Transcript Highlights:

• Um I do at those who teach um K to 6.
• to teach reading. to teach reading.
• <00:24:38.559> reading teaching teachers how to teach reading teaching teachers how to teach
• programs teaching the same way. programs teaching the same way.
• the collegiate programs, teaching the collegiate programs, teaching educators<00:39:03.119> who

Keywords: 1189, house, all

Transcript Highlights:

• Thank you for your time. potentially losing their teaching potentially losing their teaching credentials
• So the result's going to be teachers are not going to teach.
• inferior but the teacher isn't teaching inferior but the teacher isn't teaching that.<01:38:31.520
• intention, but you can't really teach intention, but you can't really teach that<01:42:09.679>
• trying to teach children what to think. trying to teach children what to think.

Keywords: 1191, senate, all

Transcript Highlights:

• If it's a curriculum to teach agriculture, to teach about biology or environmental...
• Curriculum to teach agriculture, to teach about biology or environmental science, that's going to be
• So I feel like that's already covered. ...be paid to teach their kids.
• It implies that to teach a co-curricular course, I must have subject matter knowledge.
• I am getting that art teacher who has 30-plus years of experience teaching.

Keywords: 1204, all

Transcript Highlights:

• Are these teachers also teaching in addition to leading the teams, Mr. Chair? Mr.
• So, if I'm going to teach math, I have to have an endorsement in teaching English to others.
• This isn't just about teaching English.
• Whether you're teaching English or math or some other content area, the way you teach students whose
• the class, resulting in very subpar outcomes for every day that I teach.

Transcript Highlights:

• It has nothing to do with how they teach or what they teach.
• How are you going to spend three hours teaching a student?
• We probably need to spend three hours teaching students not to be on their cell phone.
• Three hours teaching them not to be putting their makeup on. Three hours that.
• Three hours teaching them not to be putting their makeup on.

Keywords: 996, all

Transcript Highlights:

• What we did see was that... the teachers teaching both modalities from in-person and trying to teach
• No teachers being forced to be taught to teach this way.
• What we teach is part of our culture, part of our traditions and histories.
• Now, Good Samaritan laws are not just based on a religious teaching.
• They're. based on a Christian teaching.

Bills: SB 10, SB 11

Keywords: human trafficking, trafficking victim, compelling prostitution, affirmative defense, criminal defense, coercion, force fraud or coercion, sexual exploitation, victim protection, Penal Code, Texas criminal law, prosecution, party liability, affirmative defense statute, survivor rights, 1185, senate, all

Transcript Highlights:

• <00:24:36.000> and communities to the Aina teaching and communities to the Aina teaching and
• Kim began her teaching in ninth-grade ELA in 2012 at James Campbell High School.
• Kim began her teaching in ninth-grade ELA in 2012 at James Campbell High School.
• In addition to teaching, Sherry serves as the co-director of the Academy of Natural Resources.
• Sherry<00:38:35.280> has In addition to teaching, Sherry has In addition to teaching,

Keywords: 912, senate, all

Transcript Highlights:

• Then we teach barricading, and then we do real-life scenarios...
• We don’t teach fighting techniques.
• These are the courses we teach.
• We should never be teaching a three-hour class to our...
• Response class doesn't teach bus drivers to fight; it teaches them the things to look for and to listen

Summary: The committee heard extensive testimony on Oklahoma school safety from Commissioner Tipton, OSSI director Mike Fike, OACTIC director Alan Young, OSBI lieutenant Isiles Keene, and Rogers County Sheriff Scott Walton. The main focus was a statewide school-safety framework built around response, prevention, and recovery. Witnesses described training law enforcement in the LASER active-shooter response model, adding A-TURK training for coordinated law enforcement/fire/EMS response, expanding run-hide-fight and Stop the Bleed instruction for educators and staff, conducting risk and vulnerability assessments, and using the Rave panic-button system and the ProtectOK tip app to speed reporting and dispatch. They also emphasized behavioral threat assessment and management (BTAM) teams as a prevention tool to identify and support at-risk students before violence occurs. Members asked about administrator and teacher training, school counselor involvement, how apps are deployed on personal versus school devices, and whether schools are actually using the programs. Witnesses said administrators, counselors, and SROs should be part of BTAM, that training is most effective when it is realistic and repeated, and that Rave is geofenced and typically invited onto devices by schools. Several members stressed that school leaders must buy in for safety plans to work, and one member raised concerns about traumatic training and the need for mental-health support as part of prevention. Witnesses said mental-health referral and monitoring are part of BTAM, but the school and local partners must manage the process. OSBI’s lieutenant added broader context, comparing school safety to fire safety and noting that Oklahoma still lacks some statutory requirements for intruder drills and stronger penalties for school threats. He also discussed possible future tools such as surveillance analytics, gunshot detection, ballistic-rated doors and walls, and better access controls, while warning that technology should supplement, not replace, basic safety systems and training. Sheriff Walton closed by describing rural response challenges and his foundation’s effort to place ballistic shields in schools and police cars, arguing that human resources and rapid communication remain the biggest gaps. No votes or formal actions were taken in the meeting.

Transcript Highlights:

• So, we have to teach students before they turn 18, before they cross the graduation stage, before they
• We must have continuity in teaching financial literacy so that students can understand its importance
• There is a generation that we're teaching today that did not grow up the way that we did.
• That year in the TEKS, there was the introduction of teaching students about the creation of... ...in
• We just saw here, we like to teach that a baby is a baby. It's a human.

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 TEACH program.
• And, you know, for 2025-2026 TEACH, and then we'll take questions.
• Yeah, regarding TEACH, yeah, there are other programs, yeah. Thank you, Madam Chair.
• I just wanted to come and reaffirm and reassure you that the TEACH program is fantastic.
• The funds have decreased some of the financial burdens of teaching.

Summary: The committee opened with roll call, welcomed members back for the first committee weeks, and heard brief personal updates from several senators before moving into agency implementation updates on recently enacted health care laws. The Agency for Health Care Administration reported on Senate Bill 64 creating rural emergency hospitals, explaining that AHCA adopted the required rules effective June 1, 2025, but that no hospitals have yet been designated. Members asked about possible hospital conversions, accreditation and survey responsibilities, and whether Florida would apply for federal rural health transformation funding; AHCA said it intends to apply and has already been working on the issue with federal officials. AHCA also reviewed the non-emergent care access plan requirement under Senate Bill 7016. The agency said hospitals with emergency departments must submit plans that help redirect non-emergent patients to appropriate care settings while complying with EMTALA, and that 83 plans had been received and 63 approved as of September 30. Members asked about data collection, managed care coordination, and the state’s health information exchange; AHCA said it has moved to a new HIE vendor and will continue monitoring implementation and possible care gaps. AHCA then updated the committee on the TEACH program, saying $6.8 million was spent in 2024-25 across 59 parent organizations and 229 facilities, with more than 1,800 students and nearly 380,000 clinical hours reimbursed. The agency said rulemaking is nearly complete, a new nursing student category and expanded facility eligibility were added, and a federal 1115 workforce waiver remains stalled after CMS signaled it will not approve new workforce demonstrations. AHCA also reviewed House Bill 121 on KidCare eligibility, explaining that implementation of the 300% poverty-level expansion remains blocked by federal litigation and waiver issues tied to premium nonpayment rules; members and public speakers urged action to close the coverage gap. Public testimony on AHCA’s presentation came from representatives of health centers and advocacy groups, who said the non-emergent care access plan has improved hospital-health center coordination and reduced repeat emergency use, and who urged implementation of KidCare expansion for children in the coverage gap. The Department of Health then presented updates on FRAM, the Sanadi screening grant program, the Health Care Innovation Revolving Loan Program, telehealth maternity care, swimming lesson vouchers, and House Bill 159 on pharmacist dispensing of HIV post-exposure prophylaxis. DOH reported strong participation in FRAM and the telehealth maternity program, 24 Sanadi grant awards in 42 counties, 4,945 swimming lesson vouchers issued last year and 2,371 so far this year, and three approved certification courses with five pharmacist certifications issued under HB 159. Committee members asked about recruitment of dentists and other providers, telehealth maternity outcomes, and why participation in the maternity program remains below expected levels; DOH said outreach and regional referral networks are expanding and more detailed outcome data will be included in the upcoming legislative report.

Transcript Highlights:

• I teach civics right now.
• These are the things that high school athletics teach.
• I moved to Winfield to coach and teach. I'm not from Winfield. My wife is.
• And this is going on my 24th year of teaching and coaching in this state.
• And, you know, this is going on my 24th year of teaching a coaching in this state.

Keywords: 994, senate, all

Summary: The committee met, approved the prior minutes, and removed House Bill 5537 from the agenda. It then took up three House bills. House Bill 4002, creating the West Virginia Collaboratory at Marshall University to connect higher education research with state and local government, was explained by counsel and advanced to the full Senate with a do pass recommendation after brief supportive discussion. House Bill 4573, requiring the Department of Human Services to share information with the Department of Education and county boards about post-secondary transition programs for students with foster care experience, was also reported to the full Senate with a do pass recommendation. The most extensive discussion centered on House Bill 4425, which would repeal the current code section allowing students one transfer during their four years of secondary school while retaining athletic eligibility. Counsel explained that the repeal would return transfer eligibility decisions to the West Virginia Secondary School Activities Commission (SSAC). Several athletic directors, principals, and coaches testified in support of repeal, arguing the current rule has led to recruiting, instability, competitive imbalance, and harm to school communities and team culture. They cited examples of transfers affecting rosters, community support, and competitive balance, and said the rule has created a “free agency” atmosphere in high school sports. SSAC director Wayne Ryan testified that the legislature’s current code has limited the association’s ability to address the issue, and said the SSAC wants the rule repealed so it can adopt an emergency rule and then work with its membership to craft a better system. He said bona fide residential moves remain eligible and described the waiver process for hardship cases. After discussion from senators on both sides about school choice, fairness, and the need for a better long-term solution, the committee voted to report House Bill 4425 to the full Senate with a do pass recommendation, then adjourned.

Transcript Highlights:

• Not all states teach the same content standards. It's always been a challenge comparing states.
• My last job, I ran the schoolhouse, teaching the next generation of Green Berets.
• My last job, I ran the schoolhouse, teaching the next generation of Green Berets.
• Teaching the next generation of Green Berets. We had academic specialists all over the country.
• And then we think about K-12 teaching and learning.

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• Certified and ready to teach. Open for questions, not very many of them, please.
• Members, 1546 is the Inspired to Teach program. We are changing the name to the...
• So is this the bill that doubles the investment in Inspired to Teach?
• Inspired to Teach, what is the value of changing the name if we're not going to put more public dollars
• This program has not always been known as Inspired to Teach.

Bills: SB706, SB1262, SB1272, SB1546

Keywords: school funding, general fund carryover, State Aid, educational finance, budget penalties, emergency clause, tuition waiver, human trafficking, education, higher learning access, victims' rights, Oklahoma Tuition Equalization Grant, higher education, financial aid, income eligibility, student grants, scholarships, capital improvements, teacher incentives, Oklahoma Equal Opportunity Education Scholarship Act

Transcript Highlights:

• This bill will reduce the number of differing classes a teacher can teach to 3.
• Of teaching biology, chemistry, and two other classes, they cannot be forced into a position to teach
• teaching, which is the goal of this bill.
• They will also be reaping the benefits by having to teach fewer classes. There is.
• They will also be reaping the benefits by having to teach fewer classes.

Summary: The meeting opened with remarks to Arkansas Boys State delegates about leadership, public service, and the significance of the Capitol, followed by prayer, attendance, and announcements that both chambers were organized and ready for business. The House then considered House Bill 1001, which would have increased funding for rural health care through a 10% tax on people earning at least $300,000; supporters argued it would improve access and quality in rural areas, while opponents raised concerns about fairness, funding, and driving away doctors and taxpayers. The bill failed, 24 yeas to 51 nays. House Bill 1002, aimed at funding more teachers for rural school districts and limiting how many subjects a teacher could be assigned, drew debate over teacher burnout, funding, and whether it would improve outcomes; it passed after immediate consideration, 38 yeas to 36 nays, though the transcript later includes a conflicting note that it failed. House Bill 1003, the Arkansas Data Centers Act of 2026, would let counties restrict data centers and impose a 10% tax for conservation; supporters emphasized local control and resource protection, while opponents warned about jobs, economic loss, and federal issues. It passed 62 yeas to 7 nays. House Bill 1004, reducing motor vehicle registration fees, was debated as a way to ease costs for families but criticized for reducing transportation funding; it failed, 20 yeas to 46 nays. The chamber then moved to Senate bills. Senate Bill 1 proposed incentives tied to SNAP benefits and healthier food purchases, including a Double Bucks-style program; supporters said it would help address food insecurity and obesity, while opponents objected to taxing junk food and burdening non-SNAP users. It passed 43 yeas to 27 nays. Senate Bill 2 would require reading tests in earlier grades and provide state tutoring for students who fail; supporters said it would address literacy problems early, while opponents wanted clearer provisions for older students and more detail on implementation. It passed 67 yeas to 6 nays. Senate Bill 3, the Freedom to Earn Act, would lower the individual income tax rate from 3.7% to 3.0%; supporters said it would help working families and attract business, while opponents argued the benefits would mostly go to corporations and wealthy executives. It passed 53 yeas to 15 nays. Senate Bill 4 created a zoning grant program to encourage mixed-use development in growing cities, funded by a 1% hotel tourism tax up to $50 million; supporters said it would promote housing, small business growth, and downtown revitalization, and it passed 51 yeas to 7 nays. The session ended with a motion to adjourn, which carried.

Transcript Highlights:

• I spent most of my career teaching both developmentally delayed preschool and then general education
• And then the last couple of years teaching general education as a high school in Alamogordo, running
• The establishment of a minimum salary of $60,000 for all educators teaching in New Mexico's four year
• or like teaching in higher education because they can't afford their students.
• It's just that, you know, the time to focus on good teaching seems to be less. For the other items.

Keywords: 996, all

Transcript Highlights:

• And what we're recognizing is that there is an inherent connection between the quality of the teaching
• If we have to teach all students, we need to be given the support and best practices to be able to do
• And then the question becomes, how can they properly teach?
• Like so many educators, I had to teach myself, reading research late at night, seeking out mentorship
• The teacher, they say, must teach the second grade ELA curriculum to fidelity.

Keywords: 995, all

Summary: The Joint Committee on Education held its 13th hearing, chaired by Senator Jason Lewis and Representative Gordon, and heard testimony on a large slate of bills covering personnel and miscellaneous education issues. The first major topic was House Bill 711 and Senate Bill 327, the “So All Students Thrive” proposal, which would change reduction-in-force rules so districts could consider teacher effectiveness, student impact, staffing needs, and diversity-related factors alongside seniority. Supporters from Educators for Excellence, including teachers and a former school committee chair, argued that current seniority-based layoff rules can push out effective early-career educators and harm efforts to build a more diverse workforce. Committee members raised questions about tenure, union involvement, and how the bill would interact with the Educator Diversity Act and local contract negotiations; members generally said they shared the goal of diversifying the educator workforce and encouraged continued collaboration and feedback. The committee then heard testimony on House Bill 658, which would require educator training on gifted and advanced learners. Parents, teachers, researchers, and advocates said Massachusetts lacks required preservice or professional development on gifted education, leaving many advanced students unchallenged and underserved. Witnesses described students who are bored, under-identified, or even discouraged in school, and argued that training would help teachers recognize and support gifted students, including students of color, multilingual learners, low-income students, and students with disabilities. Testimony also supported related prior bills on advanced learners and emphasized that the state should act on a 2019 DESE report recommending such training. The committee also heard testimony on House Bill 736 and Senate Bill 435, which would establish de-escalation training for school transportation. The Massachusetts Developmental Disabilities Council said the measure would improve safety for students and bus operators, fill a gap in current school bus driver certification requirements, and better support students with disabilities. Finally, the committee heard House Bill 4720, concerning the Athol-Royalston Regional School District’s state bailout-related reserve requirements; the superintendent said the district has long maintained fiscal stability but is still forced to leave over half a million dollars unspent each year, limiting resources for a high-poverty student population. After testimony concluded, the chairs read the full list of bills on the agenda, thanked the committee and staff, and the hearing was adjourned.

Transcript Highlights:

• state has faced. shortages of over 30,000 certified teachers annually, with more than 8,000. in teaching
• Our teaching working conditions are our students' learning conditions.
• I have an accountant that teaches from here now, one of the best math teachers on my campus because we
• My name is Mallory Vinson, and I teach second grade in Austin. and ISD.
• Thank you for teaching. And thank you for your testimony.

Bills: HB2, HB2

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

Transcript Highlights:

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

Bills: S0206, S0420, S0556

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

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

Transcript Highlights:

• I had a teaching certificate.
• I had current teaching certificates in Georgia, Arkansas, and Mississippi.
• And Oklahoma did not recognize my teaching certificate.
• In Oklahoma, did not recognize my teaching certificate from other states.
• When I got to Oklahoma, they didn't recognize my teaching certificate with 11 years' experience and a

Bills: SB540, HB1085, HB1484

Keywords: service warranty, administrative fees, financial statements, insurance, Oklahoma statutes, fentanyl, drug awareness, schools, substance abuse prevention, education policy, youth education, public health, 914, all

Transcript Highlights:

• They are legends kind of in my small teaching circle.
• What skills do we still need to teach the children?
• <00:41:22.040> the skills do we still need to teach the skills do we still need to teach the
• sometimes teach the teachers too.
• The teachers don't always teach the students; sometimes the students teach the teachers too.

Keywords: 910, house, all