Transcript Highlights:

• , charter school, home education, private Christian school, Jewish school, whatever it is.
• , charter school, home education, private Christian school, Jewish school, whatever it is.
• I support school choice.
• The students in public schools are tested constantly, as are the schools.
• We don't have that in the private schools. We don't have that at home schools.

Summary: The Senate Committee on Appropriations, Transportation and Technology heard HCR 2048, as amended by a strike-everything amendment. The amendment would constitutionally prohibit the state from confiscating scholarship account monies from children of military families who are eligible for education scholarship accounts (ESAs) and can use the funds for tuition and fees at eligible postsecondary institutions. It also would make any later bill or voter-approved measure that violates that prohibition void in its entirety, with no severability, for measures enacted or approved on or after November 1, 2026. Representative Way, the sponsor, said the measure was intended to protect military families from having education funds taken away and argued that military children face unique disruptions because of deployments and frequent moves. Supporters including Matt Beinberg of the Goldwater Institute, Kevin Beasty of the Arizona Christian Education Coalition, Peter Gentala of the Center for Arizona Policy, and Senator Rogers said the amendment was needed to safeguard military families and preserve their ability to use ESA funds flexibly, including for college savings. Opponents, including Senators Alston, Fernandez, Kuby, and Epstein, argued the proposal was unnecessary, overly broad, and an attempt to preempt or invalidate a pending ESA-related citizen initiative. They also raised concerns about ESA accountability, public school funding, and constitutional issues involving voter initiatives and judicial review. After debate, the committee adopted the strike-everything amendment and then voted on HCR 2048 as amended. The final committee vote was 6 ayes, 4 noes, and 1 not voting, giving the measure a do-pass recommendation.

Transcript Highlights:

• I'm sorry, this is an act relative to safer schools. It deals with school resource officers.
• what matters are for school personnel.
• by the school-to-prison pipeline by ensuring our..." "...of school and the juvenile court.
• It made me love school.
• It made me love school.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on two bills: H.5171, an act relative to safer schools, and H.3895, an act expanding career and technical education opportunities for Lynn students. The hearing focused primarily on H.5171, which would limit school resource officers’ role to serious criminal or delinquent conduct, encourage de-escalation and anti-bias training, and create grants for alternative school safety approaches such as restorative justice. Witnesses from the Mental Health Legal Advisors Committee and the Committee for Public Counsel Services supported the bill, arguing that police involvement in routine school discipline can escalate situations, especially for students with disabilities, and contribute to the school-to-prison pipeline. They described examples of student encounters with SROs that led to fear, arrest, or other harmful outcomes. Committee members raised concerns about school safety, including gang activity and weapons in schools, and asked whether the bill would remove SROs entirely. Testimony clarified that the bill would not eliminate SROs or their role in responding to actual criminal activity, but would narrow their involvement in discipline and encourage better training. One witness, Joey Ford of Parent Data Force, was neutral on H.5171, saying problems often stem from broader district discipline practices, restraint and seclusion, and inconsistent DESE standards rather than SROs alone. For H.3895, Ford testified in strong support, saying career and technical education had been valuable in his own schooling and helped him develop useful skills and stay engaged in school. After testimony concluded and no additional witnesses remained, the committee closed testimony on both bills and adjourned without taking a vote on the legislation.

Transcript Highlights:

• And so I would like to see more robust schools.
• So the likelihood of a school shutdown from bad operation... ...school shut down from bad operation,
• their schools very well rather than risking... ...schools very well rather than risking closure.
• Why are all the schools or students enrolled in those schools indiscriminately charged?
• schools.

Summary: The joint Sunset Review Oversight Hearing focused on the Bureau for Private Postsecondary Education (BPPE) and its reauthorization, operations, enforcement, fiscal condition, and student protections. Committee leaders and DCA officials praised the Bureau’s recent improvements in data systems, licensing, inspections, and enforcement, while noting the Bureau’s role has become more important as federal higher education oversight weakens. Bureau Chief Deborah Cochran said the agency has met its inspection mandate for the first time since the law was enacted, increased citations and disciplinary actions, reduced pending complaints, and used data tools to identify risk and monitor institutions more effectively. A major portion of the hearing centered on student harm, especially school closures, transcript access, predatory recruiting, and the Student Tuition Recovery Fund (STRF). Members asked how the Bureau protects students when schools close, whether bad actors can reopen under new entities, and whether enforcement tools are strong enough. Cochran said the Bureau can cite, fine, place schools on probation, revoke licenses, and order refunds, but it is seeking new authority to deny approval to operators who previously closed schools improperly or failed to refund students. She also said the Bureau is tracking ownership data and is concerned about institutions targeting immigrant and visa students. On STRF, Cochran explained that the fund is currently healthy, assessments are at zero because the balance is above the statutory target, and the Bureau paid about 1,100 claims totaling roughly $17 million over the last four years. Several members questioned the fairness of the assessment structure and discussed alternatives such as surety bonds, but the Bureau said STRF is working well and no change is needed at this time. Fee increases and the Bureau’s structural deficit were another major topic. Cochran said the Bureau reduced costs by eliminating positions, streamlining inspections, improving data analysis, and shifting some student-relief costs to STRF, but that legislative action is still needed to address the deficit. She said the proposed fees were based on workload analyses and that application fees generally match service costs, while annual fees are designed to cover most of the Bureau’s revenue needs. Some members and stakeholders criticized the proposed increases as too high, especially for out-of-state registration and campus fees, while others argued the Bureau needs sufficient resources to regulate effectively. Public commenters from private schools, Northeastern University, San Joaquin Valley College/Carrington College, and TICAS generally supported the Bureau’s mission and reauthorization, but urged changes such as risk-based oversight, better transcript protections, stronger limits on repeated provisional approvals, and more targeted fee and STRF reforms. No votes were taken, and the hearing ended with no formal action beyond discussion and receipt of testimony.

Transcript Highlights:

• Schools and students.
• ,</c><00:07:36.000><c> and</c> support state agencies, schools, and support state agencies, schools,
• </c><00:10:37.760><c> district</c> fully deployed to every school district fully deployed to every school
• </c> &gt;&gt; in one recent incident, a school &gt;&gt; in one recent incident, a school district<00:
• or to the Commonwealth and our schools or to the Commonwealth and our schools?

Keywords: Meeting Start 00:00:00 Zayo Group 00:00:50 Committee Report to LRC 00:18:12, 958, all

Summary: The committee heard testimony from Michael McCurley, president of Zo Education and a senior vice president with Zo Group, about the company’s role in providing broadband and managed network services to Kentucky schools. He said Zo Education serves all Kentucky K-12 public school districts in partnership with the Kentucky Department of Education, offering more bandwidth at lower cost than the prior provider and also providing cybersecurity and network protection. He emphasized that reliable connectivity is essential for instruction, testing, remote coursework, and school administration. McCurley also addressed the ongoing contract dispute involving the Kentucky Communications Network Authority and Open Fiber Silicom, saying Zo Education is not a party to the litigation but is concerned about possible disruption to schools and students. In response to committee questions, he said the company incurred unexpected costs when it had to reroute connections and build alternate network paths, including one school move that cost more than $50,000 to serve a site generating under $2,000 per month. He said outages and incidents are more frequent when Kentucky Wired access is unavailable, and that Zo could not have bid at its current price without access to Kentucky Wired. Committee members discussed the broader implications of the dispute and the state’s broadband structure. Senator Williams said the committee’s priority is avoiding disruption to students and noted concerns about infrastructure purchases and upgrades tied to the network, saying he had not seen clear contractual support for some of the expenditures. He also referenced a future audit and said the committee should preserve options and taxpayer funds. The committee then reviewed its report to LRC, including changes related to infrastructure purchases and water asset management technology, and agreed to submit the report without a committee vote. The chair announced the next meeting would be in January, with no December meeting scheduled, and the committee adjourned.

Transcript Highlights:

• a handful of high school students.
• I'm curious Are there plans to do anything with these schools or some of the schools that they're looking
• Ingram, the 435 is for the school buses, so the 18.8 million, all those school buses, the cameras are
• Because already this is a big school. It's an expensive school.
• You know, we're building a big school in Maxwell. We're building a big school in Springer.

Transcript Highlights:

• </c> heating, groceries, school lunches? heating, groceries, school lunches?
• School, Andrada High School, Sienna High School, Andrada High School, Empire<01:05:14.640><c> High</
• I was a school onto a school district. I was a school board<02:30:00.000><c> member.
• <c> every</c><02:34:21.520><c> school</c> But every school system, every school But every school system
• My bill, HR1049, schools.

Keywords: U.S. House of Representatives Floor Proceedings on Wednesday, December 3, 2025, 1012, house, all

Transcript Highlights:

• The residential school is a nationally ranked two-year boarding school in Oklahoma City with the most
• These events would include our middle school math contest, the summer math institute for middle school
• middle school students.
• The Arkansas school has two LPCs.
• The South Carolina school has two, and the Louisiana school has four.

Keywords: 914, all

Transcript Highlights:

• That has included educating school administrators, school staff, and community members.
• That has included educating school administrators, school staff, and community members.
• That has included educating school administrators, school staff, and community members.
• </c> at Konawaena Elementary School at Konawaena Elementary School in<00:27:03.360><c> Kona</c><00:27
• </c> It did not happen on school campus. It did not happen on school campus.

Keywords: 910, house, all

Summary: The Committee on Education heard three tandem resolution packages. HCR 13 and HR 15 sought collaboration among the Department of Education, the State Public Charter School Commission, and DLNR to develop a student coral stewardship program. DOE said it was willing to work with DLNR, and DLNR supported the measure but said it did not want to be the lead agency for reporting or curriculum development because of existing reporting burdens and because it was already active in school outreach. Testimony in support was received, and the committee later amended the measure to restore DLNR as the lead for the report while keeping DOE and the Charter School Commission as collaborators. The committee then voted to pass HCR 13 HD1 and HR 15 HD1 with amendments. HCR 91 and HR 83 proposed a long-term collaborative program between DLNR and DOE to expand and sustain tree canopy coverage at public schools statewide. DLNR strongly supported the measure, DOE offered comments, and the Boys and Girls Public Health Institute testified in support, citing research on heat reduction, student health, and academic impacts of shade trees. Additional supportive testimony came from the Kaululu Nani Urban and Community Forestry Program Advisory Council and others. The committee voted to pass HCR 91 and HR 83 unamended. HCR 183 and HR 183 addressed guidance and protections related to immigration enforcement in schools. DOE said it supported the resolution but noted it already had guidance in place; the Hawaii State Commission on the Status of Women, the Boys and Girls Public Health Institute, Roots for Warren Maui, ACLU, 50501 Hawaii, General Strike Hawaii, and others testified in support, emphasizing student safety, attendance, and the effects of enforcement-related fear. A committee member asked about a reported Konawaena Elementary incident, and DOE clarified that the student was not deported and the event occurred off campus, with some newspaper details said to be inaccurate. After discussion, the committee deferred HCR 183 for further work with DOE and the Board of Education on definitions, enforcement, and guidance.

Transcript Highlights:

• What helped her get back to school What helped her get back to school was a special education evaluation
• school districts in the Commonwealth.
• Boston Public Schools.
• We went from, in 2021, having nearly 30 to 47% chronic absenteeism at our high school and middle school
• They have to set up transportation to school, which sometimes makes them then lose access to school.

Keywords: 995, all

Summary: The committee held a hybrid hearing on a range of bills affecting children, families, disability rights, homelessness, and social services. Early testimony focused on H.215, which would support children experiencing homelessness by speeding access to child care vouchers and early intervention screenings. Boston officials, Horizons for Homeless Children, Head Start, pediatric and early education advocates, and families described delays in child care and early intervention, the developmental risks of homelessness, and the need for automatic referrals and faster access to services. Testimony also supported H.216, which would improve emergency housing assistance by restoring presumptive eligibility, reducing documentation barriers, extending shelter stays from six to nine months, and creating an ombudsperson; providers and legal advocates said current rules leave families sleeping in cars or outside and create unnecessary administrative hurdles. The committee also heard strong support for H.210, which would repeal the “Learn Fair” school attendance sanction that cuts cash assistance to families when children miss school. Advocates from legal aid, education, and anti-poverty organizations argued the policy is punitive, burdensome, and ineffective, disproportionately affecting low-income, disabled, and Hispanic/Latino families. Several speakers said chronic absenteeism should be addressed through supports such as family outreach, wraparound services, and school engagement rather than benefit cuts. Legislators and school officials from Salem also testified that their districts reduced absenteeism through supportive strategies, not sanctions. Additional testimony addressed children’s vision bills H.202 and H.166, with optometrists and researchers urging better screening, data systems, and treatment access to close achievement gaps caused by untreated vision problems. Senator Lovely also presented S.2714, proposing a study of discrimination in public accommodations for people with service animals. Later, testimony on H.279 supported changing social work licensure rules to remove exam requirements that speakers said disproportionately exclude multilingual candidates and candidates of color. The hearing also included testimony on bills related to the Judge Rotenberg Center and electric shock devices, with disability rights advocates opposing continued use of the devices and urging the committee to reject licensing or authorization for them. No votes or committee actions were taken during the hearing.

Transcript Highlights:

• </c><00:22:21.720><c> health</c><00:22:22.320><c> aid</c> school may send um the school health aid school
• So all those schools will have a consistent, similar process, not one school do it one way and one school
• So all those schools will have a consistent, similar process, not one school do it one way and one school
• So all those schools will have a consistent, similar process, not one school do it one way and one school
• Some schools... Some schools...

Keywords: 912, senate, all

Summary: The joint Committee on Education and Committee on Public Safety and Military Affairs heard Senate Bill 422, which would authorize the Department of Education to award a high school diploma to qualified people whose schooling was interrupted by military service or wartime practices during World War II, the Korean War, or the Vietnam War. The Department of Education testified in support, noting a prior law that created the Kono diploma program before it sunset in 2020. Several members of the public also testified in support. Both committees later recommended passage of SB 422 without amendments, and the recommendation was adopted by voice votes. The committees then heard Senate Bill 530 on Braille literacy. The bill would establish Braille literacy as state policy, require Braille-related literacy assessments for eligible blind and low-vision students, authorize DOE rulemaking, create a Braille Literacy Resource Center, and appropriate funds. DOE and the Department of Human Services supported the measure, as did the National Federation of the Blind, Hawaii Disability Rights Center, and a blind testifier who described the importance of early Braille instruction. The Attorney General’s office raised concerns about statutory language requiring yearly assessments and suggested revisions so annual decisions remain with IEP teams. The committees voted to pass SB 530 with amendments, including the Attorney General’s suggested changes, and adopted the recommendation. The next measure was Senate Bill 532, which would allow school staff and agents trained by a licensed clinician to volunteer to administer medication to students in public schools under certain conditions and clarify who may prescribe such medication. DOE and Department of Health testimony supported the bill. The Attorney General recommended replacing the term “licensed clinician” with the defined term “health care professional.” The Hawaii Academy of Physician Assistants supported the bill but asked that physician assistants be included among providers who may prescribe medications for school administration. After questions about current school health aide duties and field-trip medication procedures, the committees voted to pass SB 532 with amendments, including the Attorney General’s terminology change, and adopted the recommendation.

Transcript Highlights:

• For new school approvals to operate when we know that the school has closed down, has harmed students
• So the likelihood of a school shutdown from bad operation— School shut down from bad operation and to
• their schools very well rather than risking— Schools very well, rather than risking closure.
• Why are all the schools or students enrolled in those schools indiscriminately charged?
• schools.

Summary: The joint Sunset Review Oversight Hearing focused on the Bureau for Private Post-Secondary Education (BPPE) and its reauthorization, with committee chairs and members emphasizing the Bureau’s role in protecting students, overseeing private postsecondary schools, and responding to a changing federal higher education landscape. BPPE and the Department of Consumer Affairs reported that the Bureau has modernized data systems, improved enforcement, increased citations and inspections, reduced pending complaints, and is now meeting its statutory inspection mandate. They also said the Bureau faces a structural budget deficit and has reduced costs through staffing cuts, streamlined inspections, and shifting some student-relief functions to the Student Tuition Recovery Fund (STRF).

Transcript Highlights:

• Not one person has said, I want this to be mandated in every classroom, in every school, in every school
• from the schools.
• So if this is something that our particular school wants and our school boards want to implement, then
• taking anything away from the schools if they prefer if their school you know we elect our school boards
• communities and so if this is a something that our particular school wants and our school boards want

Summary: The House convened with a quorum, approved the previous day’s journal, and swore in new pages. It then received several messages from the Senate and Governor, including Senate-passed bills being referred to committees and House Bills 514 and 515 being transmitted to the Governor. Committee reports moved a number of bills and memorials to second reading, general orders, or committee referral, including measures on Medicaid managed care review, taxation, public utilities, foster care, and other administrative updates. The chamber then took up multiple third-reading bills. House Bill 630, concerning aerial shooting of predators such as wolves and coyotes, passed 60-8 with 2 abstentions. House Bill 631, on certificates of free sale for Idaho products, passed 62-7. House Bill 548, requiring reasonable suspicion before stopping and boarding vessels on the water, passed 68-0 with 2 abstentions. House Bill 599, revising the public school digital content and curriculum grant process, passed 68-0 with 2 abstentions. House Bill 731, entering Idaho into a federal tax credit scholarship framework, passed 68-0. House Bill 603, clarifying rules on camping and property handling on state facilities, passed 68-0. House Bills 689 and 690 also passed unanimously with 68 ayes each, and House Bill 698, closing a voting-law loophole related to treason in another state, passed 68-0. The House also passed House Bill 642, creating a catastrophic benefit for public safety officers killed or catastrophically injured in the line of duty, with 68 ayes and no opposition; one member declared a conflict because a spouse is a law enforcement officer. House Bill 563, easing CPA licensure pathways and clarifying practice privileges, passed 67-0 with 3 absent and excused. House Bill 623, requiring a 60-second moment of silence at the start of each public school day, drew the most debate over local control, teacher burden, and whether it should be a mandate; it ultimately passed 51-17 with 2 absent and excused. The remaining third-reading bills were held one legislative day, a committee letter on agricultural rules was filed, the House noted the death of former Representative Bob Geddes Sr., welcomed professional firefighters in the gallery, and then adjourned until 11:00 a.m. on February 25, 2026.

Transcript Highlights:

• for community school coordinators, who are an incredibly important part of the school community?
• I've served several years, over 10 years, on the school board for the Naval Reparatory School.
• In public schools today.
• school representative, and so as the bill is written, these schools will be part of the public school
• So, it's not a compact school.

Transcript Highlights:

• And this is from the Taos Municipal Schools, and this is From the Taos Municipal Schools, and this is
• Municipal schools.
• As a former school board member and former president of the New Mexico School Board Association, it's
• She is president of the Bloomfield School Board, a proud graduate of Bloomfield High School.
• So that it says school election timing, it doesn't say just bonds. It says school elections.

Keywords: 996, all

Transcript Highlights:

• These are kids that need to be in school more than ever. Kids need to be in school.
• These are kids that need to be in school more than ever. Kids need to be in school.
• These are kids that need to be in school more than ever. Kids need to be in school.
• These are kids that need to be in school more than ever. Kids need to be in school.
• These are kids that need to be in school more than ever. Kids need to be in school.

Keywords: 1183, house

Transcript Highlights:

• There are lots of schools statewide that do use school buildings, correct?
• Voter participation helping with school staff.
• districts have school calendars.
• A lot of school districts have school calendars that are set two and three years out.
• I know at least two school districts in St.

Keywords: 959, house, all

Transcript Highlights:

• schools at least one time just during high school.
• Is that like New Mexico School for the Blind, visual impaired school, for the deaf?
• So that's why it's school district superintendents and charter school head administrators.
• District schools, public charter schools, and then regular charter schools.
• Yes, Madam Chair, all of our charter schools are public schools.

Summary: The committee first heard House Bill 124, which would create a permanent Office of New Americans within the Department of Workforce Solutions. The sponsor and supporters said the office would help immigrant and refugee workers access training, licensing, language support, and other workforce resources, while also helping employers fill labor shortages in industries such as construction, agriculture, oil and gas, health care, and child care. Support came from advocates, business groups, faith organizations, and immigrant-rights groups; there was no opposition. Members asked about data protection, the number of other states with similar offices, and whether the office could help recruit and credential foreign-trained medical professionals. The bill passed on a do-pass motion with several yes votes and some no votes recorded, and the sponsor explained the vote as a way to support families and workforce integration. The committee then considered House Bill 314, which would authorize zero-interest loans through the Local Government Division for political subdivisions to repair flood- and debris-damaged public infrastructure and remove debris from the October 19, 2024 storm event. There was no public testimony in support or opposition. Members briefly asked about the $150 million appropriation and whether it was already in the budget, and the sponsor said it was. The bill received a do-pass motion, a second, and was approved without opposition. Finally, the committee took up Senate Bill 64, as amended, to codify the Office of Special Education and a deputy secretary position within the Public Education Department. The sponsor and department officials said the bill would formalize an office already created by executive order, improve statewide coordination, support compliance with IDEA and the Yazzie-Martinez case, and develop a statewide IEP template to reduce inconsistency across districts. They emphasized that gifted education would remain in Curriculum and Instruction and that the bill would not add new paperwork or mandates for districts. Supporters included education leaders, disability advocates, vocational rehabilitation, and special education professionals; there was no opposition. Members raised questions about parent understanding of IEPs, monitoring and enforcement, funding, charter school coverage, and the treatment of gifted and twice-exceptional students. The bill passed on a do-pass motion with unanimous support from those present.

Transcript Highlights:

• At least in elementary school.
• If they're in high school, that's a little different, but the elementary and middle school students,
• So all schools should have a CST, all schools, because this is not with the court system; that happens
• in the school system.
• So all schools should have a CST, all schools, because this is not, this all schools should have a CST

Summary: The Education and Employment Committee heard and passed HB 921, which adds cursive writing to required instruction for grades 2 through 5 and requires students to demonstrate proficiency by the end of fifth grade. The bill sponsor argued cursive is important for historical literacy, everyday signatures, and possible early identification of learning differences. Opponents and several members supported teaching cursive but objected to the testing/proficiency requirement, saying students and teachers are already overburdened and that reading cursive is not currently part of the standards. Some members also raised concerns about fairness to charter schools and the bill’s application only to public schools. Despite those concerns, the bill passed 21-0 and was reported favorable. The committee then took up PCS for HB 1405, a major rewrite of Florida’s juvenile prevention and truancy statutes in Chapter 984, covering children in need of services/families in need of services. The bill updates definitions and procedures, strengthens truancy intervention, requires earlier and more detailed school reporting, adds parent involvement through child study teams, allows virtual participation, and sets review timelines for shelter placement. Sponsors said the goal is prevention and family support rather than punishment, with court involvement only after school-based intervention. Members asked about school compliance, court capacity, parent accountability, and whether all counties have child study teams; the sponsors said the bill expects CSTs in every school and can escalate cases to court and, if needed, to prosecutors for noncompliant parents. Public testimony on the juvenile justice bill was supportive, including from the Department of Juvenile Justice, youth services groups, and juvenile justice advocates. In debate, members praised the modernization effort and the emphasis on early intervention and family participation, while also noting the bill’s size and suggesting further attention to attendance thresholds. The PCS for HB 1405 was then approved unanimously and reported favorable. The committee adjourned after completing its agenda.

Transcript Highlights:

• </c> she's involved in school admissions. she's involved in school admissions.
• school.
• <01:56:03.520><c> to</c> school to school to nonpublic<01:56:05.880><c> school.
• We allow local district schools to contract with private schools.
• </c><01:58:55.599><c> schools</c><01:58:56.000><c> to</c> allow local district schools schools to allow

Keywords: 1191, senate, all

Transcript Highlights:

• Wouldn't that just be up to each school to make that decision?
• I mean, the school could say we don't. We don't want 20-year-olds teaching high school.
• When a teacher, when a parent has had a bad school...
• At the school board level.
• It's charter schools. We've had additional charter schools open up in St.

Summary: The committee first took up House Bill 2195, a driver education-related measure. The ranking member offered an amendment to remove the word “training” and add specific safe-driving topics such as pedestrian and motorcycle safety, based on prior testimony. The amendment and then a committee substitute were adopted. Members clarified that the bill does not require schools to offer driver education; it instead creates a mechanism for schools that choose to provide it. The committee then voted the House Committee Substitute for HB 2195 do pass by a unanimous 18-0 vote. Next, the committee considered House Bill 2502. The substitute mainly changed the term “non-public” to more specific references to private, parochial, and parish schools. The substitute was adopted, and the committee voted the House Committee Substitute for HB 2502 do pass unanimously, 18-0. The committee then revisited House Bill 2776, which had previously been voted out but was brought back after additional concerns from PSRS and others. The sponsor described major revisions, including changes to teacher certification tiers, more flexible service timelines, expanded credit for professional development, and limits to elementary grades. Members debated whether the bill watered down teacher preparation, whether the new certification structure could create unintended rights or salary issues, and whether the elementary-only scope was appropriate. After extensive discussion, the committee adopted the substitute and voted the House Committee Substitute for HB 2776 do pass by a 14-4 vote. Finally, the committee heard House Bill 1767, the Missouri Educators and Parental Empowerment and Rights Act. The sponsor said the bill was intended to balance educator and parent rights and encourage collaboration rather than conflict. Supporters from Missouri NEA and the Missouri State Teachers Association said the bill would help address teacher retention by protecting classroom discipline authority, planning time, and other working conditions. School administrators raised concerns about practical implementation, potential legal conflicts, and added burdens on districts. After testimony and discussion, no further action was taken and the committee adjourned.