Transcript Highlights:

• It's a big learning curve.
• It's a big learning curve.
• But I'm somebody that learns.
• them with our learning curve.
• Well, we learned a couple of things.

Summary: The committee met to organize upcoming legislative session arrangements and staffing, and to review several rule and security-related items. It first approved a Joint Rule 211 change, recommended by the Employee Benefits Committee, that clarifies the deadline and statutory references for introducing health insurance mandate bills so required cost-benefit materials can be completed in time. Members noted the change would streamline the process, though it would not solve all timing and mandate-determination issues. The committee then discussed a draft bill on confidentiality protections for certain public officials and candidates, but members raised concerns about the statute’s complexity, the practical difficulty of administering it, and whether it would meaningfully improve safety; no action was taken and the topic was set aside for further discussion. The committee received an update on the new NCSL Legislator Security Fund. Staff explained that North Dakota is in process to apply for grant funding that could reimburse up to about $200 per legislator for personal security-related expenses such as home cameras, locks, lighting, or monitoring services, with reimbursement handled through Legislative Council and subject to Emergency Commission approval. Members asked about eligible expenses, timing, and whether new legislators would be included, and staff said the program would likely cover current legislators only for this round. The committee also approved the 2027 joint session schedule for the State of the State, tribal-state message, and State of the Judiciary on January 5, with the tribal and judiciary addresses in the morning and the governor’s address later in the day. The committee next approved the statutory reporting schedule for the Commerce Commissioner and agricultural commodity groups, setting the Commerce report for January 13, 2027, and the agriculture reports and pesticide container disposal update for January 14, 2027. Members questioned the usefulness of some of these recurring reports, but agreed to follow the existing statutory requirements. The largest discussion centered on Legislative Council staffing for the 2027 session: the committee approved reducing session staff to 36 Senate and 41 House employees, eliminating procedural clerk positions in standing committees in favor of permanent policy analysts, while retaining quality assurance clerks and adding a House parking lot attendant. It also approved a 3% salary increase for those staff positions, matching the increase given to state employees. Finally, the committee reviewed a revised organizational session and new legislator training agenda. Staff proposed moving some orientation content into a separate pre-session training day for new legislators on November 30, including laptop setup, mock committee and floor sessions, parliamentary procedure, and HR/benefits training, while adding more security and budgeting instruction. Members strongly supported earlier and more practical training, including follow-up reinforcement during the first week of session, and suggested using experienced or term-limited former legislators as mentors. Staff also described efforts to expand training materials into podcasts, flowcharts, and other formats, and Legislative Council leadership outlined the office’s remaining vacancies and a proposed expansion of policy analysts, program evaluators, legal staff, and training support to better serve the legislature and improve oversight of state programs.

Transcript Highlights:

• It's a big learning curve.
• But I'm somebody that learns.
• I think you do learn a lot from your peers.
• them with our learning curve.
• Well, we learned a couple of things.

Summary: The Legislative Procedures and Arrangements Committee met with a quorum and approved the minutes from the previous meeting. The committee first considered and adopted a Joint Rule 211 change clarifying the deadline and statutory references for bill drafts involving health insurance mandates, after discussion that the process is still somewhat cumbersome but improved by the clarification. The committee then reviewed a revised draft addressing confidentiality protections for certain legislators and candidates, but members expressed concerns about the breadth, enforceability, and transparency implications of the proposal, and the committee chose not to advance it at this time. The committee received an informational update on the new NCSL Legislator Security Fund. Staff explained that North Dakota is applying for the grant, which could provide about $200 per legislator for home security or related safety expenses, subject to Emergency Commission approval and reimbursement procedures. Members asked about eligible expenses, administrative burden, and whether new legislators would be covered; staff said guidance would be provided if funding is approved. The committee also approved the 2027 timing for the State of the Judiciary, tribal-state relationship message, and State of the State address on January 5, and set the Commerce Department and agricultural commodity reports for January 13 and 14, respectively, as required by statute. A major portion of the meeting focused on legislative staffing and organizational planning. The committee approved a recommendation for 36 Senate staff positions and 41 House staff positions, along with a 3% compensation increase for session staff. Discussion centered on replacing some procedural clerk duties with permanent policy analyst staff, retaining quality assurance roles for now, and adding or repurposing positions in IT, program evaluation, legal, and administration. Members also discussed expanding program evaluation capacity and the need for clearer oversight of new programs, with staff noting upcoming training and model-sharing with other states. Finally, the committee reviewed a proposed new legislator orientation day on November 30 and broader organizational session training changes, including mock committee and floor sessions, security training, and more robust budget/appropriations instruction, but took no final action on the agenda items and adjourned after completing the budget-related recommendations.

Transcript Highlights:

• The minimum salary increased to $50,000 as a result of the LEARNS Act.
• of LEARNS, average teacher salaries had declined by about 12%.
• Similarly, there had been a steeper decrease prior to the implementation of LEARNS.
• So you said that 10% of the teachers moved schools or districts, down since LEARNS was enacted.
• So anyway, I'm just curious as how much learns has influenced some of this data. Thank you.

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.

Transcript Highlights:

• lessons learned.
• And we learned in Milton.
• And we learned in Milton.
• Like everything we do, we learned. Thank you. Season. Very busy for us, but we learned a lot.
• Like everything we do, we learn.

Summary: The committee met to hear invited presentations on storm recovery and storm protection from the Florida Public Service Commission, Florida Power & Light, Duke Energy, Tampa Electric, Chesapeake Utilities, and the Office of Public Counsel. The PSC reviewed the history of storm restoration financing and utility hardening efforts after major storms such as Hurricane Andrew, the 2004-05 hurricane seasons, Irma, and Michael, explaining storm reserve funds, storm recovery bonds, and the current three-year storm protection plan process. The commission’s role in approving plans and later reviewing prudence of actual costs was emphasized, along with the types of work included in the plans such as vegetation management, pole replacement, undergrounding, feeder hardening, and substation flood protection. The utilities described their own storm-hardening investments and recent storm performance. FPL said it has spent about $4.9 billion on storm protection and recovery-related efforts, highlighted improved restoration times during Helene and Milton, and said it is expanding undergrounding, feeder hardening, and smart-grid technology. Duke Energy reported more than 40,000 hardened poles and structures since 2021, major gains from self-healing grid technology, and faster restoration during recent storms. Tampa Electric described a roughly $200 million annual storm protection effort, including vegetation management, undergrounding, substation hardening, and new storm surge protections, and Chesapeake Utilities discussed its smaller-scale hardening program, vegetation work, pole replacement, and rapid restoration after Helene in Nassau County. Committee members asked about how utilities prioritize neighborhoods for lateral hardening, whether maps of planned projects could be shared, how much each utility has spent on undergrounding and hardening, and how reliability comparisons are normalized against the national average. Public Counsel Walt Trierweiler argued that storm recovery and hardening costs fall too heavily on investor-owned utility customers, said the current framework lacks a meaningful cost-benefit or prudence check at the planning stage, and urged broader sharing of storm costs because the benefits extend to the whole state. Senators also discussed whether the commission can review the reasonableness of approved programs and whether future reports or recommendations from Public Counsel would be helpful. No votes or formal actions were taken.

Transcript Highlights:

• Expand your work-based learning across a continuum.
• And then I'll need to go to the learning other states.
• Again, they learn EMT as well. Absolutely. Again, they learn EMT as well.
• We are the warriors who learn to love the pain.
• And we also learned that from the Department of Labor.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• They created learning modules on that TV show, which will be on PBS LearningMedia.
• will learn about Oklahoma history a little bit better.
• We do civic engagement and long life long-term learning.
• So, as an example, in October there were 12,000 people accessing the PBS Learning Media.
• And so is the Ready to Learn.

Keywords: 914, all

Transcript Highlights:

• The vision recognizes that learning.
• fact have access to grade level learning fact have access to grade level learning that<00:13:05.040
• Key priority four, continuum of learning, recognizes that mathematics learning builds on prior skills
• professional learning curriculum-based professional learning is<00:30:45.760> going<00:30:46.000
• crafting what's called United We Learn crafting what's called United We Learn and<01:21:31.600><

Keywords: Call to Order and Roll Call - 00:13 Approval of Minutes - 4:07 Kentucky Academic Standards for Reading and Writing - 5:18 Math Improvement Committee Report - 21:02 ETS Praxis Exam - 41:47 KDE Performance Review Data - 1:15:04 Adjournment - 1:57:54, 958, all

Summary: The committee heard a presentation from KDE on the revised Kentucky academic standards for reading and writing. KDE explained the statutory six-year review process, the public comment periods, and the main revisions, including updates tied to the science of reading, decodable text, encoding/decoding, and an updated vision statement. KDE said 308 responses were received on the initial public comment, most respondents favored keeping standards as-is, and about 12% of standards were revised. The department also said the document was streamlined by removing repeated graphics and reducing its size by about 24%, and that a later comment period drew more than 400 responses. No new standards were flagged for review. Members asked about alignment between standards, curriculum, assessments, and NAEP, and KDE said instructional resources should be aligned to standards, KSA assessments are aligned to the standards, and screeners/diagnostics help identify student needs. Representative Truett raised the idea of a textbook-to-standards crosswalk, and KDE said publishers and a future repository partner should provide such crosswalks for local districts. Representative Bojanowski asked why foundational reading skills are not directly assessed on the third-grade KSA; KDE responded that the assessment is designed to measure end-of-grade expectations, while screening and diagnostics are used earlier to identify decoding needs. Representative Gel asked about early childhood supports, and KDE said it is working with early learning and special education offices and promoting LETRS professional learning for both teachers and preschool educators. The committee then received the mathematics improvement committee report. KDE said the mathematics committee unanimously approved a new strategic plan for improving math achievement from pre-K through grade 20 and adult education. The plan centers on six priorities: student empowerment, effective mathematics teaching and learning, continuous educator development and growth, a continuum of learning, community and family partnerships, and teacher recruitment and retention. KDE said the plan is intended as a living document with goals, recommended actions, and evidence bases, and that it aligns with the Kentucky Numeracy Counts Act by supporting high-quality instructional resources, professional learning, and family resources. In response to Senator Thomas, KDE explained that the professional learning recommendation means districts should tailor teacher training to classroom needs and instructional materials so math teachers are better equipped to implement standards and support students.

Transcript Highlights:

• Earn while you learn.
• Earn while you learn.
• Earn while you learn.
• , book learning, and uh your learning, book learning, and those<01:14:13.520> sort<01:14:14.040
• on the job and not learning the learning on the job and not learning the details<01:14:47.480> that

Keywords: 00:00 Call to Order 02:45 Roll Call 05:25 Cosmetologists 13:48 Barbers 01:16:06 Adjournment, 958, all

Transcript Highlights:

• of new things we're learning.
• of new things we're learning.
• We should be learning from that what else we can do.
• We should be learning from that what else we can do.
• So if we could turn back the clock and learn what we've learned from overdose prevention opportunities

Keywords: 995, all

Summary: The Special Commission on Xylazine convened its second meeting, approved the minutes from its June 23 meeting, and reviewed its timeline and working groups. The co-chairs said the commission’s final report is due to the House and Senate clerks by March 30, 2026, and outlined three working groups focused on regulation/oversight of xylazine, treatment and outreach for exposed patients, and education/training for first responders, clinicians, treatment providers, and people who use substances. Staff will schedule working group meetings, with group presentations planned for December 11, followed by commission meetings in February and March to review and finalize the draft report. Public comment centered on research and practical responses to xylazine contamination in the drug supply. Dr. Tracy Green of Brandeis reviewed recent studies showing severe xylazine-related wounds and amputations in Philadelphia, withdrawal symptoms, the value of wound identification tools, and the usefulness of drug checking in detecting xylazine even when users did not suspect it was present. She urged expanded low-barrier wound care, more access to medications for opioid use disorder, overdose prevention sites, housing, and trauma-informed care, while cautioning that stricter controls could push the market toward other dangerous alpha-2 substances. Commissioners asked about early wound identification, dilution/cutting strategies, supplier engagement, and how to reduce stigma and improve treatment access. Tia Johnson of Boston Medical Center and Boston Health Care for the Homeless testified that xylazine contamination still requires naloxone for overdose response, but sedation can last longer and may require low-dose naloxone, oxygen support, and low-threshold monitoring spaces. She emphasized that xylazine-associated wounds can heal with consistent care, but patients often lose access to services when sent to hospitals unnecessarily. Commissioners discussed reimbursement barriers, especially in MassHealth and behavioral health settings, and the need for wound care to be available within detox and treatment programs rather than requiring transfers. The meeting ended with agreement to continue working group planning and adjournment.

Transcript Highlights:

• <00:26:46.960> all attending hearings and learning all attending hearings and learning all
• She understands the importance of tapping into community resources to make the learning relevant and
• <00:33:42.720> relevant learning to make the learning relevant learning to make the learning
• success, and lifelong learning. success, and lifelong learning.
• learning and data-driven instruction. learning and data-driven instruction.

Bills: HR204, SB2925, SB2798, SB2320, SB2800, SB1230, SB2706, SB3233, SB2405, SB3320, SB2543, SB3097, SB3096, SB3140, SB2593, SB2567, SB2466, SB2140, SB2088, SB3090, SB608, SB2795, SB3294, SB3263, SB3001, SB2907, SB3251, SB2074, SB2360, SB2354, SB2908, SB2353, SB3045, SB2047, SB3254, SB3246, SB3133, SB2425, SB2671, SB3229, SB2969, SB1166, SB896, SB2391, SB2125, SB3118, SB3325, SB2613, SB2614, SB494, SB2376, SB3326, SB2001, SB2599, SB3048, SB3169, SB2002, SB3247, SB3253, SB2155, SB2192, SB3187, SB2190, SB2398, SB2424, SB3028, SB2338, SB3219, SB2981, HCR14

Keywords: H.R. 204, House Resolution, Hawaii LifeSmarts, LifeSmarts State Competition, student competition, academic recognition, congratulatory resolution, Iolani School, Kalani High School, Waipahu High School, personal finance, consumer rights, health and safety, technology education, environmental education, National Consumers League, Department of Commerce and Consumer Affairs, Hawaii Credit Union League, youth achievement, high school teams

Transcript Highlights:

• Summer learning? It's busy in the summer.
• Students will learn those soft skills.
• learning all the things in education.
• They are not going to learn.
• So if you take work-based learning, learners have the opportunity to learn in the workplace as well as

Transcript Highlights:

• Is there a place where people can go to learn that this opportunity is available?
• He joined an after-school sports team, made a friend, and started learning how to read.
• . to keep these kids in school where they're safe, supported, and learning.
• You might be surprised to learn that this little girl learned to love school and to excel academically
• to read to reading to learn.

Keywords: 995, all

Summary: The Joint Committee on Education held its sixth public hearing and took testimony on a large slate of bills, with the chair moving H. 542/S. 341 on family, friend, and neighbor (FFN) child care to the top of the agenda so young constituents would not have to wait. Witnesses from labor, community organizations, and FFN providers strongly supported the bill, saying FFN care fills critical gaps for families working nonstandard hours, especially in low-income, immigrant, and BIPOC communities. Testimony emphasized that FFN providers are currently underpaid, often receive only about $24 per child per day, and should be guaranteed at least the state minimum wage. Witnesses also backed changes to the voucher system to allow families to combine formal and FFN care more flexibly, and they supported creating an FFN advisory council. Committee members asked about the difference between FFN and center-based care, registration requirements, fingerprinting/background checks, EEC’s ongoing study group, and the fiscal impact; witnesses said the current annual cost is about $1.8 million and could rise to about $6 million if all current FFN providers were paid minimum wage, still under 1% of the EEC budget. The committee then closed testimony on that bill. The committee next heard testimony on several preschool and universal pre-K bills, including H. 707 on public preschool facilities, H. 687/S. 339 on universal pre-K and mixed delivery, and related bills such as H. 606, H. 523, H. 618, H. 522, H. 510, and H. 615, many of which were later closed without additional witnesses. A Lowell school official testified that space and facilities funding are major barriers to expanding preschool and that the city has hundreds of children on voucher waitlists. Other witnesses and organizations, including the Early Care and Education Consortium and AFT Massachusetts, supported mixed-delivery universal pre-K and warned that public-school expansion should not undermine community-based providers, whose preschool tuition helps subsidize infant and toddler care. Several witnesses also urged stronger standards for preschool teachers, better staffing ratios, and more integrated special education and support services. The committee accepted written testimony on some bills and closed testimony on the others when no one else came forward. A major portion of the hearing focused on H. 541/S. 373, which would ban school exclusion in pre-K through third grade. Advocates from Massachusetts Advocates for Children, Mass Appleseed, Citizens for Juvenile Justice, AFT Massachusetts, and the Mental Health Legal Advisors Committee argued that suspensions and expulsions at young ages harm learning, worsen inequities, and contribute to the school-to-prison pipeline. They cited data showing disproportionate impacts on Black and Latinx students, students with disabilities, and low-income children, and described personal stories of children whose behavior improved when schools kept them in class and addressed underlying needs. Committee members asked for updated data on the number of students and districts affected, and witnesses said they would provide more detailed written information. After testimony on this and a few other bills, including S. 372, S. 357, and H. 275/S. 133, the committee closed testimony and adjourned.

Transcript Highlights:

• There are a little bit of differences in early learning and K-12.
• So we had the Learns Act two sessions ago. We had the LEARNS Act two sessions ago.
• We want children to learn, but it is also a workforce issue.
• Additionally, they're also learning English, and so they're trying to get their hands on as much learning
• I think this is an early learning committee, right?

Summary: The committee met to review the minutes and then held a workshop-style discussion with Arkansas Department of Education early childhood officials about the state’s early learning programs, funding, and access. Officials explained that the state-funded ABC program has been largely flat for years, rising from $11 million to about $14 million in 2018, while the federally funded SRA/CCDF side is much larger. They described differences between the programs, including ABC’s 10-month school-year structure, current enrollment of about 23,000 children in ABC and about 14,871 in SRA, and a SRA wait list that has grown to roughly 2,971 children. Members raised concerns about rural access, school-based versus community-based providers, reimbursement rates, and the need to align early childhood funding with K-12 and kindergarten readiness goals. A major topic was the recent $14.741 million PDG B-5 competitive grant. Officials said it is a one-year systems-building grant, not a direct services grant, and will support local leads, CLASS observations, workforce efforts, and data systems while helping offset some costs that otherwise would have been paid through CCDF. Members also discussed the end of a federal pre-K funding stream in June, with children either moving into ABC slots or requalifying for SRA, and the state’s new enrollment-based payment approach, which officials said saved about $576,000. The committee also heard that the current cost-of-care study is about three years old and that a new market-rate survey is being planned. Several members questioned dual enrollment in home visiting/HIPPY and ABC, with officials saying about 1,200 children are enrolled in both and that limiting double enrollment could save about $2.4 million and affect roughly 470 children. Members also asked about provider closures after rate changes; officials said eight providers cited funding as a reason for closing, while 26 new providers have been added under the new rates. The discussion ended with broad agreement that the committee should continue regular updates, keep providers and families informed, and explore policy changes, waivers, and possible state investments to improve stability, access, and quality in early childhood education.

Transcript Highlights:

• This is a program for boys, and we have learned that boys do learn differently from girls.
• uh that boys do learn have learned uh that boys do learn differently<00:31:14.000> from<00:31
• <00:48:34.160> Our learn and one that is updated. Our learn and one that is updated.
• of uh experiential learning uh and explorative<01:08:51.199> learning<01:08:51.600> because
• learned experiences different? learned experiences different?

Keywords: 958, all

Summary: The committee met with a quorum, approved the September meeting minutes, and heard presentations from Carter G. Woodson Academy in Lexington and related school programs in Fayette County Public Schools. School leaders described the academy as an all-male public school option focused on culture, belonging, and opportunity, with a mission to educate, empower, and equip young men academically, socially, and morally. They emphasized culturally responsive instruction, restorative practices, mentorship, brotherhood circles, and access to advanced coursework, dual enrollment, and career pathways. Student speakers highlighted school culture, leadership opportunities, and clubs such as SGA, Beta Club, FFA, and the Bow Tie Club, along with service and community engagement. Presenters said the academy began in 2012, is housed with Frederick Douglass High School, uses an application and lottery process, and can serve up to about 350 students but is intentionally kept near 300 because of space. They reported 302 enrolled students, about 38 seniors, a 100% graduation rate, 95% average attendance, 100% postsecondary success, and $1.8 million in scholarship offers last year. They also shared demographic and achievement data, noting growth in MAP scores, strengths in reading and writing, and math as an ongoing focus area. The school said 90% of high school scholars are taking at least one dual credit class this year, and some students have earned opportunities at selective programs such as Gatton Academy and Craft Academy. Committee members praised the school’s results and asked about enrollment, funding, and whether the model could be replicated statewide. School leaders said the program is fully funded through Fayette County Public Schools, could be replicated with committed staff and training, and that teachers receive preparation through the Gearing Institute to better understand how boys learn. They also noted that Fayette County has other specialized programs, including girls’ academies and other options for underrepresented students. Members expressed interest in long-term tracking of graduates, and the school said it is preparing to study outcomes as the first graduating class approaches its 10-year anniversary.

Transcript Highlights:

• well as the virtual learning that they receive.
• provide new and unique learning provide new and unique learning experiences<00:20:45.440> for
• He is learning and growing as a person.
• He is learning and growing as a person.
• He is learning and growing as a person.

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and heard first from the Washway Nicotine Youth Advocacy Group, which urged stronger enforcement of Kentucky’s Tobacco 21 law. Youth advocates described the harms of flavored vaping products, argued that nicotine use is targeting children, and called for retailer licensing, annual compliance checks, harsher penalties for illegal sales, and more funding for enforcement. Committee members praised the presentation, and one senator said he had heard a bill on licensed retailers may be coming soon. The committee then heard a lengthy presentation from Cloverport Independent School District and the Kentucky Virtual Academy about the state’s virtual school model. Superintendent Keith Haynes and principals Brandy Fagan and Sally Johnson said KYVA serves about 2,800 students, many of whom are at-risk or have health, safety, behavioral, or family reasons for choosing virtual education. They emphasized that the program uses live synchronous instruction, provides devices and materials, and offers special education and related services. They also said the school had a large wait list and that virtual programs need more flexibility in staffing ratios, scheduling, and testing windows. School leaders acknowledged criticism of KYVA’s proficiency scores and said many students entered far below grade level, with 59% not proficient in English language arts and 79% not proficient in math on recent state testing. They argued the program is too new to judge solely on one year of data and pointed to growth in MAP scores, as well as middle and high school rankings in the top half of Kentucky schools. Fagan and Johnson outlined improvement efforts, including daily interventions, small-group instruction, literacy programs, staff training, and expanded clubs and student activities. No votes or formal committee actions were taken in the portion provided.

Transcript Highlights:

• a lot of things that the schools provided to us uh to help us recognize and learn what the signs was
• <00:04:51.600> the<00:04:52.000> signs and learn learn what the the the signs and learn
• learn what the the the signs was.<00:04:53.600> And<00:04:54.000> uh<00:04:54.160>
• That is exactly what I vibrant learning. That is exactly what I just<00:14:41.199> described.
• an education and learning opportunities. an education and learning opportunities.

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met and first considered House Bill 141, which would make type 1 diabetes information available to students through KDE, school district websites, and school locations such as youth service centers, front offices, and nursing stations. The sponsor explained that a committee substitute removed a requirement that districts distribute the information annually to students, in response to concerns about teacher workload. Members spoke in support, citing the value of helping schools recognize the signs of type 1 diabetes and the usefulness of the information for families. The committee adopted the substitute and passed the bill favorably with the substitute attached. The committee then heard House Bill 415, described as a cleanup measure to House Bill 300, the teacher due process law. The sponsor said the substitute would improve communication between the Education Professional Standards Board and superintendents, remove a requirement that teachers meet with EPSB when a complaint is filed, and move appeal hearings from EPSB to the Attorney General’s office effective July 1, 2027. Members discussed the changes and the bill passed favorably with the committee substitute attached. Finally, the committee took up House Bill 555, which would define student-based enterprises and allow local school boards to decide whether to permit them. The sponsor and a Taylor County High School business teacher described student-run businesses as hands-on learning opportunities that build workforce skills, generate funds for student scholarships and activities, and operate under local control. Members asked about red book compliance, tax and business issues, and how the enterprises relate to programs like DECA and Junior Achievement. The committee passed the bill favorably, and then adjourned.

Transcript Highlights:

• because there's a lot to learn on this bill.
• What is true learning?
• For instruction and learning.
• And the learning curve of just learning the toggles and...
• But I would like to learn more.

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

Transcript Highlights:

• There is much to be learned.
• And I was happy and encouraged that she was learning much more about the Holocaust than I learned.
• That she was learning much more about the Holocaust than I learned when I went to public schools.
• They don't learn, many don't eat.
• We want our students to feel safe, and we want them to learn.

Summary: The Assembly Education Committee heard a series of bills focused largely on school safety, immigrant student protections, Holocaust and genocide education, civic engagement, and workforce pathways. SB 631 would expand the charter school revolving loan fund by increasing loan amounts and broadening eligibility, including for charter schools affected by natural disasters; it drew support from the Treasurer’s Office and the California Charter Schools Association and was advanced on a 4-0 vote, with the bill held on call. SB 472 would reinforce Holocaust, slavery, and genocide education requirements and create or expand teacher training and grants; it received strong support from survivors, educators, and Jewish organizations and passed 6-0, with several members asking to be added as coauthors. The committee also took up a package of immigration-related school bills. SB 48 would bar school officials from allowing immigration enforcement access to campuses without a judicial warrant and protect student records; it was backed by Superintendent Tony Thurmond, teachers, school districts, and many advocacy groups, and passed 5-0 to the Judiciary Committee. SB 98 would require K-12 schools and higher education institutions to notify campus communities when immigration enforcement is present; it also drew broad support from student groups, colleges, and education organizations and passed 3-0 to Higher Education, with the bill held on call. Both measures were presented as responses to recent immigration enforcement activity near schools and the chilling effect on attendance and student well-being. Other measures advanced included SB 848, which would strengthen protections against employee sexual misconduct in schools by updating safety plans, training, reporting, and misconduct tracking; it was supported by education groups and a survivor who described grooming at her high school, and passed 6-0 to Public Safety. SB 638 would create a statewide coordinating entity for education and workforce programs and support career pathways, with testimony emphasizing the need to align fragmented funding and improve access for underserved communities; it passed 7-0 to Higher Education. SB 316, on high school voter registration and pre-registration, passed 8-0 to Elections after testimony from students and civic engagement advocates, and SB 334, which would add sexual harassment prevention content and a Sexual Harassment Safety Week to school curriculum, was presented with support from student advocates and AAUW, with no opposition noted in the portion of the transcript provided.

Transcript Highlights:

• For example, if I earn 40 hours of professional learning in a year that are aligned with the Florida
• Fadrenia Sutton, Ladies Learning to Read, waiving in support. Dr.
• You know, why can't they learn, of course, we think elections is the most important thing, why can't
• they learn about elections?
• , of course, we think elections is the most important thing, why can't they learn about elections?

Summary: The committee heard and advanced several education-related measures. CS/SB 1062 on speech and debate, sponsored by Senator Brodeur, was amended with a delete-all and rewritten to create a Speech and Debate Hall of Fame, designate Florida Speech and Debate Week, authorize a teacher endorsement and FLVS institute, direct statewide coursework and credentials, and require annual district reporting. Supporters, including parents, the Florida Debate Initiative, and school representatives, praised the bill’s funding and statewide expansion of debate opportunities. The committee adopted the amendment and reported the bill favorably. The committee also heard and reported favorably SB 1718 on educator preparation and certification, which aims to reduce administrative delays for initial certification and reinstatement while maintaining standards; an Orange County school administrator suggested adding language to allow educators to bank professional learning hours. SB 1646 on educational facilities was presented as revising the funding formula and priorities for school capital projects, with added attention to safety, maintenance, and planning, and it was reported favorably. CS/SB 564 on student volunteers at polling locations was amended to clarify that pre-registered or registered high school students may volunteer at polling places and count the hours toward graduation or postsecondary financial aid; election officials and civic groups supported the bill, and it was reported favorably. SB 1340 on coordinated screening and progress monitoring was also reported favorably. It requires school districts to screen students for characteristics of dyslexia and dyscalculia, place identified students on support plans, and use evidence-based interventions, with the sponsor emphasizing early identification and intervention. The committee then recommended confirmation of Laila Collins to the State Board of Education, and the meeting concluded after a birthday recognition and adjournment.

Transcript Highlights:

• After third grade, they're reading to learn.
• Past third grade, they are reading to learn.
• Learning to read is what allows you to read to learn.
• to read allows you to read to learn.
• The way you learned would be different from the way another child learns, your colleagues, your classmate

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