Transcript Highlights:

• teachers enhance classroom practices. teachers enhance classroom practices.
• opportunity to spend time in classrooms opportunity to spend time in classrooms and<00:22:28.240
• Um, I eight first grade classrooms.
• <01:28:45.760> that you can and we do have classrooms that you can and we do have classrooms
• <02:02:22.080> data individual kid data and classroom data individual kid data and classroom

Keywords: 928, house, all

Summary: The meeting focused on school governance and a proposed shift in responsibilities related to SAU consolidation, with committee members first discussing how school board members and other local officials would be selected for future testimony. The main presentation came from the New Hampshire Association of School Principals, whose executive director Brady Belair and several principals argued that mandatory statewide administrative consolidation should be approached cautiously and that any consolidation should be voluntary and locally driven. They said anticipated savings may not materialize, citing possible higher personnel, transportation, and technology costs, and warned that forcing changes could create disruption without improving student outcomes. Principals testified that their jobs are already broad and demanding, centered on instructional leadership, student safety, staff supervision, family communication, and day-to-day crisis response. Kathleen Murphy of Amherst described working 60 to 70 hours a week and said principals spend substantial time coaching teachers, handling student issues, and supporting school climate; she said adding more administrative duties would compromise student learning and teacher growth. Adam Osborne of Bow Memorial School similarly described principals as daily problem-solvers who set school-level direction and create conditions for schools to thrive. The witnesses also emphasized that principals, superintendents, school boards, and business administrators have different training and responsibilities, and that specialized tasks such as special education compliance, FERPA/HIPAA issues, and labor matters require appropriate expertise. Committee members questioned the witnesses about overlap between superintendent and principal duties, the completeness of statutory responsibility lists, and whether some functions such as curriculum, discipline, hiring, and evaluation are shared. The principals acknowledged some overlap and collaboration, but said superintendents typically handle broader system-level, legal, and central-office responsibilities while principals focus on building-level leadership and teacher support. One member raised the earlier expectation that districts might move to a principal-plus-business-manager model, but the witnesses said that model did not develop as expected and that district structures vary widely. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Our trainees complete their training ready to apply this knowledge in their classrooms because of the
• Complete their training ready to apply this knowledge in their classrooms because of the practicum.
• Well equipped to apply their knowledge in the classroom immediately.
• Representative Mueller continued describing classroom observations.
• Representative Mueller continued describing classroom observations.

Keywords: 1183, house

Transcript Highlights:

• to classroom.
• > time<02:03:22.000> is classrooms um valuable classroom time is classrooms um valuable classroom
• <02:03:52.159> kids and inefficiency in the classroom kids and inefficiency in the classroom
• <02:04:24.320> urge<02:04:24.599> you classroom to classroom again I urge you classroom
• semester in one of my stem classrooms semester in one of my stem classrooms and<02:05:42.079>

Keywords: 910, house, all

Summary: The committee first took up House Bill 707 on the College Savings Program. Members discussed a suggested amendment from the Hawaii State Council on Developmental Disabilities to include the Hawaii ABLE Savings Program. The chair said the Department of the Attorney General advised there was no title problem, so the bill could be broadened to cover both the College Savings Program and the ABLE program. The committee also noted technical, non-substantive changes and a defective date of July 1, 3000 for further discussion. HB 707 HD1 was then voted on and the recommendation to pass with amendments was adopted unanimously by the members present, with two members excused. The committee then heard House Bill 424, which would provide free breakfast and lunch beginning the next school year to students who currently qualify for free and reduced-price meals. The Department of Education supported the measure, and testimony in favor came from teachers, public health and food security advocates, and several organizations. Supporters described students being denied meals because of unpaid balances, said school meals should not depend on family debt, and argued that the bill would reduce stigma and help hungry students learn. Committee questions focused on meal pricing, the impact of raising prices on families who pay full price, and whether portion sizes could be increased; DOE said breakfast costs less than lunch, full-price students would bear any increase, and portion sizes must follow USDA rules. Hawaiʻi Public Health Institute and Hawaiʻi Children’s Action Network said many families above the free/reduced thresholds still cannot afford meals, citing estimates that the DOE collects about $20 million a year in meal payments and that federal reimbursement totals are much larger. The committee then heard House Bill 757, the universal free school breakfast and lunch bill. DOE and the Department of Health supported it, and testimony was overwhelmingly in favor from county officials, teachers, students, food banks, advocacy groups, and community organizations. Witnesses argued that universal meals would eliminate stigma, reduce paperwork and debt collection, and ensure students do not fall through the cracks because of income cutoffs, language barriers, or administrative hurdles. Several students from Castle High School described classmates asking for food and families struggling to keep meal accounts funded, while teachers said they regularly see negative meal balance notices and hungry students. Advocates also said the bill is the better equity vehicle because it avoids means testing and reaches students who are not currently receiving meals despite needing them. The hearing on HB 757 was still ongoing at the end of the transcript, and no final vote on that bill was shown.

Transcript Highlights:

• from the classroom. from the classroom.
• While this is a small percentage of our classrooms in our district, any evacuation of a classroom results
• in the classroom. in the classroom.
• All ground floor classrooms hospital.
• Three days not learning, classroom.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• It is a classroom for leaders. Because speech and debate is not a club for a few.
• It is a classroom for leadership, literacy, and democracy.
• I support SB 1718 because it helps experienced educators return to the classroom and provides no-cost
• I support SB 1718 because it helps experienced educators return to the classroom and provides no-cost
• It's clinical and classroom training. It's on-the-job training. It's an extensive program.

Bills: S1062, S1718, S7038

Keywords: speech education, debate, high school, Florida Debate Initiative, civics, competitive teams, student participation, educational advancement, educator preparation, certification, professional development, temporary certificate, military service, collaboration, teaching effectiveness, education, Florida College System, tuition waivers, vocational rehabilitation, state universities

Summary: The Appropriations Committee on Pre-K-12 Education met to consider several education bills and the proposed fiscal year 2026-2027 Department of Education budget. The committee first took up CS/SB 1062 on speech and debate, which would formalize Florida’s Speech and Debate Week, strengthen the partnership between the Department of Education and the Florida Debate Initiative, require annual public reporting, and support statewide speech and debate programming. The bill drew extensive supportive testimony from students, alumni, and advocates who said debate improved civic engagement, literacy, confidence, and school performance, while also noting the need for equitable access and funding for travel and competition. The committee adopted a delete-everything amendment and then reported the bill favorably as amended by a unanimous vote of members present. The committee then heard SB 1718 on educator preparation and certification, which expands access to educator preparation coursework, broadens eligibility for temporary certification for some formerly certified professionals, and allows prior subject-area exam results to satisfy requirements. Public testimony largely supported easing barriers for experienced educators while emphasizing that certification changes are only a partial solution to teacher shortages and should be paired with better pay, retention, and professional respect. The bill was reported favorably. Next, the committee considered SB 7038 on education, which included a wide range of higher education and workforce-related changes, including a tuition waiver for Florida State Guard members, residency clarifications, oversight changes for blind services and vocational rehabilitation providers, licensure updates for private colleges, dual enrollment and assessment revisions, scholarship and funding changes, and reserve-fund requirements. An amendment restored the Classical Learning Test as a qualifying option for a grandparent tuition waiver, adjusted a Pell Grant performance metric, changed accreditation timing, and made other technical revisions. A dental education stakeholder raised concerns that one provision could disrupt long-standing exemptions for dental assisting programs, and the Florida Dental Association said it was working with the sponsor to avoid unintended impacts. The committee adopted the amendment and reported the bill favorably as amended. The final major item was a high-level review of the proposed pre-K-12 budget, totaling $34.9 billion with local funds. Highlights included $30 billion for public schools and K-12 scholarships, a $50 increase in the base student allocation, a 1.64% increase in total funds per FTE, $4.5 billion for family empowerment scholarships as a separate FEFP categorical, $25 million for districts facing future enrollment declines, $65.3 million to help districts with current-year enrollment losses, $432.8 million for VPK, and $30.4 million for regional education consortia. Senators asked about reductions or flat funding in some allocations, teacher pay, declining enrollment support, Schools of Hope funding, and support for non-teaching school staff. Public testimony on the budget focused heavily on concerns about charter and voucher funding, especially the $6 million for Schools of Hope, with speakers urging more investment in traditional public schools, teacher compensation, and school infrastructure. The committee concluded the meeting by adjournment after no further business.

Transcript Highlights:

• They're captive in a classroom. Well, you know. I wouldn't say that.
• Can the kid move out of the classroom? You just go outside in the hallway?
• if the bill passes every classrooms must have So, if your bill passes, they must have them.
• And that's important in every classroom. Is that in the list of ten?
• Senate Bill 10, relating to the display of the Ten Commandments in public school classrooms.

Bills: SJR18, SCR5, SCR13, SCR25, SB3, SB6, SB10, SB11, SB12, SB13, SB15, SB17, SB18, SB35, SB388, SB412, SB441, SB495, SB666, SB687, SB706, SB740, SB815, SB842, SB917, SB925, SB995, SB1006, SB1281, SB1300, SB1379, SB1451, SB1902, SJR36, SJR18, SJR12, SCR13, SCR25, SCR5, SCR22, SB565, SB372, SB495, SB842, SB765, SB62, SB19, SB18, SB666, SB707, SB888, SB687, SB706, SB847, SB290, SB11, SB10, SB13, SB412, SB441, 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, SCR12, SCR24, SB1302, SB856, SB650, SB583, SB673, SB840

Keywords: capital gains, taxation, constitutional amendment, state revenue, individual investment, 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

Transcript Highlights:

• And what that has done is put a focus in the classroom around agriculture from all levels, K through
• I think you've done some the classroom?
• around agriculture from all classroom around agriculture from all levels,<00:15:21.279> K<00:
• , it's a relevant learning the classroom, it's a relevant learning experience<00:15:41.199> or
• And they're also learning classroom.

Keywords: Meeting Start: 00:00 Attendance Roll Call: 00:12 SB 5 Discussion: 03:10 SB 5 Roll Call Vote: 18:05 SB 73 Discussion: 22:00 SB 73 Roll Call Vote: 22:40, 958, all

Summary: The Senate Agriculture Committee met for the first meeting of the 2026 session, established a quorum, and opened with the pledge and a moment of silence honoring Gary Shell, the father of Commissioner of Agriculture Jonathan Shell. Committee members welcomed new senators to the panel and briefly noted a soybean association luncheon later in the day. The committee then took up two bills, both sponsored by Senator Jason Howell and presented with Commissioner Shell. Senate Bill 5 was the main item of discussion. Howell and Shell described it as a measure to reduce procurement barriers and expand the use of Kentucky-grown food in school nutrition programs, with a broader goal of connecting farmers, school districts, and the Department of Education through Kentucky Proud and related local sourcing efforts. Shell also discussed related agriculture-in-the-classroom efforts, including “All In for a Week,” and said the bill was part of a larger push to decentralize food sourcing and improve access for local producers. Several members asked questions and offered supportive comments, including a discussion of whether Kentucky Proud products would be included and a side conversation about possible future aquaculture legislation. The committee voted favorably on SB 5, and it passed with favorable expression. The committee then considered Senate Bill 73, which would allow beef tallow-based cosmetic products to be made at home under the state’s home-based industry rules by creating a specific statutory exclusion. After a brief explanation and no substantive debate, the committee voted on the bill and it passed with favorable expression and was recommended to be reported.

Transcript Highlights:

• This bill forces already underfunded public schools to give up classrooms and facilities and resources
• Hypothetically, a school has 10 classrooms. Yes. Six are vacant. Yes.
• My only thought is, if there are charter school students that can fill empty classrooms, why can't we
• But having volunteered at a Title I school, I saw how valuable classroom space, but more importantly,
• Regarding the space, there will be no use of classrooms already utilized.

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and took up several education bills. SB 1150, by Senator Calatayud, was presented as a measure to help school districts retain school social workers by removing an exam requirement unrelated to the profession. With no questions or debate, the committee voted the bill favorably. The committee then moved to SB 1514, by Senator Smith, on anaphylaxis response in public schools. After adopting a delete-all amendment and a late-filed amendment clarifying FDA-approved epinephrine devices and weight-based dosing, the committee heard support from Orange County Public Schools and reported the bill favorably. The most extensive discussion centered on SB 1708, also by Senator Calatayud, which would expand Schools of Hope by broadening the definition of low-performing schools from those in the bottom 10% in both math and reading to those in the bottom 10% in either subject, and would authorize co-location of Schools of Hope in underused public school facilities. Senators questioned how co-location would work, who could enroll, how liability and contracts would be handled, and whether the bill would help the specific students most in need. Many public speakers opposed the bill, arguing it would strain already underfunded public schools, reduce space and resources, and unfairly favor charter operators. The sponsor said the bill would not reduce classroom space in use, would require contracts to address safety and liability, and would provide a net positive to districts through a $600-per-student facility payment plus associated funding. After debate from both supporters and skeptics, the committee reported the bill favorably. The committee also considered CS for SB 822, by Senator Rodriguez, which would give charter schools more autonomy over governance and operations, including deadlines, enrollment caps, student conduct policies, and data sharing. The Florida Charter School Alliance supported the bill, arguing it would create parity and reduce burdens on charter schools, while committee members pressed the witness on claims of district “harassment” and the basis for those concerns. The bill was reported favorably after a roll call vote. At the end of the meeting, members recorded votes on prior tabs, thanked staff, and adjourned.

Transcript Highlights:

• walk in prepared for those classrooms. walk in prepared for those classrooms.
• They don't in the classroom. classroom. classroom.
• Several classrooms.
• Several classrooms. >> The hub is what? Several classrooms.
• . classrooms. classrooms.

Keywords: 912, senate, all

Transcript Highlights:

• Senator Sullivan since February, and I did a lot of research in terms of AI and AI usage within classrooms
• I did a lot of research in terms of AI and AI usage within classrooms.
• Ken Warden, on AI perspectives within the classrooms, which would be elaborated more in this presentation
• But then when we have a good strategic plan to be able to use AI effectively within not only classrooms
• If they are using it in their classrooms.

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• classes and judge academic performance will have some formal training before they are put into the classroom
• You know, the more people in the hallways, the more administrators in those classrooms popping in, talking
• to teachers helping them, the better the classroom environment is.
• I'm like, 'That's probably X amount of classrooms, X amount of students.'
• , but when you're in the classroom long enough to understand trends and observational data, there's no

Bills: SB1726, SB1236, SB1633, SB1413, SB1317, SB1360, SB1342, SB1477, SB1189, SB1546, SB1524, SB1338, SB1193, SB1812, SB1617

Keywords: higher education, graduate instructors, training program, academic integrity, First Amendment rights, administrative reporting, education, consolidation, board, public schools, resident tuition, Oklahoma State Regents for Higher Education, state scholarships, financial aid, immigration status, undocumented students, noncitizen students, lawfully present, postsecondary education benefits, college tuition

Transcript Highlights:

• Through collaboration with classroom teachers, our lessons align directly with Missouri learning standards
• While our... ...that integrated seamlessly into classroom instruction.
• why we offer not only the curriculum, but the educator, the boots on the ground, to come in the classroom
• and bring it to life for those teachers while building on what they're already teaching in the classroom
• These include lesson plans, books, videos, and classroom visits, all of these things to help facilitate

Keywords: 959, house, all

Transcript Highlights:

• Still, these subjects are the first to be cut for more classroom time.
• From a classroom perspective, this does not improve education.
• Students are protected from harassment and discrimination in the classroom.
• in the classroom.
• They're just struggling to stay in the classroom.

Bills: HB2040, HB2142, HB2255, HB2379, HB2482, HB2575, HB2600, HB2764, HB4033, HCR2015

Keywords: public education, adoption, sex education, parental rights, student health information, school safety, resource officers, mental health, training, infrastructure improvements, Arizona Teachers Academy, teacher preparation, education funding, public schools, scholarships, teacher certification, community colleges, school district, governing board, training requirements

Summary: The committee on Education heard a series of bills and took action on each. HCR 2015, a resolution supporting at least 60 minutes of daily physical activity for K-12 students and posting dietary guidelines in schools, drew testimony from advocates for recess and student wellness; it was approved 6-0. HB 2040, which would require schools to provide adoption information when contraception or STI topics are discussed and add adoption-related content to sex education, drew opposition from Reproductive Freedom for All and the Arizona Education Association, but passed 4-2. HB 2255, extending Arizona Teachers Academy eligibility for community college students from two to four years, passed unanimously 6-0. HB 2764, creating a voluntary state seal of computer science proficiency for high school graduates, also passed 6-0. The committee then considered HB 2600, requiring written parental permission for students in grades 6-8 to join school clubs or organizations. The ACLU of Arizona opposed the bill, arguing it would suppress participation in clubs involving sensitive identities or topics; the bill passed 4-2. HB 2379, which requires school district governing board members to complete recurring training on school finance and related duties, was amended to narrow the re-election consequences and then passed 4-2. HB 2142, establishing a school safety center and council within the Arizona Department of Education to provide training, technical assistance, and risk assessments, received mixed testimony over its funding source and council makeup but passed 4-2. Later, HB 4033, which would require more detailed bond election pamphlets and separate ballot propositions for certain school bond projects such as stadiums, administrative buildings, and teacher housing, drew opposition from the Arizona Education Association over added barriers to school funding, but passed 4-2. HB 2482, capping job order contracting for building renewal grant projects at $1 million and requiring verification against artificial project splitting, drew concerns from builders and school board groups about slowing repairs and limiting procurement flexibility; it passed 4-2. Finally, HB 2575, the Anti-Semitism and Education Act, which would bar public schools and higher education institutions from teaching or promoting antisemitism and create reporting and discipline procedures, drew strong support from Jewish community representatives describing school and campus incidents, and opposition from the ACLU and AEA over free-speech and liability concerns; the transcript cuts off before the committee vote on this bill.

Transcript Highlights:

• a special ed classroom.
• or a special education classroom.
• For classrooms, the Meet Baby Olivia video is a high priority for us.
• I think it would be a beautiful addition to Texas classrooms.
• This booklet is also very good to use in classrooms. Thank you for your time.

Bills: SB205, SB582, SB625, SB1884, SB1903, SB2600, SB2617, SB2751, SB111, SB3061, SB1908

Keywords: fetal development, health curriculum, public schools, middle school health education, grade 7, grade 8, State Board of Education, school health advisory council, Texas Education Code, pregnancy, reproductive health, infertility, birth defects, prenatal development, unborn child, trimester, medically accurate instruction, age-appropriate instruction, drug and alcohol effects, lead exposure

Transcript Highlights:

• the classroom.
• <00:21:12.360> they perform well inside the classroom they perform well inside the classroom
• My former students teach in high school classrooms from St. Peter to Moorhead.
• My former students teach in high school classrooms from St. Peter to Moorhead.
• My former students teach in high school classrooms from St. Peter to Moorhead.

Keywords: 1183, house

Transcript Highlights:

• mainstream setting can offer a classroom mainstream setting can offer a classroom where<00:38:01.160
• As a sixth grader, I went from the classroom to the courtroom.
• <01:22:10.679> and opportunities beyond the classroom and opportunities beyond the classroom
• bells of of the traditional classroom bells of of the traditional classroom and<01:31:15.400>
• preached from the traditional classroom preached from the traditional classroom um<01:31:20.760>

Keywords: 1187, senate, all

Transcript Highlights:

• Category A is a category which it deals with if you're in the classroom for at least 80% of the day.
• school districts because they do the right thing for kids. classroom and then and then $5,000 more classroom
• <00:34:58.960> for<00:34:59.640> 79%<00:35:00.920> 78% classroom for 79% 78% classroom
• <00:52:00.160> most Hampshire are in regular classrooms most Hampshire are in regular classrooms
• Schools need to have adequate resources to be able to put students into classrooms.

Keywords: 928, house, all

Summary: The hearing focused on HB 563, which would revise the education funding formula for pupils receiving special education services by replacing the current single special education amount with three differentiated categories. Representative Rick Ladd, the prime sponsor, said the bill largely tracks a House-passed version from the prior session with minor figure adjustments, and explained that the proposal uses projected FY26 amounts for three categories based on time in general education versus more intensive placements. He also noted that the bill does not address catastrophic aid directly, but that special education aid, CAT aid, and proration all remain issues for later work sessions. Ladd and supporters argued that weighted categories better reflect actual costs and are more sustainable than treating all IEPs the same. Representative Margaret Drye said the approach was one of the best ideas from the education funding subcommittee and urged the committee to support differentiated aid. Representative Ames asked how the category amounts were derived, and Ladd said Category A follows the FY26 base, Category B is a higher weight, and Category C is a still higher weight for more intensive services, though he acknowledged the exact multipliers were developed earlier and could be revisited. He also said the committee would continue discussing whether the weights are appropriate and how they interact with CAT aid. Testimony from Bonnie Dunham strongly opposed the bill. She argued that funding based on placement rather than actual service need would create incentives to move students into more restrictive settings, could stigmatize children with labels such as "Category C," and would undermine the least restrictive environment requirements under federal special education law. She described her son’s experience in inclusive settings as beneficial and said the bill would have penalized the district for serving him there. In response to questions, she said schools and parents should base funding on the child’s actual needs and costs, not on placement, and urged the committee to recommend the bill inexpedient to legislate.

Transcript Highlights:

• It combines on-the-job training and classroom instruction.
• It combines on-the-job training and classroom instruction.
• The tours today really focused on that classroom instruction.
• Otherwise, you know, it's 93% on the job, 7% in classroom.
• That's why the... percent in the classroom.

Summary: The work session focused first on Washington’s apprenticeship system, especially building trades programs and support services. Labor and Industries staff explained how registered apprenticeship works in the state, including the role of the Washington State Apprenticeship and Training Council, the requirements for paid on-the-job training and classroom instruction, and the difference between apprenticeship and pre-apprenticeship. Panelists emphasized that apprenticeship is tied to actual jobs and training agents, and that many waitlists reflect a shortage of job openings and employer participation rather than a lack of interest. They also discussed youth apprenticeship, the growth of apprenticeship and pre-apprenticeship programs, and the use of Career Bridge and L&I’s database to help people find programs. Representatives asked whether the state should expand apprenticeship programs and how people can find openings. Speakers said more programs alone would not solve the backlog without more employers signing on as training agents and more apprenticeship utilization on projects. The panel also highlighted the Constructed Career Initiative, a grant-funded navigation and support program that helps people enter and stay in building trades apprenticeships through outreach, case management, and wraparound aid such as transportation, tools, and work clothes. A related nonprofit, Build Up, described similar support services, including prison-based boot and PPE programs and assistance for reentry participants. The panel said these services are especially important because apprentices often face unstable income, housing, food, and transportation barriers. The panel also discussed House Bill 2084 and the new Construction Training Pathway Oversight Committee, which is examining construction training in correctional facilities and how to create clearer pathways from prison-based training to apprenticeship, college, or work. Speakers said the committee is still in its early stages and will report to the legislature. The session ended with committee members thanking the panel and noting the importance of support services and referral networks for apprentices. The meeting then resumed at Renton Technical College, where college leaders and faculty discussed serving non-traditional students. The college reported strong enrollment growth, a median student age of 30, a diverse student body, and high job placement rates, while also noting significant budget cuts and program reductions from the prior year. Health care and early childhood education programs were highlighted, including efforts to expand access through hybrid scheduling, evening and Saturday classes, Spanish-language offerings, and in-person wraparound support for admissions, financial aid, and registration. Faculty said these changes were driven by student data and were aimed at helping working parents, English learners, and other non-traditional students complete credentials and enter family-wage careers.

Transcript Highlights:

• Following these scandals, the state imposed a moratorium on so-called non-classroom.
• Classroom-based charter schools and impacting local control.
• I have data from non-classroom based charters in my district.
• To study outside of traditional classroom and learn at a pace that works best for them.
• Non-classroom based student population.

Keywords: 988, house, all

Transcript Highlights:

• We will put 25 and 30 kids in a classroom because that's what the money we have for that classroom.
• Our big belief is we want our money in the classroom, on our people in the classroom.
• It's teaching in classrooms.
• can't be supported by just paying teachers to teach in the classroom.
• Employers want to be in the room; they want to be in the classroom.