Transcript Highlights:

• , the teachers from the different schools submit requests for different things going on in their classroom
• going<00:09:47.360> on<00:09:47.519> in<00:09:47.680> their<00:09:47.920> classroom
• ,<00:09:48.399> whether going on in their classroom, whether going on in their classroom,
• ><00:09:58.640> more to touch more schools, touch more to touch more schools, touch more classrooms
• and support more of our classrooms and support more of our students<00:10:01.120> in<00:10:01.360

Keywords: 924, joint, all

Transcript Highlights:

• And I believe this bill will do that by allowing them to serve in the classroom, creating a temporary
• that by allowing them to serve<00:06:29.199> in<00:06:29.360> the<00:06:29.440> classroom
• ,<00:06:29.919> creating<00:06:30.160> a serve in the classroom, creating a serve in
• the classroom, creating a temporary<00:06:30.800> teacher<00:06:31.120> certificate<00
• with some real world the classroom with some real world experiences<00:06:44.960> that<00:06:

Bills: HB306, SB149, SB158, HB323, HB362, HB306, SB149, SB158, HB323, HB362

Keywords: education, patriotism, national anthem, Star-Spangled Banner, K-12 schools, constitutional amendment, public works, sealed bids, bidding requirements, procurement, public notice, newspaper advertisement, advertising failure, publisher liability, civil damages, criminal liability, awarding authority, county government, municipal government, construction contracts

Transcript Highlights:

• of career and technical education myself and I taught CTE and the secondary and post-secondary classrooms
• Each program is very intentionally designed to connect classroom, learning to real-world careers, ensuring
• So what's taught in our classrooms across the state of Florida aligns directly to us needed on the job
• Program funds help cover faculty, salaries, classroom operations and other essential instructional costs
• These dollars support the expansion of classrooms and labs, the purchase of industry, great equipment

Transcript Highlights:

• But Senate Bill 37 turns a classroom into a surveillance environment rather than a learning one.
• My classroom is thriving because I create space for diverse perspectives and...
• How will I hold classroom discussion if SB37 passes?
• SB37 would drastically limit freedom of speech in classrooms.
• Let's start with political appointees being given control over classroom content and material.

Bills: SB 37

Keywords: fetal development, education, public health curriculum, middle school, age-appropriate instruction, 1184, house, all

Transcript Highlights:

• <00:01:47.759> Um education classrooms. Um education classrooms.
• And that's based on the amount of time that they spend in a regular classroom, general education classroom
• <01:21:27.360> were either peers within the classroom were either peers within the classroom
• So we program classroom of peers.
• So we needed to take the time classroom.

Keywords: 1187, senate, all

Transcript Highlights:

• And so this is a support for teachers and that classroom experience of student engagement.
• States across the country are taking steps to reduce classroom distractions.
• , including CTE classrooms.
• Actor to keep that focus on learning in the classroom. There are several books about this.
• If the teacher says you can't use your phone in the classroom, Done, it's over.

Bills: SB23, SB221, SB261, SB264

Keywords: student use, wireless devices, public schools, policy implementation, education technology funding, misappropriation, petroleum products, oil and gas equipment, racketeering, criminal penalties, New Mexico, public safety, health regulations, community welfare, peace promotion, legislative reforms, election integrity, voter coercion, emergency procedures, polling place security

Transcript Highlights:

• The basic cost of the classroom.
• The basic cost of the classroom.
• cost associated with the classroom cost associated with the classroom classroom<00:53:52.720>
• classroom teacher. classroom teacher.
• <00:53:59.839> teacher classroom teacher classroom teacher because<00:54:01.839> as<00:

Keywords: 1189, house, all

Transcript Highlights:

• so, it's important that as we work through this, we align what we're expecting to happen in the classrooms
• for a number of years, hey, when I'm coming out of a teacher prep program and I'm stepping into a classroom
• At their district or in their classroom, so we are providing that one screener for everyone and telling
• President, can you explain how the transitional classroom model allows students to say to stay socially
• And one of the best parts of the bill is the transitional classroom option that allows a student to move

Bills: SB1778, SB1570, SB134, SB1966, SB1636, SB1725, SB1726, SB259, SB504, SB592, SB2030, SB1572, SB843, SB1242, SB1255, SB1262, SB1264, SB1286, SB1581, SB1290, SB1316, SB1319, SB1369, SB1379, SB1381, SB1400, SB1427, SB1436, SB1461, SB1496, SB1509, SB1534, SB1553, SB904, SB1592, SB1645, SB1684, SB1767, SB1772, SB1813, SB1894, SB1928, SB1946, SB1980, SB2040, SB2060, SB2061

Keywords: reading instruction, literacy, educational equity, intervention services, third grade retention, Strong Readers Act, child welfare, child safety, administrative transition, Department of Child Safety and Well-being, Oklahoma Commission on Children and Youth, juvenile justice, foster care, retirement, public employees, reemployment, benefit adjustment, Oklahoma Public Employees Retirement System, memorial highways, bridge designations

Transcript Highlights:

• Four of those five members have taught in the classroom.
• One was also a police officer, retired, went into the classroom, and is now a reserve police officer.
• Four of those five members have taught in the classroom.
• Four of those five members have taught in the classroom.
• And I appreciate that as a classroom teacher.

Keywords: 1182, all

Summary: The Education Committee met as a committee of reference to complete required sunset reviews and hear a performance audit. Members and staff introduced themselves at the start of the session, and the chair outlined committee procedures, including limits on public testimony and the goal of adjournment by 5 p.m. The committee then heard the sunset review of the Credit Enhancement Eligibility Board. A governor’s office representative explained that the board was created in 2016 to help qualifying schools, mostly charter schools, lower borrowing costs through a credit enhancement fund. He said the board has approved 15 projects, has no dedicated staff or budget, and is now at its statutory leverage limit, so it is mainly monitoring existing obligations. Members voiced support, and the committee voted by voice vote to recommend continuation of the board for 10 years, until July 1, 2036. The committee next reviewed the Western Interstate Commission for Higher Education (WICHE). WICHE leadership described the interstate compact, its student exchange programs for undergraduate, graduate, and professional health care education, and related cost-savings and workforce benefits for Arizona. Testimony emphasized tuition savings for Arizona students, the return of many professional students to practice in Arizona, and the role of the compact in supporting higher education access and workforce needs. Commissioners from Arizona’s Board of Regents and Eastern Arizona College also spoke in support. The committee then voted by voice vote to recommend continuation of WICHE for 10 years, until July 1, 2036. The committee also received the Arizona Auditor General’s performance audit of the Arizona Department of Education school safety program. The audit found that while the program has grown substantially and now funds more than 1,000 school safety positions, ADE did not ensure many sampled schools complied with requirements such as operational plans, safety teams, annual training, activity logs, and expenditure documentation. The Auditor General said the department relied too heavily on written attestations and reduced monitoring as the program expanded, and recommended stronger oversight, written procedures, and better reimbursement controls. ADE’s school safety director responded that the department accepts the findings, has already begun improving monitoring, and is moving to require uploaded documentation and more risk-based reviews; he also said the department will seek additional staffing and will meet with the Auditor General and ASU to strengthen evaluation of the program. Finally, the committee took up House Bill 2142, which would establish a school safety center within ADE, assign it responsibility for administering the school safety program and providing technical assistance, and allow up to 10% of program appropriations for administration. Members discussed whether the bill should also require monitoring of emergency operations plan compliance, better address students with disabilities, and clarify coordination with other state agencies. The sponsor said he planned to offer a floor amendment to make monitoring expectations clearer. The bill was discussed but no final committee action was recorded in the portion provided.

Transcript Highlights:

• 00:11:55.839> education<00:11:56.320> in<00:11:56.560> the<00:11:56.640> classroom
• <00:11:57.120> can Business education in the classroom can Business education in the classroom
• in the traditional classroom. in the traditional classroom.
• During that time, in addition to his accomplishments in the classroom, he served as an accomplished FFA
• , uh he served uh as an in the classroom, uh he served uh as an accomplished<00:21:42.559> FFA

Keywords: 958, all

Summary: The House convened with 92 members present, approved the prior day’s journal, and received Senate messages announcing passage of Senate Bills 104 and 152 and Senate Joint Resolution 74. The chamber then moved through second reading of several bills, including measures on pension spiking, real property, organ donation safety, probationary retirement benefits, elections, and retired emergency personnel. Later, the Committee on Committees and Rules reported new referrals and posted bills for Monday’s regular orders, and the House also introduced several floor amendments. Two bills were taken up and passed. House Bill 527, relating to insurance regulatory requirements, was amended by House Committee Substitute 1. The substitute removed language repealing the workers’ compensation deductible range, revised the strengthened Kentucky Homes program to provide one-time grants of up to $15,000 to approved contractors for certification costs, and added an emergency clause for that grant provision. Supporters described the bill as a broad technical modernization of insurance law, including updates to licensing and responsibility requirements; it passed 92-0. House Bill 111, relating to on-farm animal health, was also amended by House Committee Substitute 1 after the sponsor said the bill had been negotiated with agriculture and animal-industry groups. The substitute clarified that farmers may seek guidance from professionals, exempted equine operations, and preserved state and federal authority in disease or abuse cases; the bill passed 94-0. During motions, petitions, communications, and announcements, members recognized Black History Month with a tribute to Georgia Davis Powers, highlighting her civil rights leadership and legislative achievements. The House also heard announcements about an upcoming Kentucky Nuclear Energy Authority/NITA board meeting and a Medicaid Oversight Advisory Board meeting. House Bill 495 was withdrawn by its sponsor, and House Bill 1 was briefly read and returned to committee as part of procedural handling. The House adjourned until 4:00 p.m. Monday, February 23, 2026.

Transcript Highlights:

• Well, beyond the end of the school year when students are already gone from the classroom, that system
• But we also have choice and opportunities for our educators when they access the classroom.
• So making sure that no matter which high-quality pathway that we have for teacher to enter the classroom
• They're able to dissect right each and every one of those classrooms, they look at the performance of
• what's happening in each and every one of those classrooms, they could then provide ongoing feedback

Keywords: 999, senate, all

Transcript Highlights:

• meet immediate needs for the classroom meet immediate needs for the classroom and<01:32:05.760><
• <01:47:14.719> and qualified teacher in the classroom and qualified teacher in the classroom
• <01:48:47.840> So effective teacher in every classroom.
• So effective teacher in every classroom.
• > taught<01:49:07.679> by<01:49:08.000> a classroom is currently taught by a classroom

Keywords: 910, house, all

Summary: The committee on Education heard testimony on HB 1895, which would add education-worker protections by expanding harassment-related offenses. The Department of Education, HSTA, HGA, and several school employees and principals testified in support, describing increased harassment and threats toward teachers and staff, especially since COVID, and saying the bill would help deter bad actors. The Office of the Public Defender opposed the measure, saying the language was vague and overbroad, could criminalize ordinary parental advocacy or speech, and might not survive constitutional scrutiny. In response to questions, the public defender said existing statutes already cover threatening or assaultive conduct against educational workers, while DOE representatives said the bill was aimed at excessive and repetitive disruptive behavior. No vote or final action was taken in the excerpt. The committee then took up HB 1592, concerning protections for educational workers and sports officials. DOE, the Charter School Commission, HGA, HSTA, school principals, athletic programs, and many individual testifiers supported the bill, with several describing threats, harassment, and aggressive behavior at schools and athletic events. One principal said he had repeatedly involved law enforcement after threats and incidents on campus, and a teacher testified about the need to keep school environments safe and orderly. The Office of the Public Defender again opposed the bill, arguing that current law already enhances penalties for assaults and terroristic threatening against educational workers and sports officials, and that new offenses would have little deterrent effect. Committee members questioned whether the bill should be a separate statute and how to distinguish passionate advocacy from harassment; DOE said the line was crossed when conduct became excessive and repetitive, while the public defender urged clearer drafting and more emphasis on prevention, education, security, and de-escalation. No vote or final action was announced in the excerpt.

Transcript Highlights:

• , and keeps parents confident classroom, and keeps parents confident in<00:27:08.559> what<00:
• far away from classrooms and family childare<00:37:42.560> programs.
• <00:40:43.440> with for traditional indoor classrooms with for traditional indoor classrooms
• The state recognizes the classroom.
• > important, organized classroom is important, organized classroom is important, expecting<00:

Keywords: 919, house, all

Summary: The presentation focused on Think Small’s recommendations for Minnesota child care licensing modernization, including a proposed three-tier system for early care and education: unregulated “trusted caregivers,” state-licensed health and safety programs, and “recognized” early care and education programs that would pursue board-approved quality pathways. Dr. Nicole Smarillo said the recommendations came from an extensive engagement process with providers and field experts, and emphasized that the goal is not deregulation but a right-sized system with clearer funding aligned to state expectations, a reduced and more health-and-safety-focused licensing framework, and a profession-led quality system with multiple pathways rather than a single rating model. A major recommendation was creating a Minnesota Board of Early Care and Education with real decision-making power, made up of providers, families, and experts. The board would set quality expectations, approve multiple recognition pathways, address professional qualifications, advise on funding and supports, and monitor policy impacts on child outcomes, supply, and workforce stability. Presenters said the current Parent Aware system would be replaced in this future model, and that programs would have a roadmap from health-and-safety licensing to a time-limited candidate status and then to recognized program status. Several providers testified in support of the framework. Shauna Maranovich said the process welcomed field voices and produced recommendations grounded in proximity expertise. Cindy Cunningham, a licensed family child care provider, said the proposal reflected provider feedback, supported a Minnesota-specific model, and would separate health and safety licensing from quality improvement while reducing fear-based enforcement. Maria Harms, a child care center operator, said current licensing is overly burdensome and that the board and multiple pathways would better reflect day-to-day practice and reduce silos across program types. Candace Yates of Child Care Aware of Minnesota supported aligning supports with quality pathways and said the system needs a shared floor for quality and more continuous, less fragmented support. No votes or formal committee actions were taken in the excerpt.

Transcript Highlights:

• No, he gets pulled out of the classroom and is one-on-one with either myself, Dr.
• They're doing the relationship-building activities in their classrooms.
• We recommend 15 hours or more for a teacher who is in a classroom.
• Those might be Recommend 15 hours or more for a teacher who is in a classroom.
• Determine what kind of instruction they need to be successful in the classroom.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• So, um we are making the classrooms.
• And the same situation in any classroom.
• . classroom. classroom.
• Instead of supporting him and classroom.
• effort to get out of the own classroom effort to get out of the own classroom he<00:58:14.480>

Keywords: 1187, senate, all

Transcript Highlights:

• It's not just a classroom teacher.
• These kids could be in my classroom. Those kids would go to Rachel's classroom for one follow-up.
• This actually happened to me in my classroom. So, I'm done.
• or possibly a specials classroom.
• To stay in classrooms, it would now.

Bills: HB4420, HB3974, HB3016, HB3062, HB3021, HB3145, HB4128, HB3131, HB3015, HB3472, HB3453, HB1638, HB4126, HB2696, HB2710, HB3552, HB3031, HB3544, HB3521, HB4490, HB4488, HB1746, HJR1069, HB4428, HB4429, HB1170, HB3538, HB4124, HB3904, HB4106, HB2999, HB3982, HJR1077, HB3464, HB2588, HB3462, HB4440, HB3674, HB3345, HJR1067, HB4326, HB4331, HB4337, HB4338, HB4359, HB4392, HB3557, HJR1076, HB4003, HB3495, HB3497, HB3501, HB3505, HB3749, HB3011, HB4336, HB4346, HJR1087, HB3240, HB3647, HB3796, HB3969, HB3972, HB3983, HB3984, HB3989, HB3383, HB3130, HB4358, HB3327, HJR1055, HB3386, HJR1089, HB3087, HB2970, HB3314, HB4129, HB4199

Keywords: reading, intervention, literacy, education, third grade retention, teacher training, funding, Strong Readers Act, tort claims, inmate housing, government immunity, public trust, private prison, emergency legislation, vision screening, binocular vision, kindergarten, elementary education, health, firearm rights

Transcript Highlights:

• What positions would be limited by this and what wouldn't, you know, how do we know what affects classroom
• <00:21:10.080> instruction, affect classroom instruction, affect classroom instruction, school-based
• <00:21:24.720> Does What affects classroom instruction?
• Does coming to school hungry affect classroom instruction?
• Does not being supported at home affect classroom instruction? What are school-based services?

Keywords: 1191, senate, all

Transcript Highlights:

• That student might have been ready to travel and enter the classroom and be ready to go that day, yet
• And then the next one is the summary by grade level and classroom.
• And that’s first and foremost in every day for the classrooms that she is.
• If you have vision of classroom, they’re all sitting in their chairs with their feet on the floor.
• If you have vision of classroom, they're all sitting in their chairs with their feet on the floor.

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.

Transcript Highlights:

• That student might have been ready to travel and enter the classroom and be ready to go that day, yet
• And so a student that's been out of the classroom for a week and comes back into my science lesson or
• And then the next one is the summary by grade level and classroom.
• And that’s first and foremost in every day for the classrooms that she is.
• If you have vision of classroom, they're all sitting in their chairs with their feet on the floor.

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• School counselors are required to adhere to practices that are connected to classroom teacher certification
• everyone would be off, how would that day, I think, contractually, that teachers have to be in classrooms
• They have a certain number of days, I guess, to be in the classroom. Be in classrooms.
• They have a certain number of days, I guess, to be in the classroom.
• eloquently said, we have a whole month devoted to it, and it's wonderful that veterans are in the classrooms

Summary: The Senate Education Pre-K through 12 Committee met with a quorum and considered several education-related bills. SB 1036 on school counselors was amended with a technical clarification and reported favorably. SB 1136 on dental screenings for K-12 students was converted by delete-all amendment to place the screening definition in the School Health Services Act and align notice and parent-exemption procedures; it also passed favorably, with support noted from PTA and other witnesses. SB 920 on mathematics education was reported favorably after discussion of applied algebra courses tied to career pathways, while preserving Algebra I standards, the end-of-course exam, graduation requirements, and university admission eligibility. SB 1216 on public school personnel compensation, which would give districts more flexibility on pay, cost-of-living adjustments, and advanced degrees, also passed favorably with broad support from educators and former school board members. The committee then approved SPB 7022, which reenacts and extends a public records exemption for classroom examination and assessment instruments through 2031 and expands coverage to district school boards and public schools. SB 464 on observance of Veterans Day in K-12 schools was reported favorably after extensive debate about whether schools should be closed or could instead hold Veterans Day programs; supporters emphasized statewide consistency and honoring veterans, while some members raised scheduling and instructional-day concerns. SB 538 on physical education and extracurricular participation was amended to establish standardized eligibility rules for public, private, virtual, and home education students, limit duplicate participation across schools, require annual participation in the Presidential Youth Fitness Program, and leave coach compensation to district discretion; it was then reported favorably. SB 178 on athletics and public K-12 schools was amended to add a $15,000 annual cap on coach personal spending per team and was reported favorably after discussion about good-faith support for student-athletes, recruiting concerns, and the need for guardrails. A temporary postponement was announced for SB 430 on the oath of school personnel. At the end of the meeting, Senator Osgood recorded a favorable vote on SB 1036, and the committee adjourned without further business.