Transcript Highlights:

• You're teaching history, right?
• You're teaching history, this law? No. You're teaching history, right?
• be teaching that you want to teach be teaching that you want to teach current<01:22:19.440> context
• teacher free to teach that? teacher free to teach that?
• So um teaching teaching white privilege.

Keywords: 928, house, all

Summary: The committee heard testimony on Senate Bill 34, which would require parental consent for each new service provided to a student through the Medicaid to Schools program and require reports to legislative policy committees. Senator Ruth Ward said the bill was intended to increase transparency, protect parental involvement, and ensure continuity of care, especially for students with disabilities. She also noted a proposed amendment she received shortly before the hearing that would change the bill’s focus from a “new service” to a “new care plan.” Representatives from the New Hampshire Primary Care Association and Amoscake Health testified that they opposed the bill as written but would support it with the amendment. They explained that tying consent to individual diagnosis codes or services could be burdensome, could delay care, and could create compliance problems if a diagnosis changes during a visit. They said the amendment would better align consent with the overall care plan and avoid interrupting treatment mid-appointment. Committee members raised questions about how the bill would interact with IEPs, individualized health plans, homebound services, telehealth, billing, and whether the amendment would still require parental involvement after a care plan changes. The deputy Medicaid director from the Department of Health and Human Services testified that the amendment was more operationally feasible because Medicaid billing involves many ICD-10 codes that can change or overlap, and consent should be tied to the care plan rather than to each code. He said the current law already requires parental consent for participation in the Medicaid to Schools program and annual consent for billing, but the bill would make explicit consent for care-plan changes. No vote was taken during the portion of the hearing provided, and the committee appeared to continue discussion with DHHS after the testimony.

Transcript Highlights:

• It's not to make sure they don't take another job on top of teaching.
• Do they know how to teach math? Those are two different things.
• For example, number one on line 11, two teachers who teach in any subject.
• And science has proven that's not effective in teaching kids to read. So, Mr.
• Teaching multilingual students, you use this a lot.

Transcript Highlights:

• And we're open that up by allowing any retiree to come back and teach.
• from PERS, I could come back and teach from PERS, I could come back and teach in<00:05:02.720>
• teaching certificate and then come back. teaching certificate and then come back.
• and teach. and teach.
• In other words, the existing system, if you continue to teach, you pay into the system.

Keywords: Education - Room 216, January 6, 2026; 12:45 PM, 925, all

Summary: The committee welcomed three new members and elected Senator Brian Rhodes as committee secretary by acclamation. It then took up three education bills. Senate Bill 2001, a $2,000 across-the-board pay raise for teachers, teacher assistants, and certain higher education instructors, was explained as a partial step that could be increased later if more funds become available. The bill also included language to prevent school districts from offsetting state raises for teacher assistants by reducing local supplements. After no questions, the committee adopted a motion that the bill be reported. Senate Bill 2003, which expands the program allowing retired individuals to return to teach, drew the most discussion. The bill broadens eligibility beyond retired educators, raises the retirement-pay percentage from 50% to 65%, shortens the required break in service from 90 days to 45 days in most cases, removes the critical-shortage-area limitation, and allows retirees to teach in any district. Senator Hill offered and the committee adopted an amendment to clarify that the retiree must be receiving a PERS retirement allowance. Members debated possible effects on the retirement system, but the bill was ultimately reported. Senate Bill 2002, dealing with public school district transfers, would remove the sending district’s ability to veto a student’s transfer to another public district. Senator Hopson offered a single amendment, adopted by the committee, to allow receiving districts to charge a reasonable fee, require transfer notice by March 15 absent good cause, and preserve MHSAA’s authority over extracurricular eligibility. Members discussed transportation, equity, and athletic recruiting concerns, and the amendment was clarified to leave the fee amount to the receiving district’s board. After the amendment, the bill was reported.

Transcript Highlights:

• Adequate water supply is a foundation of effective fire suppression.
• This is an effective, low-cost solution to our problems. Thank you, Chief.
• I've worked as a lead teaching fellow, as a primary instructor teaching my own course, as an academic
• Like our faculty peers, graduate workers teach our own classes and complete our own research.
• For many of us, graduate assistantships and teaching positions are our only source of income.

Keywords: 995, all

Summary: The Joint Committee on Financial Services held a public hearing with about 43 witnesses and a 1:00 p.m. hard stop, and the chair repeatedly asked speakers to keep testimony to three minutes. Much of the hearing focused on S. 747/H. 1336, which would extend paid family and medical leave and unemployment insurance to graduate student workers. Supporters included legislators, union leaders, graduate workers from MIT, Harvard, BU, WPI, UMass Lowell, and others, and legal advocates. They argued graduate workers perform full-time teaching and research work, pay taxes, and should not be excluded from basic safety-net benefits; several witnesses described personal hardships involving childbirth, serious illness, mental health crises, funding cuts, or fear of losing income. Testifiers also said the change would be revenue-neutral or revenue-generating and would not create major administrative burdens for universities, which already provide similar benefits to other employees. The committee also heard testimony on insurance-related bills. Christopher Stock of the Massachusetts Insurance Federation supported H. 1113 on public adjusters and H. 1345/S. 753 on flood-zone notifications for homebuyers, but opposed H. 4112, which would add a $2 surcharge on home insurance policies to fund fire cistern programs. The Metropolitan Area Planning Council strongly supported H. 1345, saying flood disclosure is needed because Massachusetts lacks statewide flood-notification requirements and flooding risks are increasing. Karen Alvarado supported H. 4352 on travel insurance, and John Fielding supported H. 1186 on pet insurance; both said the bills would create uniform regulatory frameworks and consumer protections. Rep. LeBoeuf testified for H. 4061 on workers’ compensation premium fraud, describing the bill as a transparency measure to combat fraud in construction by creating a public certificate-of-insurance database and QR-code verification system. Joe Bright of the carpenters’ union also supported H. 4061, citing fraud, misclassification, and the harm to injured workers. The hearing also included testimony on H. 4112, a bill to create a statewide fire suppression water resource fund and cistern program. Rep. Hogan and a Stowe fire chief described drought, brush fires, and the need for dedicated cisterns in communities without municipal water systems, saying the tanks provide reliable water for firefighting and are relatively low-tech once installed. Committee members asked questions about tank capacity, siting, maintenance, and funding. No votes or formal actions were taken during the hearing.

Transcript Highlights:

• It creates this chilling effect. It adds on to this chilling effect.
• Especially for the group I teach, which is teenagers.
• Teachers are trying to teach your kids math.
• First off, I'll say that as educators, teaching is a calling.
• Are we going to stop teaching history?

Bills: HB1325, HB1655, HB3312, HB5526, SB13, SB57, SB207, HB441, HB591, HB5019, SB27, SB843, SB 13, SB 27, SB 57

Keywords: student transfer, public servants, education code, peace officer, servicemember, judicial officer, school security, volunteer program, retired law enforcement, veterans, public safety, school safety, criminal background check, school libraries, library advisory councils, parental rights, library materials, educational content, challenging materials, emergency operations plan

Transcript Highlights:

• None of that is valued when schools are pressured to teach to the test, not to teach to learn.
• Teachers lose the freedom to teach deeply and creatively because they have to teach to get the test done
• We want to be teaching our students what? How to fill out an exam?
• Let's rethink the system and let's start saying these are the things we want to be teaching.
• You're going to be rewarded for teaching.

Keywords: House Bill 8, standardized testing, student testimony, education policy, mental health, parent concerns, Texas Education Agency

Summary: The committee meeting focused on the impacts of House Bill 8, which proposes increasing the frequency of state testing for students in Texas. During the meeting, various testimonies were provided by students, highlighting their concerns about the negative effects of standardized testing on their educational experience. Students expressed that the pressure of multiple assessments causes significant stress and detracts from the joy of learning. Some lawmakers voiced their opposition to the bill, emphasizing the need for a thorough review and consideration of alternative evaluation methods that prioritize student well-being over testing metrics.

Transcript Highlights:

• And so those dollars are specifically tied to the effect.
• This committee must never forget what scripture teaches.
• And when you have too many students in a class, we can't teach reading. We can't teach math.
• We have no way of understanding how effective these programs are, and the effectiveness of using taxpayer
• What about homeschools that want to teach about DEI?

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• I teach mostly developmental math.
• Yet we teach more than one course. We might teach several courses.
• Often we teach at multiple colleges and how Course. We might teach several courses.
• And I teach American literature.
• I teach at Northern Essex, I teach in Lawrence, and we really need to talk to each other.

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• This will encourage more teachers to go into being specialized in teaching students with autism.
• I think the date for everyone to have the endorsement is effective. Is it August 1, 2027?
• The microcredential, and maybe I was getting it confused, the microcredential does have the effective
• 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-credential as soon as possible.

Summary: The Senate Education Pre-K-12 Committee met with a quorum and took up several bills. SB 420, by Senator Burgess, would require George Washington and Abraham Lincoln portraits to be prominently displayed in social studies classrooms and K-5 classrooms, with the Department of Education selecting the portraits. Supporters framed the bill as a patriotic and educational measure tied to the nation’s 250th anniversary, while senators raised concerns about exclusivity, precedent, local control, and whether the measure could be expanded politically. Burgess said the bill was intended to be nonpartisan, historically rooted, and not to affect curriculum, and he committed to seeking funding so it would not be an unfunded mandate. The committee reported SB 420 favorably. The committee then considered CS for SB 206, by Senator Harrell, which revises teacher preparation and training related to autism spectrum disorder. The strike-all amendment requires teacher preparation programs to include autism and other neurodevelopmental disabilities, requires ESE-certified teachers to complete an autism microcredential by August 1, 2027, creates an Autism Education Loan Forgiveness Program, authorizes salary supplements and stipends, and requires district professional development to include autism-specific training with local CARD centers. Senators asked about implementation timelines, grandfathering current teachers, and whether the endorsement requirement should include a grace period; Harrell said she was open to further discussion and wanted to make the bill workable. Public testimony was largely supportive, including from an Orange County Public Schools representative and a parent of a child with autism. The committee adopted the amendments and reported the bill favorably. Finally, the committee considered CS for SB 556, by Senator Berman, 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 participation satisfies both PE and fine/performing arts credit requirements. Testimony supported the bill as an inclusive option that could reduce administrative burdens and give students more flexibility. The committee reported the bill favorably. The committee also voted to recommend confirmation of appointees in tabs 4 through 7, and then adjourned.

Transcript Highlights:

• The Inspired to Teach program, which was created in this legislature, which now has over 6,000 scholarship
• This is one of the fastest and most cost-effective ways to increase educational attainment and address
• program, how many Students are in that program, and how the future of teaching is looking right now
• Now that requirement as they teach for Five years upon graduation in an Oklahoma public school, and they
• zero debt going into the classroom and be ready to teach and take advantage of that stipend.

Keywords: 914, all

Transcript Highlights:

• This is effective upon the act becoming law.
• So nonetheless, I am mistaken; it is within the five years... ...of teaching to have highly effective
• or effective, any combination thereof.
• The difference is that we added effective to also go in tandem with highly effective?
• Added effective in there as well.

Bills: HJR 138, HB 42, HB 104, HB 129, HB 677, HB 426, HB 668, HB 1699, HB 2017, HB 2128, HB 2038, HB 3783, HB 3717, HB 2316, HB 3686, HB 2563, HB 3883, HB 4021, HB 2788, HB 2663, HB 3305, HB 3173, HB 3474, HB 1105, HB 3531, HB 3490, HB 3597, HB 1295, HB 3512, HB 3010, HB 3112, HB 4215, HB 3223, HB 3464, HB 3120, HB 4214, HB 4511, HB 3704, HB 4081, HB 4783, HB 4063, HB 2783, HB 4937, HB 5085, HB 2510, HB 3426, HB 4361, HB 1169, HB 2516, HB 2347, HB 4034, HB 4700, HB 3560, HB 5150, HB 3860, HB 3146, HB 3924, HCR 98, HCR 92, HB 1520, HB 1545, HB 5265, HB 1887, HB 1914, HB 2402, HB 2306, HB 2350, HB 3000, HB 3237, HB 3326, HB 3211, HB 1056, HB 2081, HB 2187, HB 3092, HB 3308, HB 3526, HB 3750, HB 4219, HB 4230, HB 4290, HB 5238, HB 4804, HB 4749, HB 245, HB 1465, HB 294, HB 793, HB 809, HB 3928, HB 334, HB 2037, HB 1973, HB 285, HB 4341, HB 1043, HB 1234, HB 1193, HB 1729, HB 2498, HB 1314, HB 1353, HB 3960, HB 3923, HB 2221, HB 2517, HB 2518, HB 2213, HB 5092, HB 3748, HB 5246, HB 4344, HB 1482, HB 4044, HB 2702, HB 4264, HB 2807, HB 2898, HB 3181, HB 3250, HB 2091, HB 2115, HB 2542, HB 2768, HB 3349, HB 4406, HB 1593, HB 1899, HB 3133, HB 3133, HB 4960, HB 3214, HB 2145, HB 1201, HB 5061, SB 29, SB 879, SB 65, SB 1745, SB 412, SB 412, SB 1746, SB 1238, SB 1341, SB 522, SB 1532, SB 1378, SB 1062, SB 2066, SB 1963, SB 2204, SB 1366, SB 2077, SB 1967, SB 1151, HB 1618, HB 2156, HB 2615, HB 2615, HB 2349, HB 1926, HB 569, HB 1762, HB 38, HJR 138, HB 42, HB 104, HB 104, HB 129, HB 677, HB 426, HB 668, HB 1699, HB 2017, HB 2128, HB 2038, HB 3783, HB 3717, HB 2316, HB 3686, HB 2563, HB 3883, HB 4021, HB 2788, HB 2663, HB 2663, HB 3305, HB 3173, HB 3474, HB 1105, HB 3531, HB 3531, HB 3490, HB 3490, HB 3597, HB 1295, HB 3512, HB 3010, HB 3112, HB 4215, HB 3223, HB 3223, HB 3464, HB 3120, HB 4214, HB 4511, HB 3704, HB 4081, HB 4783, HB 4063, HB 2783, HB 4937, HB 5085, HB 2510, HB 3426, HB 4361, HB 1169, HB 2516, HB 2347, HB 4034, HB 4700, HB 3560, HB 5150, HB 3860, HB 3146, HB 3924, HCR 98, HCR 92

Keywords: carbon tax, carbon emissions, greenhouse gas, climate policy, fuel tax, emissions tax, Texas Constitution, Article VIII, tax limitation, environmental tax, fossil fuels, energy policy, legislative taxing authority, ballot proposition, constitutional amendment, higher education, funding, financial allocation, state budget, Texas A&M University

Transcript Highlights:

• I've been teaching for over 22 years. I believe it's important.
• But what detrimental effect has never been proved?
• These issues continue to persist and have lasting effects on students.
• They don't teach them anything new. It's a complete waste of their time.
• Teaching or learning with this range seems difficult for both teacher and learners.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• manner so getting to the effectiveness manner so getting to the effectiveness of<00:19:52.000>
• a better job of quantifying the effects a better job of quantifying the effects of of of misclassification
• , teaching, teaching LUE and, um, one of the biggest goals here is to redefine and enhance the student
• be doing ensures our program teach be doing ensures our program teach relevant<01:27:00.040>
• We are certified to teach and administer testing for NITC medical gas courses.

Keywords: 1187, senate, all

Transcript Highlights:

• Commissioner for the Office of Teaching and Learning at the Department of Education.
• effective and used as intended. effective and used as intended.
• <00:32:34.040> as in school while they're teaching as in school while they're teaching as
• teach kids to read, um then they would. teach kids to read, um then they would.
• meant to do anything other than teach meant to do anything other than teach kids<01:14:25.760>

Keywords: 1187, senate, all

Transcript Highlights:

• you would you would see a material difference in size between the blue and the gray because of the effects
• So the... are attempting to make efficient and effective decisions for the education of their school
• Part of it is teacher preparation. you do to get trained to start teaching.
• Teaching is an extremely difficult. It is as difficult as neurosurgery and brain surgeons Mr.
• So teaching is a. calling of the highest order. It is also a it's a rewarding profession.

Keywords: 1184, house, all

Transcript Highlights:

• That would be effective.
• That's where you get effective. ...decisions to get to that gun. That's where you get effective.
• We're teaching them hygiene. We buy them... Hygiene is a huge thing. We're teaching them hygiene.
• And our model is cost-effective.
• And our model is cost-effective.

Keywords: 995, all

Summary: The commission on Violence Prevention Services Funding opened by explaining that its purpose is to examine how state dollars for gun violence prevention are being spent, whether they are reaching the right places, and how effective they are. Chair Marjorie Decker noted the commission was created through a legislative bill as part of a broader gun ownership package, and emphasized that the commission will produce recommendations rather than new law. The hearing began with a moment of silence for the National Day of Remembrance for homicide victims, followed by introductions from commissioners and staff. A series of community-based organizations testified about violence prevention, intervention, and survivor services. Emmanuel Williams of the Transformational Prison Project described work with incarcerated and returning youth and families, stressing lived experience, relationship-building, and the impact of budget cuts on travel, staffing, and programming; commissioners asked about his budget, caseload, and funding mix. Teresa D. Grigario and Antonio Gutierrez of Lynn Youth Street Outreach Advocacy said their work focuses on youth ages 12 to 24 in Lynn and Lawrence, with outreach at courts and shooting scenes, and argued that prevention is most effective when it starts early, includes family engagement, counseling, therapy, case management, food, and basic needs support; they said a million-dollar annual budget would help them expand. Ruth Rollins of We Are Better Together/Warren Daniel Hairston Project, speaking as a survivor, called for long-term flexible funding, trauma-informed care, and a community-informed database, and said her organization would ideally need about $2.5 million annually. Ruth Zakarin of the Massachusetts Coalition to Prevent Gun Violence explained that the commission grew out of listening sessions during the firearms-law update process and said the goal is to identify gaps, support grassroots groups, and address regional equity in resource allocation. Other testimony highlighted youth development, reentry, and survivor response as violence prevention. More Than Words described its job-training and supportive-services model for court-involved, homeless, foster-care, and out-of-school youth, citing high rates of graduation, postsecondary enrollment, and employment; a participant, Jorge, shared how the program helped him avoid adult incarceration and build a career in trucking. The Louis D. Brown Peace Institute described its homicide-response and healing work, noting that it served more than 1,100 survivors in 2024, facilitated healing groups and trainings, and is seeking a permanent center in Dorchester; its leaders said the operating budget is $4.5 million and the desired budget is $8 million. The Massachusetts Alliance of Boys & Girls Clubs emphasized that gun violence is a youth health crisis and urged continued investment in after-school and out-of-school-time programs. UTEC called for multi-year, flexible funding, more training and networking support, and attention to nonprofit cost recovery, while Roca described its outreach to high-risk young people, strong outcomes, and major federal grant cuts that forced staff reductions. Portal to Hope discussed domestic violence and stalking services, the importance of on-site police-department-based advocacy, and the instability caused by funding restrictions. New North Citizens Council briefly underscored that violence prevention funding is needed to address poverty, lack of education, and mental health needs. State officials also presented on existing grant programs. Kevin Stanton of the Office of Grants and Research described the Commonwealth Project Safe Neighborhood Initiative and the state’s broader public safety grant portfolio, saying partnerships between law enforcement and community organizations are central to violence prevention and citing seizures of illegal firearms, narcotics, and suspected drug proceeds. Renee Contreras said the Shannon Community Safety Initiative is a national model built on nearly 20 years of sustained investment, with multidisciplinary collaborations in 25 communities and research partnerships guiding strategy and evaluation. Throughout the hearing, commissioners repeatedly asked about budgets, staffing, caseloads, and how organizations measure impact, and several speakers said they would follow up with written materials or additional data.

Transcript Highlights:

• Teach auto mechanics. How can we get you headed in the direction.
• Engaging teaching. Not more days, not more hours, high-quality engagement.
• want to teach them in Mosquero or whatever small community you come from.
• OK, um, just to, to, I'm from Albuquerque, teach at Mazano High School.
• be proficient is to have an effective teacher, right?

Transcript Highlights:

• So, what this is in effect is Whenever a state, what the current law is, is when there's an issue of
• The requirements for them to continue teaching in the state of Oklahoma four or five years afterwards
• community about being inspired to teach program.
• But for the moment, I think it is, and I think it's effective. Follow-up, thank you.
• TSI, I believe the Inspired to Teach program is maybe been in place, Mr. President, 3 years if I'm.

Bills: HB1427, SB1403, SB1448, SB1489, SB1546, SB1557, SB1614, SB1377, SB1990, SB1439, SB1630, SB1632, SB1696, SB1796, SB1824, SB1362, SB1849, SB2066, SB2071, SB2104, SB933, SB1633, SB1224, SB1246, SB1280, SB1303, SB1346

Keywords: tax credit, clean-burning fuel, hydrogen fuel cells, compressed natural gas, liquefied petroleum gas, environmental impact, vehicle modification, renewable energy, job incentives, tax rebates, Oklahoma Quality Jobs Program, employment growth, wage requirements, Oklahoma Consumer Protection Act, consumer protection, unfair trade practices, deceptive practices, exemptions, statutory exemptions, Corporation Commission

Transcript Highlights:

• I also teach homeschool enrichment classes, and so on behalf of my students in... ...teach homeschool
• I can go back to what I love to do: teach children.
• Now, the good news is we know how 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.

Summary: The Assembly Education Committee heard AB 84, a charter school accountability measure focused on non-classroom-based charter schools and fraud prevention. The author and supporters said the bill was intended to respond to the A3 charter fraud case and related scandals by strengthening audits, transparency, authorizer oversight, and funding determination rules, while ensuring public education dollars are used for public education. Supporters included FCMAT, CSEA, CTA, and CSBA, who argued the bill would improve oversight and protect taxpayers. Opponents, including the California Charter Schools Association, Green Dot, many charter parents, educators, and charter operators, said the bill was too broad, would impose major new costs and bureaucracy on all charter schools, and could reduce options for families, especially those using flexible, homeschool, or special-needs charter programs. After extensive testimony and committee discussion, the bill passed on a 5-1 vote and was sent to Appropriations, with the item left open for additional votes. The committee then approved a consent calendar of 11 education bills, including AB 542, AB 563, AB 731, AB 753, AB 784, AB 964, AB 988, AB 1034, AB 1233, AB 1255, and AB 1381, all moving to Appropriations. The consent calendar passed unanimously. Later, the committee heard AB 1454, a literacy and reading instruction bill authored by Assembly Members Rubio and Revis. The bill would require the state to create professional development resources for evidence-based literacy instruction, update English language arts and English language development instructional materials, and revise administrator preparation standards to include literacy training. The authors and a broad coalition of supporters, including CTA, EdVoice, Families in Schools, Decoding Dyslexia, school administrators, and parent advocates, described the measure as a compromise aimed at improving reading outcomes and addressing California’s literacy crisis. There was no opposition testimony at the hearing, and members voiced strong support for the bill and its collaborative approach.

Transcript Highlights:

• And since we're in a timeline where Nothing can actually go into effect until after our next regular
• But you don't have to go anywhere near five years before you are required to effectively go through a
• So if I teach the standards as a teacher and I have a test over those standards, am I teaching to the
• I think teaching. Can I explain that? No, no. Yeah, I'm not trying to be a... Sorry.
• It's not just teaching that here's the setup of the word process.

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround