Transcript Highlights:

• Teaching position, how many consider leaving teaching?
• So now they've been teaching for six years.
• I can teach or I can case manage, but I can't do both well.
• I teach 9th through 12th grade students in the same room.
• So how are we supposed to teach kids?

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• So we're not just teaching the kids, we're also teaching the parents, the grandparents, everyone in town
• Faculty who teach computer science Faculty who teach computer science also do work in AI and in robotics
• So those are... ...necessary for faculty to be teaching.
• Everybody's got to teach the same.
• They don't take additional faculty to teach those two degrees.

Summary: The Higher Education Institutions Committee met at NDSU and heard an extensive presentation from President David Cook/President Stewart and NDSU leadership on the university’s priorities, including enrollment, student success, research growth, and use of New Horizons funding. Leaders emphasized NDSU’s land-grant mission, its role in workforce development, and its goal of becoming more distinctive through strategic planning, recruitment and retention, commercialization, and partnerships. They highlighted that NDSU awarded 2,370 degrees in 2025, produces a large share of the state’s engineering, nursing, and agriculture graduates, and reported strong outcomes for graduates staying and working in North Dakota. They also noted enrollment headwinds, competition from other institutions, and the need to manage tuition waivers more carefully through a scholarship optimization effort. Provost Sherry Vale outlined academic stewardship efforts, including review or consolidation of low-producing programs, strategic hiring tied to institutional priorities, faculty workload policy changes, and expanded online and regional offerings. She said the university is using New Horizons dollars to strengthen advising, student support, and programs in engineering, agriculture, and health. NDSU leaders also described new or expanded academic offerings such as robotics and automation, artificial intelligence, material science and engineering, nuclear engineering certificates, accelerated nursing, nurse practitioner certificates, a Master of Health Administration, and a clinical research master’s program with Sanford Health. They stressed that these investments are intended to improve student completion, meet workforce needs, and increase return on public investment. The committee also heard testimony from students and recent graduates who described the value of NDSU’s education, mentorship, internships, research opportunities, and support services. Alyssa Hodges spoke about pharmacy education, public health work, and campus support as a parent and student; Ethan Blessy described engineering coursework, internships with Marvin, and career preparation; and Aiden Freolic discussed neuroscience research, federally funded projects, and plans for graduate study. Their testimony was followed by presentations on partnerships with Gateway to Science for K-12 STEM outreach and with Sanford Research on biomedical research, clinical trials, obesity research, and a joint biostatistics hire. NDSU also highlighted systemwide shared services, Governor’s School programming, and research growth, including a reported 8% increase in research expenditures from $199 million to $215 million. No bill votes were taken; the meeting was informational and featured presentations, testimony, and discussion of future planning and partnerships.

Transcript Highlights:

• course subjects at faculty teaching course subjects at postsecary<00:26:49.679> institutions,
• ,<00:29:08.240> making communicating effectively, making communicating effectively, making
• ,<00:37:55.520> making communicating effectively, making communicating effectively, making
• teaching how to think not what to think. teaching how to think not what to think.
• to accommodate new ways to to teach. to accommodate new ways to to teach.

Bills: HF3489, HF3550

Keywords: grooming, child protection, student safety, sexual exploitation, educator licensing, teacher discipline, mandatory reporting, mandated reporter training, school misconduct, predatory offender, child abuse, sexual abuse, sex trafficking, child sexual abuse material, child pornography, position of authority, school employee, school administrator, license revocation, license suspension

Transcript Highlights:

• As it is now, if the legislature takes no action, they go into effect, which means we have new standards
• But I might have wanted to take my engineering degree and go teach as a second career at some point.
• It's running through CEcu because the secretary suggested that might be a more effective, quicker way
• We have a retention crisis, and we have a retention crisis because we're not respecting the Teaching
• Her first year teaching as a third-grade teacher. She was shanked in the classroom.

Bills: HB2987, HB3026, HB3076, HB3288, HB3315, HB3467, HB3711, HB3885, HB4427, HB4359, HB4363

Keywords: kindergarten, military families, education policy, school districts, international military dependents, age eligibility, teacher certification, alternative teacher preparation, education reform, employment opportunities, teacher recruitment, physical education, elementary school, prekindergarten, recess, health and fitness, higher education, bachelor's degree, feasibility study, Oklahoma State Regents

Transcript Highlights:

• And part of the teaching...” “...teach again the law of war.
• You actually had to teach guardsmen and active duty soldiers, right? You had to teach them.
• You had to teach them. Yes, Senator.
• And effectively, you know, effectively... Or lethality.
• And effectively, you know, effectively, or lethality.

Keywords: 1182, all

Transcript Highlights:

• Effects.
• and character development for kids who tend toward suspension and dropout, and then Coney we're teaching
• and character development for kids who tend toward suspension and dropout, and then Coney we're teaching
• and character development for kids who tend toward suspension and dropout, and then Coney we're teaching
• and character development for kids who tend toward suspension and dropout, and then Coney we're teaching

Summary: The committee heard an interim study on expanding or simplifying sales tax exemptions for Oklahoma nonprofits. Representatives Stark and Schreiber said the issue has been filed repeatedly over several sessions and framed it as a bipartisan effort to keep more charitable dollars in service of communities rather than paying sales tax. Schreiber also suggested broader tax reform or an omnibus approach rather than continuing to add individual exemptions. Marnie Taylor of the Oklahoma Center for Nonprofits gave an overview of the sector, describing nonprofits as a major part of the state economy and safety net, and argued that many organizations are highly regulated, under-resourced, and facing declining donations and funding. She said the current patchwork of exemptions is uneven and that a blanket or broader exemption would help organizations serving public needs. Committee members asked for sources behind some of the poverty, education, and health rankings cited in her presentation. Several nonprofit leaders testified about how sales tax affects their operations. RG Foods described the cost of opening neighborhood grocery markets in food deserts and said sales tax on a Tulsa project would divert about $85,000 from programming. Jubilee Partners, Skyline Urban Outreach, the Pencil Box, the Tulsa Police Foundation, Blue Rose Ranch, and Legacy Parenting Center each explained how exemption status or the lack of it affects food assistance, school supplies, public safety equipment, animal rescue, and diapers and family support. Members asked follow-up questions about food desert definitions, budgets, and how much sales tax savings would change operations. No vote was taken in the excerpt, but the study concluded with closing remarks emphasizing that the exemption would keep more money in direct services and support the nonprofit sector statewide.

Transcript Highlights:

• To protect the rights of all who participate in the legislative process so that we can have effective
• Elizabeth Eskida, current teaching kindergarten math teacher, and I'm here to show my support.
• Elizabeth Eskida, current teaching kindergarten math teacher, and I'm here to show my support.
• I've been teaching kindergarten for 28 years with a master's in early childhood education also.
• I want to make sure it's placed in the right place and that it is as effective as possible.

Summary: The Assembly Education Committee heard a long slate of education bills, beginning with SB 685 on nonpublic schools for students with disabilities. Senator Cortese and the California Department of Education described the bill as a response to the Ninth Circuit’s Laughman decision, removing the obsolete “non-sectarian” requirement while preserving secular use of public funds, nondiscrimination protections, background checks, credentialing, and incident reporting. There was no opposition, and the bill later passed 7-0 to Appropriations. The committee also heard SB 1181, a pilot grant program for violence prevention, student wellness, and school safety in Central Valley and other schools. Supporters framed it as a prevention measure, while opponents from EFF, ACLU Cal Action, and community advocates warned it could increase law enforcement involvement, surveillance, and use of fusion centers; despite those concerns, it ultimately passed 5-0 to Appropriations. Members then considered SB 1067, which would create a statewide framework for annual K-2 math assessments starting in 2028-29 to identify students needing early intervention. The author and supporters argued California faces a serious math achievement crisis and that early assessment would help close gaps, while CTA and several educators and administrators sought additional clarity and amendments to ensure alignment with existing diagnostic practices and limits on high-stakes use. The bill drew broad support from educators, parents, and advocacy groups and passed 7-0 to Appropriations. SB 1107, a school shade-structure bill, would expand eligible shade projects and allow bundling through design-build to reduce costs; it received support from LAUSD, school boards, and climate-focused groups and passed 7-0. SB 1128, on take-home devices and screen time for kindergarteners, was presented as a modest first step to give families more flexibility and reduce early screen exposure, with support from early childhood advocates and no opposition, and it passed 7-0. The committee also approved SB 1048, creating a voluntary State Seal of Climate Literacy for students who complete climate coursework and hands-on projects. Supporters, including Ten Strands, students, teachers, and county offices, said it would recognize real-world climate learning and green career readiness; it passed 7-0. SB 1140, sponsored by CFT, would require LEA construction contractors to follow campus security provisions during school projects to reduce unauthorized access; it drew support from labor and gun violence prevention groups and passed 7-0. SB 930, requiring end-to-end encryption for proctoring companies handling K-12 exam data, was presented as a student privacy measure in response to cybersecurity risks and passed 6-0. Finally, SB 1083 was introduced by Senator Perez as a follow-up to last year’s Safe Learning Environments Act, with extensive committee amendments to refine the statewide misconduct data system, disclosure rules, contractor fingerprinting, and access requirements; the transcript cuts off before the bill’s full hearing and vote are shown.

Transcript Highlights:

• Here's the bottom line: If we can teach how frogs develop, we can teach how a human being is developed
• If we can teach how frogs develop, we can teach how a human being is developed.
• I think that any good teacher doesn't teach it directly; they teach it as part of just this is how we
• It allows educators to teach effectively because kids are ready to learn.
• It allows educators to teach effectively because kids are ready to learn.

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. After debate, the committee voted 6-5-1 to give HB 2076 a do pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.

Transcript Highlights:

• The bill equips our educators with the tools they need to teach reading effectively.
• The bill equips our educators with the tools they need to teach reading effectively.
• There are as many debates about which program can teach.
• But again, make no mistake, teaching reading is not an easy skill to do.
• Teaching reading is not an easy skill to do. I'd ask all of you to try it.

Summary: The Assembly convened after a quorum call, prayer, and Pledge of Allegiance, then moved through a long floor file of bills. Early measures passed with little or no debate, including AB 698 on local transfer taxes and affordable housing analysis, AB 456 on mobile home sales, AB 1129 on reportable infant health conditions, AB 69 on Fair Plan insurance notices and voluntary market searches, AB 357 on expedited student and faculty housing permits, AB 383 on firearms code cleanups, AB 426 on drones interfering with emergency response, AB 825 on energy affordability and transmission financing, and AB 699 on ballot transparency for local tax and bond measures. Most of these bills passed unanimously or with strong bipartisan margins, while AB 825 drew the most extended debate over whether it would lower costs or expand state control of energy infrastructure; it ultimately passed 45-5. The most contentious item was AB 84, which would strengthen oversight of non-classroom-based charter schools and tighten accountability for charter spending and operations. Supporters argued it was needed to stop fraud and misuse of public education dollars, citing major scandals and audit findings, while opponents warned it would harm legitimate charter schools, reduce educational options, and disproportionately affect rural and special-needs students. Several members said they supported the bill only to keep negotiations going, and others urged more targeted or delayed action. After extensive debate and multiple amendments, the Assembly passed AB 84 on a 41-22 vote. The chamber also took up AB 610, a housing bill that would require cities and counties to disclose planned housing restrictions and limit new constraints for three years after housing element approval. The author framed it as a certainty and transparency measure to help address the state’s housing shortage, while noting continued discussions with local governments and housing advocates. The transcript ends with the bill’s presentation and request for an aye vote, with no final vote shown in the excerpt.

Transcript Highlights:

• So the next slide shows the sort of magnitude of these effects.
• The next slide shows what the effect of the ESSER spending was.
• I mean, we do find that the 80% has a smaller effect, but a positive effect on reading.
• It didn't have any effect at all.
• But chronic absence tends to have a delayed effect.

Keywords: 988, house, all

Transcript Highlights:

• So we're not just teaching the kids, we're also teaching the parents, the grandparents, everyone in town
• Necessary for faculty to be teaching.
• We repeatedly hear from employers that they can teach some of the content.
• Everybody's got to teach the same.
• They don't take additional faculty to teach those two degrees.

Keywords: 908, all

Transcript Highlights:

• We know what the best way to teach reading is.
• I think that that is how we used to teach...
• It shrinks those tests, which should have some effect.
• I get a lot of questions about teaching to the test.
• And if this is what teaching to the test looks like, I want teachers teaching to the test because it

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:

• seek to protect the rights of all who participate in the legislative process so that we can have effective
• I started my teaching career as a sixth-grade teacher in the Franklin-McKinley School District in San
• on their ability to teach about politically sensitive issues.
• One way a district might address that now is by teaching about it.
• One is the chilling effect. I like what Ms.... ...the chilling effect. I like what Ms.

Summary: The Assembly Education Committee held an informational hearing on AB 715, followed by discussion of SB 48. AB 715 was presented by Assembly Members Zbur and Addis as a response to rising anti-Semitism in California schools. They described incidents involving harassment, swastikas, biased classroom materials, and students feeling unsafe, and said the bill would create an Office of Civil Rights with coordinators to address anti-Semitism and other forms of discrimination, provide prevention resources, and support school districts. Witnesses in support, including a rabbi and a student who described personal experiences with anti-Semitic harassment, urged immediate action to protect Jewish students. Opposition testimony came from the California Teachers Association, county superintendents, school board groups, labor organizations, civil liberties advocates, ethnic studies educators, and many community members. Their main concerns were that the bill was rushed, had not been fully vetted in the Assembly Education Committee, and could chill classroom speech or create constitutional problems, especially around language requiring instruction and materials to be “factually accurate” and not based on advocacy, bias, or partisanship. Several opponents argued that anti-Semitism should be addressed through education, training, and restorative practices rather than new statutory restrictions. Some witnesses also raised concerns about the bill’s impact on ethnic studies and free speech. Committee members then debated the bill’s process and substance at length. The authors said the bill had been narrowed through negotiations with education stakeholders and the Senate, that some disputed provisions would be revisited in cleanup language, and that the urgency of anti-Semitic incidents required action now. Several members expressed support for the bill’s goal but criticized the late release of the final language and the lack of consultation with the Assembly committee. Others emphasized the need to protect Jewish students immediately and argued the bill was a necessary response to a real crisis. The transcript does not show a final vote on AB 715 in the portion provided.

Transcript Highlights:

• I think one of them is the University not telling its story more effectively.
• University you know to research teach University you know to research teach and<00:15:57.720>
• I teach my own classes as a grad instructor, and I TA graduate and undergrad students.
• I teach my own classes as a grad instructor, and I TA graduate and undergrad students.
• can be addressed the most effective can be addressed the most effective strategic<00:50:40.240><

Keywords: 1187, senate, all

Summary: The forum focused on the University of Minnesota system’s future, with candidates largely agreeing that the five campuses should remain distinct while working more closely together. Speakers emphasized the land-grant mission, the importance of serving Greater Minnesota, and the need for each campus to have a clear value proposition tied to local communities. Several suggested stronger cross-campus partnerships, more use of technology, and more seamless student pathways between campuses, while also noting enrollment declines and the need to preserve campus identities. A second major topic was public trust in higher education and the perceived value of a college degree. Candidates pointed to rising tuition, student debt, and concerns about post-graduation job prospects as key challenges. Proposed responses included better storytelling about university outcomes, stronger partnerships with schools, legislators, and communities, more targeted fundraising and commercialization of research, and clearer evidence of return on investment for students and families. The discussion then turned to athletics, where most candidates described sports as the university’s “front door” but said academics must remain the priority. They raised NIL, revenue sharing, and the need to keep athletics funding separate from core university funding, while also recognizing athletics’ role in campus culture and student recruitment. In later questions, candidates discussed why they sought regent service and how to support diversity, equity, and inclusion, with responses stressing access, belonging, open debate, and meeting students where they are. No formal votes or actions were taken in the transcript.

Transcript Highlights:

• technologies, and help Texans experience better health. experiencing anaphylaxis acts as the most effective
• And so if you suspect that somebody's having anaphylaxis and you administer that, the side effects that
• Education is supposed to be teaching reading, writing, math, science, history, and some arts.
• to teach to the bottom.
• Teaching abstinence will help youth to value them. in their relationships more.

Bills: SB207, SB611, SB920, SB1174, SB1207, SB1325, SB1396, SB1551, SB1619

Keywords: SB 207, Texas Education Code, public school attendance, excused absence, mental health appointment, mental health care, behavioral health, school district, student absenteeism, same-day return, health care professionals, physician certification, religious holy days, court appearance, DFPS, foster care, education policy, student wellness, school mental health, attendance policy

Transcript Highlights:

• That usually prevents people from wanting to teach. And so I think that's probably...
• For me personally, I'd rather be working side-by-side with an emergency doctor who can teach me versus
• We have to follow the New Mexico Board of Nursing rules on who can teach the nurses or teach our nursing
• Medications are effective on their own; however, therapy can have an additive effect and help engage
• It seems to be pretty effective, and we're getting a lot of response to that.

Transcript Highlights:

• 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
• assessment um notebook LM your Effective assessment um notebook LM your power<00:44:08.000> teaching
• sometimes teach the teachers too.
• The teachers don't always teach the students; sometimes the students teach the teachers too.

Keywords: 910, house, all

Transcript Highlights:

• In Colorado, where my son teaches, it's 180, and they're in the top bottom ten.
• Now, what I'm saying here is that this law hasn't been in effect long.
• If the cuts go into effect, you could look at South St.
• When I was teaching at St.
• When we make policy decisions, they have massive ripple effects.

Transcript Highlights:

• teach.
• And what we're saying is we want to focus on the art of teaching, the craft of teaching.
• And so, being that my teaching experience or my teaching training primarily came from Teach For America
• And so this is about getting teachers prepped to teach, okay?
• But this is about the basis, the foundation of teaching.

Summary: The Careers and Workforce Subcommittee met with a quorum and took up four bills. The first, HB 875 on educator preparation, would align teacher-prep programs under a uniform core curriculum, create a competency-based coaching program (CERT), standardize mentor and clinical educator requirements, allow certain certification waivers, and establish a Florida Institute of Teaching Excellence at Miami-Dade College subject to appropriation. Debate focused heavily on language in the bill related to systemic racism, identity politics, privilege, and historical distortion, with supporters saying the bill is about pedagogy and opponents warning it could limit discussion of important historical and social topics. The committee adopted a strike-all amendment and then reported the bill favorably, 12-4. The committee then considered PCS for HB 541 on minimum wage requirements, which would allow employees to knowingly and voluntarily waive the state minimum wage for up to 12 months in certain structured work-based training settings. Supporters argued it would expand access to training and career pathways for inexperienced workers and help address labor shortages, while opponents said it could depress wages, invite coercion, and conflict with the state constitution’s minimum wage provisions. Public testimony included opposition from workers and labor groups and support from NFIB. The bill was reported favorably, 12-4. Next, PCS for HB 681 on apprenticeship and pre-apprenticeship program funding was presented as a transparency and accountability measure to improve funding reporting and address bargaining issues between education agencies and program providers. Support came from industry groups and the ranking member, and the bill was reported favorably without opposition, 16-0. Finally, PCS for HB 1105 on education and Bright Futures would broaden Gold Seal Vocational eligibility, align CTE diploma requirements with Bright Futures, add AP Capstone as an automatic qualifier, and remove barriers for certain military and public service families. The committee supported the bill, which was reported favorably, 15-0. The meeting ended after a correction to the record on one public comment card and adjournment.

Transcript Highlights:

• Yes, there are standards they are teaching to.
• So what started two years ago in 2023 has already had an effect.
• So what started two years ago in 2023 has already had an effect.
• I don't care what you think you're going to teach.
• , or had been teaching, nursing for well over 30 years, and that's my mom.

Summary: The Education and Employment Committee met with a quorum and considered one bill, HB 121 by Representative Overdorf, relating to nursing education programs. The sponsor said Florida’s nursing shortage is projected to worsen and argued that low NCLEX passage rates show some programs are not adequately preparing students. The bill would tighten probation for underperforming programs, require program directors to be accountable, authorize Department of Health on-site inspections, require admission criteria and public posting of NCLEX passage rates, and require tuition reimbursement and free remediation for students at programs with passage rates below 30 percent. Members asked about how the bill would interact with the Board of Nursing, the Commission for Independent Education, and other agencies, and whether it would address fraudulent or low-quality schools. An opponent from the Florida Association of Independent Nursing Schools said current law already requires Board of Nursing and commission review, institutional accreditation, and provisional status for programs on probation, and argued the bill could reduce the supply of nurses. He also said Florida’s NCLEX results had recently improved. A representative of the Florida Nurses Association supported the bill, saying weak programs waste students’ time and money and do not produce licensed nurses. During debate, several members described concerns about diploma mills, fraudulent programs, student debt, and the need for stronger screening and accountability. Others emphasized that raising standards would improve patient safety and help ensure better-prepared nurses. The chair noted the importance of private nursing colleges in the state’s nursing pipeline. The committee then voted 19-0 to report HB 121 favorably and adjourned.