believes legislation is needed. No votes were taken during the hearing. The committee also heard testimony on bills affecting young drivers. Senator Lovely and Representative Cruz supported a bill to create a junior operator license training fund, expand access for low- and moderate-income families, require refunds in some cases, and allow earlier passenger privileges. Another bill would make virtual instructor-led driver education permanent; AAA and several driving school owners supported it as an access and convenience measure, while other instructors opposed it, arguing in-person instruction is safer and more effective. Finally, Senator Collins and others testified for a transportation safety bill regulating motorized bicycles, scooters, e-bikes, and mopeds, increasing fines, requiring insurance for commercial use, and requiring public hearings and accessibility review for new bike lanes. Advocates for blind and disabled pedestrians supported that bill, while some transportation and business voices backed it as a safety and planning measure.

Transcript Highlights:

• Representative Biasiucci then asked whether the chemicals need to be in foam to be effective. Dr.
• It is a statewide mandate that all academies must teach cultural awareness.
• And it teaches that you do not have to be Black or Brown to be culturally aware.
• So the class we teach focuses on and teaches recruits.
• The class we teach focuses on teaching those recruits who have not maybe had the opportunity to grow

Bills: HB2207, HB2225, HB2602, HB2641

Keywords: braille, disability access, education funding, state corrections, inclusion, HB 2225, Yavapai County, northern Arizona regional training academy, training academy, public safety training, law enforcement training, police academy, first responder training, capital appropriation, state general fund, state treasurer, lapsing appropriation, section 35-190, capital costs, regional training facility

Summary: The committee first heard HB 2641, which would ban firefighting foam containing intentionally added PFAS chemicals. The sponsor said the bill was intended to protect firefighters and the public from carcinogenic and persistent chemicals that can contaminate groundwater, and noted Arizona had already banned the foam for training. A University of Arizona public health researcher testified that firefighters have higher PFAS levels than the general public and that AFFF use is associated with elevated exposure, while a firefighters’ association representative said alternatives exist and that the bill would remove uncertainty for departments. The committee passed HB 2641 unanimously, 15-0. The committee then heard HB 2602, a $24,000 appropriation for a 10% pay increase for Department of Public Safety employees in fiscal year 2027. The sponsor and supporters from the Arizona Troopers Association argued the raise was needed for recruitment and retention, citing vacancies, departures, and the cost of training new troopers. Several members supported the idea but raised concerns about the budget impact and the broader issue of pay disparities across agencies and state employees. The bill received a do pass recommendation on a 10-0-3 vote, with two members voting no and three voting present. Finally, the committee considered HB 2225, which would appropriate $10 million for capital costs at the Northern Arizona Regional Training Academy in Yavapai County and keep the funds from lapsing until 2029. The sponsor and Yavapai County law enforcement witnesses said the academy is overcrowded, serves multiple agencies across northern Arizona, reduces travel and lodging costs, and provides both basic and in-service training. Some members questioned whether the state should fund a county-based facility and raised concerns about the size and structure of the appropriation, while others supported the training mission but wanted the issue handled in the budget process. The committee voted to give HB 2225 a do pass recommendation, with several members voting no or present.

Transcript Highlights:

• to avoid teaching subjects that may place targets on them.
• That is what we're teaching our students and what we need to.
• And those ripple effects are hitting CSU students hard.
• We are the teaching force of these universities.
• And a couple of people were going to teach the classes, but they were getting cold feet about teaching

Summary: The Assembly Higher Education Committee held an oversight hearing on how federal actions are affecting California higher education, with opening remarks from the chair and members emphasizing the importance of state-federal shared governance and the need to protect access, affordability, and campus diversity. The first panel included leaders from the CSU, University of the Pacific, California Community Colleges, and UC, who described broad impacts from federal grant terminations, changes to student aid, loan limits, visa and immigration policy, and proposed reductions to research support. Testimony focused on the elimination of Grad PLUS loans, caps on Parent PLUS and Pell-related changes, the loss or suspension of hundreds of grants, and the resulting harm to student support services, research, workforce pipelines, food assistance, and health care training. UC and CSU representatives warned of major losses in research funding, indirect cost reimbursement, and student opportunities, while community college leaders highlighted uncertainty around federal grants and the need to maintain services for low-income, first-generation, undocumented, and other vulnerable students. Committee members asked how the state could respond, including through intersegmental partnerships, dual enrollment, transfer pathways, and support for basic needs and nutrition programs. Witnesses said California could help by sustaining financial aid, protecting minority-serving institution programs, and investing in research, housing, and workforce development. Several speakers stressed that federal changes were creating instability for students and campuses, and that the effects would likely be long-lasting, especially in health care, teaching, STEM, and social work pipelines. A second panel then focused on equitable access. The California Student Aid Commission described state efforts such as the $3.9 billion investment in aid programs, the Cal Grant system, the Dream Act, and possible reforms to better serve adult learners, foster youth, undocumented students, and students with dependents. The Los Angeles Community College District reported that federal cuts and policy shifts are discouraging students from applying for aid, threatening TRIO and MSI/HSI-funded services, and reducing support for basic needs, counseling, and workforce programs. The Association of Independent California Colleges and Universities and the CSU Academic Senate echoed concerns about FAFSA confusion, international student restrictions, grant losses, and the erosion of equity-focused programs. No formal votes or legislative actions were taken during the hearing; the committee primarily received testimony and discussed possible state responses.

Transcript Highlights:

• I'm the associate commissioner in the Office of Educator Licensure and Effectiveness at KDE.
• I'm the associate commissioner in the Office of Educator Licensure and Effectiveness at KDE.
• when it comes to your field of teaching. when it comes to your field of teaching.
• It says implement evidence-based practices that have been proven effective by the department.
• It says implement evidence-based practices that have been proven effective by the department.

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met for its first meeting of the session, reviewed basic committee rules, and took attendance before considering two bills. The chair emphasized civility, no signs in the room, and deadlines for committee substitutes and amendments. House Bill 416, sponsored by Representative Clines, would change teacher-preparation admissions by replacing an entrance test score requirement with a formative assessment approach while retaining exit examinations for teacher certification. KDE witnesses said the bill would reduce barriers, provide programs with data to support students, and not lower standards. Members asked about content-specific preparation, whether the bill would water down standards, and available data on current entry-test barriers. Several members spoke in support, citing the teacher shortage and the value of giving more candidates a path into education. The committee approved HB 416 unanimously and sent it to the House floor with a favorable expression of opinion. House Bill 389, sponsored by Representative Hein, would define dysgraphia, require KDE to annually update the dyslexia toolkit, support district professional development and coaching, require local boards to develop screener/diagnostic processes, and require postsecondary teacher programs to include dyslexia instruction. A committee substitute made technical changes, including an IDEA citation and removal of specific three-cueing language in favor of evidence-based practices. Testimony stressed that dyslexia is not the same as special education eligibility and that early identification and intervention are needed. Members discussed the low number of districts with related policies, the quality of approved screeners, and the need for more local and regional support services. The committee approved HB 389 with the committee substitute attached and sent it to the House floor with a favorable expression of opinion.

Transcript Highlights:

• <01:24:05.639> to<01:24:06.040> school to teach and how to teach to school to teach
• teach teaching that's and aspect of of teach teaching that's and and<01:42:55.599> uh<01:42:55.679
• I began teaching in 1978 when Jimmy Carter came out with a study on the effect of foreign languages in
• I was a bright and gifted student, and that method of teaching, where we teach to pressure and teach
• to pressure and teach to teach to pressure and teach to Performance<04:54:59.040> and<04:54:59.160

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• So, unless I'm mistaken, it is within the five years of teaching to be three, to have highly effective
• or effective, any kind of... ...to be three, to have highly effective or effective, any combination
• So the difference is that we've added effective to go in tandem with the highly effective.
• And so what we did is we decided if we add effective in there as well.
• Again, it's any combination thereof within those previous five years of teaching.

Summary: The House took up a series of Senate messages and concurred in several amendments before passing multiple bills. Early actions included unanimous passage of CS/CS/HB 1299 on Department of Health matters, CS/HB 1549 on financial institutions after removing a Senate-added trust-account provision, and CS/CS/SB 768 on foreign ties in business ownership after trimming registration requirements. The chamber also insisted on its housing amendment to CS/CS/CS/SB 184 after the Senate refused to concur. A major portion of the meeting focused on CS/CS/HB 875 on educator preparation. The House adopted an amendment restoring two teacher-prep courses, preserving the Florida Center for Teaching Excellence at Miami-Dade College in partnership with USF, and modifying the teacher candidate testing framework and mentor qualifications. Supporters said it reduced barriers while keeping standards; opponents raised concerns about the remaining “identity politics” language and other provisions. The bill then passed 91-22. The House also passed HB 1101 on out-of-network providers after adopting a House amendment that kept the original bill’s notice and referral provisions with a good-cause exemption, despite objections that it placed too much responsibility on doctors. Later, the chamber approved CS/CS/SB 180 on emergency preparedness and response, with members highlighting debris management, emergency planning, crane safety, and hurricane recovery provisions; it passed unanimously. The House then rejected concurrence in a Senate amendment to HB 1609 on waste incineration, and later spent substantial time debating CS/CS/HB 1115 on education, especially Schools of Hope, expanded co-location authority, funding, transportation, and school-district agreement terms. Critics argued the language was added late and could disadvantage traditional public schools, while supporters said it would expand options for students; the debate continued with the bill still under consideration at the end of the excerpt.

Transcript Highlights:

• I'm usually busy teaching in the fall. I teach a pretty hard Let me tell you why I can be here.
• I'm usually busy teaching in the fall.
• Teaching is one-third of our mission at the University of Washington.
• But she is teaching at this moment and could not be here.
• I mean, many of them have already taken effect, those austerity measures.

Summary: The meeting was a press conference and Q&A led by Rep. Shaun Scott to promote the proposed Well Washington Fund, a new dedicated account intended to raise about $3 billion annually through a corporate payroll tax on wages above $125,000. Scott said the bill would help offset expected federal cuts under Trump-era policies and support programs most at risk, including cash assistance, higher education, health care, housing, and wildfire mitigation. He also referenced two related proposals: restoring wildfire mitigation funding by ending a tax break for large banks, and allowing counties to raise corporate taxes. Several advocates and affected residents testified in support of progressive revenue. Michelle Thomas of the Washington Low Income Housing Alliance warned that federal homelessness policy changes and state underinvestment could worsen homelessness and evictions. Christina Savitsky, a disabled veteran, described how Medicaid, food assistance, and work requirements would affect her family. Representatives from the University of Washington AAUP said federal cuts and Medicaid changes threaten teaching, research, workforce training, and hospital finances. Fatima Boxwala of Tech for Taxes and Mikey Stramskis of the Washington Federation of State Employees argued that large corporations and the wealthy should pay more to sustain public services and address understaffing, burnout, and service backlogs. In the Q&A, Scott said the bill may need an emergency clause to make it referendum-proof and argued that the legislature has a mandate to act, citing the 2024 capital gains tax referendum and the state’s regressive tax system. He acknowledged concerns about businesses leaving but said he was more concerned about working people being displaced by unaffordable housing, child care, and health care. No vote or formal committee action occurred; the event was a call for a hearing in the House Finance Committee in 2026 and for legislative passage in both chambers.

Transcript Highlights:

• So it's sort of like a domino effect in some of those areas.
• So it's sort of like a domino effect in some of those areas.
• A good high school coach teaches discipline, teamwork.
• Their salaries did not increase while teaching salaries did.
• On top of a starting teaching salary of $47,000, On top of a starting teaching salary of $47,500, a head

Summary: The Education Pre-K through 12 Committee heard a presentation from Florida High School Athletic Association Executive Director Craig Damon, joined by student athletes Sydney Daniel and Taylor White. The students spoke about the value of education-based athletics, leadership, and the need for safe, equitable opportunities. Damon then discussed FHSAA issues including rising sportsmanship problems, ejections, violent incidents, recruiting allegations, transfers, mental health pressures on student athletes, and the need for qualified coaches. He said the association tries to be proactive, work with schools on discipline, and emphasize that school changes should be for academic reasons rather than athletics. Senators asked about mental health, transfer rules, and a recent Jacksonville incident; Damon explained the current transfer exceptions and said the association lacked authority over the Jacksonville football game because the schools were not in FHSAA football. The committee then heard a panel on high school coaches’ compensation led by Florida Coaches Coalition Executive Director Dr. Andrew Ramgett, with Coach Mike Hickman, Coach Charlie Ward, and superintendents from Okaloosa and Walton counties. Ramgett argued that coaching supplements are outdated, have not kept pace with the expanding year-round demands of coaching, and amount to very low hourly pay in many sports. He also said Florida’s restrictions on booster club funding and minimal certification requirements contribute to turnover and difficulty retaining qualified coaches. Hickman and Ward described coaching as a demanding, year-round profession that affects students beyond athletics, including academics and mental health. The superintendents said they value coaches but must balance compensation against limited district funds and other staffing needs; one noted Walton County uses a dedicated administrative lane for football coaching and athletic administration. Senators discussed whether booster club funding should be allowed, whether compensation should be tied to performance, and whether any increase in base student allocation would actually reach coaches. Public commenters, including Florida Athletic Coaches Association Executive Director Shelton Cruz and former coach Tyrone McGriff, urged support for coaches and emphasized their broader impact on students’ lives and school safety. At the end of the meeting, the committee took up confirmation hearings for appointments on tabs 3 through 6 and, with no appearance forms filed, voted unanimously to recommend confirmation. Senator Burgess then moved to adjourn, and the committee concluded the meeting.

Transcript Highlights:

• The anti-Semitic remarks must be stated in such a way. to have the effect or will have the effect of
• You know, it would require expression, et cetera, that has the effect or will have the effect of physically
• I've had principals say they want to teach it, but they can't.
• Can you teach civics in school?" And none of them brought it up.
• They say, "We don't teach civics, and we'd like to teach civics." I appreciate what you're doing.

Bills: HB295, HB824, HB1579, HB1581, HB2189, HB295

Keywords: bullying, antisemitism, school policies, school discipline, education, education policy, Texas Education Code, hate speech, student rights, civics education, high school curriculum, government, voting process, elected officials, Texas Seal of Biliteracy, biliteracy, bilingual education, multilingual, language proficiency, high school diploma

Transcript Highlights:

• when the teacher left teaching service.
• when the teacher left teaching service.
• <01:03:03.200> when accordance with the law in effect when accordance with the law in effect
• It the teacher left teaching service.
• date the teacher left teaching service. date the teacher left teaching service.

Keywords: 918, senate, all

Summary: The commission first approved the minutes and then took up several pension omnibus items. Representative Rapinski’s item, related to an I-RAP issue, was moved ahead of the agenda and passed without further information after members noted the State Board of Investment and Minnesota State had not identified additional facts; the bill, as previously amended, was recommended for inclusion in the 2026 Pension Omnibus Bill. The committee also corrected a procedural issue on Senator Gustafson’s bill, SF 3897/HF 3703, after realizing an amendment referenced earlier belonged to a different bill; the motion was restated without the amendment reference and the bill was then recommended to pass and be incorporated into the omnibus bill. The main policy discussion centered on SF 3897/HF 3703, which would change how terminating firefighter relief association plans value benefits for firefighters under age 50. Senator Gustafson said the current statute can unfairly reduce benefits by requiring present-value discounting and that the bill would instead allow benefits to be based on accrued benefit under the plan formula, while still leaving relief associations flexibility to use present value if they choose. Staff confirmed the bill applies only to relief associations under chapter 424B, not PERA or the statewide plan. Senator Rasmussen raised concerns about consistency between SVF and non-SVF reliefs and about differing treatment on termination; the bill author acknowledged the difference. The committee ultimately voted to recommend the bill for inclusion in the omnibus pension bill. The final major item was House File 4162, as amended by an A1 amendment, which requires employers of reemployed annuitants in TRA to make employer contributions during reemployment, including Minnesota State Colleges and Universities employees covered under section 354.445. Representative O’Driscoll argued the bill would direct existing education-formula pension dollars to TRA, prevent districts from using those funds elsewhere when retirees are rehired, and keep the employee neutral because the annuitant’s benefit would not change. Supporters said the measure would help pension funding and address situations where districts rehire retired teachers, often in hard-to-fill specialties. Opponents, including Senator Rasmusson, questioned the added cost to school districts, citing an estimated $5.385 million in annual TRA revenue from the change and warning it could reduce districts’ ability to hire or retain staff. After discussion, the committee had not yet taken final action on this item in the portion of the meeting provided.

Transcript Highlights:

• <01:02:05.680> Um to pursue teaching long term. Um to pursue teaching long term.
• >> She did it student teaching. >> She did it student teaching.
• She's already teaching. these people? She's already teaching.
• <01:57:44.000> teach<01:57:44.400> student she did her teaching teach student she did
• her teaching teach student teaching<01:57:45.119> already.

Bills: HB2185, HB2621, HB2179, HB2534, HB2168, HB2427, HB2560, HB2565, HB2172, HB2298, HB2304

Keywords: sports officials, referees, umpires, athletic directors, school administrators, league administrators, coaches, assault, first-degree assault, substantial bodily injury, temporary restraining order, TRO, private counsel, Department of Education, DOE, sports safety, school sports, amateur athletics, professional sports, public schools

Transcript Highlights:

• So if I've already been teaching in autism spectrum disorder for three years...
• So if I've been teaching for a number of years, how does that work?
• But if you are already teaching, we want you to get that micro...
• But if you are already teaching, we want you to get that micro-credential as soon as possible.
• How we teach children with autism.

Bills: S0206, S0420, S0556

Keywords: autism, autism spectrum disorder, ASD, special education, exceptional student education, ESE, teacher preparation, educator certification, micro-credential, loan forgiveness, student loan repayment, teacher stipend, salary supplement, professional development, inclusive education, developmental disabilities, Down syndrome, behavioral disabilities, school district compensation, collective bargaining

Summary: The committee first heard SB 420, which would require portraits of George Washington and Abraham Lincoln to be prominently displayed in classrooms used for social studies and in all K-5 classrooms, with the Department of Education selecting the portraits. Senator Burgess framed the bill as a patriotic and educational measure tied to America’s 250th anniversary, while Senator Davis raised concerns about exclusivity, political precedent, and state intrusion into local classroom decisions. Senator Osgood and others asked about sensitivity to diverse student populations and whether additional figures such as Harriet Tubman could also be displayed. Burgess said the bill would not prevent other displays, emphasized the two presidents’ historical significance, and committed to funding support so the mandate would not burden districts. The committee voted the bill favorably. The committee then took up CS/SB 206 on autism education and teacher preparation. Senator Harrell’s strike-all amendment required teacher preparation programs to include autism and other neurodevelopmental disabilities, required ESE-certified teachers to complete an autism microcredential, created an autism loan forgiveness program and salary supplement provisions, and directed district professional development to include autism-specific training with local CARD centers. A second amendment removed a proposed change to the legal definition of autism so that issue could be handled separately. Senators Davis and Osgood asked about implementation timelines, grandfathering current teachers, and how the bill would affect educators already working in autism classrooms; Harrell said he was open to further discussion and wanted to ensure flexibility while still requiring the credential. Public testimony included support from Orange County Public Schools, a parent of children with autism, and others. The committee adopted the amendments and reported the bill favorably. Finally, the committee heard CS/SB 556, which allows students with disabilities to satisfy the high school physical education requirement by participating in Special Olympics for one year if included in the student’s IEP. An amendment also clarified that two years of marching band satisfies both the PE credit and a fine or performing arts credit. Supporters said the bill expands inclusive options and reduces administrative burdens, and Senator Yarborough praised the change as giving students more flexibility. The committee adopted the amendment and reported the bill favorably. The committee also took up confirmation votes for appointments in tabs 4 through 7 and recommended all of them favorably by a single roll call vote.