Transcript Highlights:

• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.
• Missing instructional time negatively impacts student learning and overall academic supports.

Keywords: 1187, senate, all

Transcript Highlights:

• That is about 60 lessons when you do the math on that, which makes up about one-third of the class.
• AB 86 ensures this long overdue adoption of updated health instructional materials.
• Instructional materials are what connect our current health framework.
• Instructional materials are what connect our current health framework. California is incomplete.
• AB 279 requires the Instructional Quality Commission AB 279 requires the Instructional Quality Commission

Summary: The Assembly Education Committee met for its first hearing of the session, adopted its committee rules on a 6-0 vote, and then heard several bills. AB 347, which would require written notice to students about the right to opt out of animal dissection and receive a comparable assignment, drew strong support from the author, a student, and multiple advocacy and education groups, while opponents argued it would burden teachers and duplicate existing law. The committee approved AB 347 on a 7-0 vote and sent it to Appropriations. AB 281, which would expand parent access to sex education materials and require disclosure of outside consultants’ credentials, drew mixed testimony. Supporters framed it as a transparency and parent-rights measure, while school administrators and county education officials said current law already allows inspection and that the bill would create an unfunded administrative burden. After extended member discussion, the bill failed on a 4-3 vote with one abstention, though reconsideration was granted. AB 65, which would provide paid pregnancy leave for educators without requiring them to exhaust sick leave first, was supported by teachers, CTA, and the State Treasurer, but opposed by school administrators and business officials over cost concerns; it passed 6-0 to Higher Education. The committee also approved AB 361, which would extend and expand LAUSD’s best-value procurement authority for school construction to all school districts for five years, on a 5-0 vote with one abstention. AB 86, which would require the State Board of Education to adopt standardized K-8 health education instructional materials, passed 5-0. Finally, AB 228, the Zaki Fast Act, was introduced to clarify that schools may stock any federally approved epinephrine delivery system, including newer devices beyond auto-injectors, and was presented with testimony from the bill’s young namesake and his family; the transcript cuts off before the committee vote on that measure.

Transcript Highlights:

• I think the point is that if they're redoing math, what if they're a grade behind in math?
• The bill explicitly banned some specific instruction method and mandates structured literacy instruction
• Does this take away from other instructional time?
• Does this take away from other instructional time?
• They use science-of-reading-based instruction.

Bills: LB878, LB958, LB958A, LB762, LB1187, LB966, LB929, LB962, LB1209, LB937A, LB962A, LB1050, LB1050A, LB965, LB1022, LB753, LB788, LB913, LB1055, LB1195, LB429, LB721, LB722, LB727, LB745, LB749, LB778, LR293, LR296, LR422, LR495, LR496, LR497, LR498, LR499, LR500, LR501, LR502, LR503, LR504

Keywords: paid parental leave, state employees, workplace benefits, family support, economic impact, Medicaid, Medical Assistance Act, home and community-based services waiver, HCBS waiver, waiver participant, assessment tool, clinical interviewing, service tier, retroactive coverage, doula, doula reimbursement, maternal health, prenatal care, pregnancy, birth outcomes

Transcript Highlights:

• training on curriculum instruction training on curriculum instruction standards.<00:49:45.599>
• And so in emphasis in math, for example.
• So that sacrifice quality instruction.
• remedial courses in in English and math remedial courses in in English and math when<01:44:47.199
• c><01:59:22.800> historical affect instruction on the historical affect instruction on the historical

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:

• Designating math and instruction, we're probably going to be making a lot of decisions about vendors.
• We're going to use math products we're going to use here.
• If we can get our kids reading and knowing math, but you know, learning math by the time that they're
• Because the reality is, my mom taught math for 33.5 years.
• So, why is creating a specialized office of math instruction the way to achieve this goal?

Bills: SB1360, SB1204, SB1989, SB1189, SB1481

Keywords: mathematics, student assessment, dyscalculia, intervention services, educational funding, professional development, state department of education, school employees, teachers, support personnel, support employees, public schools, school districts, bereavement leave, paid leave, grief leave, family leave, miscarriage, pregnancy loss, maternity leave

Transcript Highlights:

• and Representative Trabulsy, but she's not here right now to explain HB 127, related to required instruction
• students who have exhibited assist us substantial easy for me to say deficiency in either reading or math
• Instructional support with help with differentiating classrooms are very complex now.
• And also, I just want to follow up not out of core instruction.
• It isn't just the reading in the math, but also just it's my day to be tutored.

Transcript Highlights:

• I'm Cheryl Cotton, Deputy Superintendent of Instruction, Measurement and Administration Branch at the
• I'm here presenting today on behalf of our State Superintendent of Public Instruction, Tony Thurmond,
• These would be math, science, special education, and bilingual education.
• Like special education, math, science, bilingual, and so on.
• I'm presenting on behalf of our State Superintendent of Public Instruction, Tony Thurmond.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• So if you do the math on that, 2019 should end in 2026. In FY25, P.E.D. spent $13 million.
• see that the instructional expenditures at those schools per student are about $900,000. $100 higher
• Engaging instructional strategies is number five.
• In the reporting about how math doesn't have that CTE strength.
• As a math teacher, I think it's everywhere. So I think that.

Transcript Highlights:

• Instructional materials and supplies.
• Most of the expenditures for instructional materials and supplies are in the ACE, AP, and CAPE programs
• CAPE programs require more equipment than most other instructional programs.
• CAPE programs require more equipment than most other instructional programs, with approximately 20% of
• And I'd like to provide a disclaimer: I went to law school because math is not my forte.

Summary: The Pre-K through 12 Budget Subcommittee met for its first meeting of the 2025 session and received an overview of add-on weights in the Florida Education Finance Program (FEFP), followed by a Department of Education presentation on a legislatively required study of add-on weight funding and expenditures. The chair explained that add-on weights apply to acceleration and career programs such as AP, IB, ACE, CAPE, dual enrollment, early graduation, and certain small-district needs, and noted that add-on funding has grown substantially as the base student allocation increased. The chair also raised concerns that the department’s report did not clearly show whether districts’ reported costs included the full costs required by the proviso, and asked for more specificity on any recommended adjustment to the weights. Deputy Commissioner Suzanne Pridgen said the department surveyed districts on how they spent add-on revenue for fiscal years 2021-22 through 2023-24, with categories including teacher compensation, materials, equipment, professional development, exam fees, counseling, apprenticeship costs, and other expenditures. She said most add-on funds were spent on teacher bonuses and compensation, with AP, ACE, CAPE, and dual enrollment showing the largest increases in spending in 2023-24 due to higher FEFP funding; IB and early graduation were relatively flat. The department reported that add-on revenue covered between 41.8% and 79.2% of total program expenditures in 2023-24 and recommended adjusting add-on weights to better align with pre-2023-24 funding relationships, though no specific percentage was given during the meeting. Members asked about how “other” expenditures were categorized, whether teacher compensation included only statutory bonuses, how dual enrollment tuition and fees were counted, the small district factor, and whether the weights incentivize districts to offer advanced programs. The department clarified that teacher compensation in the study referred only to bonuses, that some “other” costs included charter school payments and dual enrollment tuition/fees, and that the small district factor is 1.0277, increasing base funding by 2.77% for fiscally constrained counties. No votes were taken, and the meeting adjourned after the presentation and questions.

Transcript Highlights:

• be going with specific instruction? be going with specific instruction?
• talking about the actual math problem. talking about the actual math problem.
• But if I never asked them to do math, they're not going to learn math.
• because I asked them to do math. because I asked them to do math.
• embedded in some of our math programs. embedded in some of our math programs.

Keywords: 1189, house, all

Transcript Highlights:

• <00:32:32.680> and civics um on your analysis of math and civics um on your analysis of math
• Minnesota and I teach sixth grade math. Minnesota and I teach sixth grade math.
• Math is my jam, as I tell people.
• And thank you for all the work you've done so far. math. Are you ready? X = -b plus or math.
• Um, if I'd had a math teacher like you, I think I would have... ...the one math class we had to have

Keywords: 1187, senate, all

Transcript Highlights:

• We do have a special guest today that I do want to Welcome our Superintendent of Public Instruction,
• That was, if we remember back to that year, that Was primarily for raises across instructional staff,
• math experiences with workforce problem-solving.
• The funding that we have for Horizon is designated for supplemental online instruction.
• Let me do my math here.

Keywords: 914, all

Transcript Highlights:

• Uh then virtual instruction.
• in reading that does not include the instruction of three queuing.
• in reading that does not include the instruction of three queuing.
• They would be in their instruction.
• We're still We're still using math.

Keywords: 958, all

Transcript Highlights:

• days where students are actually receiving instruction in the classroom.
• In Texas and Kansas, they do not count instructional days the same way we do.
• hours into fewer instructional days.
• And research... ...is to put more instructional hours into fewer instructional days.
• spending versus non-instructional spending.

Keywords: 914, all

Transcript Highlights:

• When you have a kid like a boy called Johnny that was not doing well in a math class, and the math teacher
• He's making half of my math class.'
• Johnny was never really concerned about math. He was concerned about welding.
• The NAEP scores showed that our eighth graders in math are below the state average, below the national
• deficiencies and poor student outcomes and pack the future talent pipeline as math achievement can be

Summary: The Education Administration Subcommittee heard and advanced a series of education bills focused on transparency, accountability, attendance, school start times, student well-being, and career planning. HB 1321, by Rep. Salsman, would remove public-records and public-meeting exemptions for university presidential searches, eliminate the Board of Governors from those searches, require Board of Governors members to file full financial disclosures and be Florida residents, and expand syllabus posting requirements; it passed 15-0. HB 1079, by Rep. Botana, as amended, broadened eligibility for dropout retrieval programs to include students who withdrew and did not reengage in education, and it also passed 15-0 after a strike-all amendment and supportive testimony from a program provider. The committee also approved PCS for HB 969, by Rep. Kassel, which shifts evaluation of school mental health services to the Department of Children and Families and requires more detailed outcome data, surveys, and reporting related to the Mental Health Assistance Allocation program; it passed 15-0. HB 1367, by Rep. Booth, creates a statewide attendance policy with uniform definitions and reporting requirements to address chronic absenteeism; it passed 15-1 after support from business and education groups and some concern about state control over district policy. PCS for HB 261, by Rep. Gerwig, revises the 2023 middle and high school start-time law by allowing districts to document compliance efforts and unintended consequences rather than fully meet the mandated later start times; it passed 16-0. The most debated bill was HB 1483, by Rep. Valdez, which would align Florida’s school grading scale with the familiar 90/80/70/60 letter-grade standard over a five-year transition and require school grades to appear on student report cards. Supporters argued the current scale is misleading and too lenient, while opponents warned it would sharply increase failing school labels, create costs and turnaround mandates, and confuse parents and students. Despite extensive testimony from school board members, teachers, students, and advocacy groups on both sides, the bill passed 12-4. The committee then quickly approved HB 1245, a one-year Hunger-Free Campus Pilot Program for three universities with the highest share of Pell-eligible students, and HB 571, which expands career planning, paid work experience, and credit-transfer review for students; both passed unanimously.

Transcript Highlights:

• Our parents would like to know that, especially in our early years of foundational instruction.
• We, again, have the early literacy and numeracy provisions for reading and math is $700 million alone
• Every student, regardless of zip code, deserves access to high quality instruction.
• And our pre-COVID, post-COVID results are five times the state average in reading and math.
• And our pre-COVID post-COVID results are five times the state average in reading and math.

Bills: HB2

Keywords: disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace, medical examiner, county judge, sheriff, mayor, emergency coordinator, emergency manager license, volunteer management system, volunteer registration, criminal history check, background check, Texas Division of Emergency Management

Summary: The Senate Education K-16 Committee met to consider HB 2, the major school finance bill, with the chair explaining that the committee substitute would provide about $8 billion in new public education funding. The bill was described as including permanent teacher compensation increases, expanded teacher incentive allotment funding, support for early literacy and numeracy, teacher certification and residency pathways, special education funding, career and technical education, school safety dollars, and facilities support for charter schools. The committee adopted the committee substitute without objection after roll was called and a quorum was present. Members questioned the bill’s structure, especially the balance between across-the-board teacher pay and the teacher incentive allotment, the treatment of uncertified teachers, and differences in requirements between traditional public schools and charter schools. Senator Menendez and Senator West raised concerns about equity, charter-school parity, facilities funding, inflation, and whether the bill should include more support for fine arts and extracurricular programs. The chair responded that the bill was designed to direct most new money to traditional public schools while also preserving flexibility and that charter-school and public-school alignment would need further work. Invited witnesses Dr. Imelda De La Rosa and Val Acri testified in support of the bill, emphasizing that the Teacher Incentive Allotment helps recruit and retain teachers in rural districts and supports mentorship and certification pathways. Public witnesses also supported the bill but urged more funding for fine arts, local flexibility, and full restoration of House-proposed funding levels. Dr. Josh Jones supported year-long teacher residencies, Dr. Philip Morgan asked for more local control and restoration of fine arts funding, Rich Saina supported the bill but warned about hold-harmless reductions, and Dr. Greg Poole supported the bill while asking for flexibility for high-performing districts that already pay high salaries. After the invited testimony and some public testimony, the committee recessed subject to the call of the chair so members could attend the Senate floor.

Transcript Highlights:

• CS for HB 1113, Mathematics Instruction.
• So what this bill begins to do, and the solution is that this bill will standardize the minimum math
• So what this bill begins to do, and the solution is that this bill will standardize the minimum math
• Let's just help improve our math education for our kids. With that, I close. Thank you, Mr. Chair.
• Let's just help improve our math education for our kids. With that, I close.

Summary: The subcommittee met with a quorum and considered three bills. First, PCS for HB 879 by Representatives Rizo and Woodson would require state colleges and universities to prioritize housing placement for students who are homeless, were in foster care, or are at risk of homelessness, and to give first priority in housing or work-study priority systems to students eligible for child-welfare-related tuition and fee exemptions. Members heard extensive supportive testimony from Florida Youth Shine participants and other advocates describing housing instability after foster care and the importance of campus housing and vouchers for student success. The bill was reported favorably by a 16-0 vote. The committee then heard CS for HB 1113 by Representative Valdes, which would standardize minimum math-content requirements for elementary teacher preparation programs and increase math content in competency-based certification programs. The sponsor cited stagnant Florida math outcomes and a state report finding limited math preparation for elementary teacher candidates. The bill drew support from the Foundation for Florida’s Future and the Florida Chamber of Commerce and was reported favorably by a 15-0 vote. Finally, the committee considered HB 827 by Representative Spencer, directing the Bureau of Workforce Statistics and Economic Research to conduct a recurring statewide study on the effects of automation and artificial intelligence on Florida’s workforce, including affected industries, at-risk workers, and training needs. Members discussed whether similar data exists in the private sector, the bill’s fiscal impact, and the sponsor’s use of AI tools in preparing remarks. The bill received supportive debate and was reported favorably without opposition.

Transcript Highlights:

• Minnesota students deserve literacy instruction that recognizes and values who they are.
• forward in making literacy instruction forward in making literacy instruction more<00:43:21.480>
• our El students in 2024 Statewide math our El students in 2024 Statewide math proficiency<00:45:
• <01:28:45.880> interventions all of our um instruction interventions all of our um instruction
• interventions instructional<01:28:47.119> practices<01:28:47.600> teacher instructional

Bills: HF957, HF877

Keywords: education, mandate relief, school funding, local control, state laws, fund transfers, 1183, house

Transcript Highlights:

• ,<00:54:49.040> health,<00:54:49.599> and pupil instruction, health, and pupil instruction
• continued academic success for our students, particularly in math and literacy development.
• <01:15:58.640> materials, textbooks, and instructional materials, textbooks, and instructional
• crucial for hiring reading and math crucial for hiring reading and math interventionists,<01:18:
• <01:21:06.640> and Starbase to meet required math and Starbase to meet required math and science

Keywords: 1187, senate, all

Transcript Highlights:

• We provide help with instructional materials, adoption, with instructional materials fairs so that they're
• We help finance departments, not instructional staff.
• Management risk manager served on boards like this instructional directors.
• This is just a snapshot of an instructional me that was identify.
• Let me do my math. Almost 1.8 million dollars in funding that I have lost.

Keywords: 999, senate, all