Transcript Highlights:

• So it wouldn't require all study abroad programs or components to offer that instruction.
• It would just be a path for if they are offering that instruction to make sure that they have a path
• problem solving under pressure, reading reading comprehension of complex protocols and procedures, math
• I don't know why, but they don't, this test, some of them can't pass the math.

Transcript Highlights:

• Programs or components to offer that instruction.
• It would just be a path for, if they are offering that instruction, to make sure that they have a path
• They also exhibit reading comprehension of complex protocols and procedures, math skills for medication
• Some of them can't pass the math section, and they're having problems.

Bills: SB800, SB1534, SB2055, SB2310, SB2431, SB2786, SB3039, SB1242

Keywords: sexual harassment, sexual assault, dating violence, stalking, higher education, student safety, orientation policies, health physics, workforce development, nuclear energy, radiological safety, scholarship, education, Texas Leadership Scholars Program, student funding, transparency, degree requirements, certificate programs, student transfer, foreign language

Transcript Highlights:

• There is a math lab pilot on line 98 to do three years of math labs.
• There is a math lab pilot on line 98 to do three years of math labs.
• And our math, like you said, we're focusing on math.
• We need the math. We heard all over the state our proficiency level in math.
• I think math is important.

Keywords: 996, all

Summary: The meeting began as an informal education budget work group focused on reviewing a revised House Appropriations and Finance Committee scenario and flagging concerns rather than taking votes. Staff outlined the main changes from the LFC recommendation, including moving the statewide student information system appropriation, adding funding for the Black, Bilingual, Multicultural and Hispanic Education Act, universal school meals overrun costs, an evidence-based CTE pilot with a 50% local match, STEM network funding, wellness room pilots, Martinez-Yazzie action plan items, and changes to innovation zone and out-of-school time appropriations. A separate handout on the seven-year CTE pilot explained spending patterns, reversions, and possible federal maintenance-of-effort concerns if the state continues funding beyond a true pilot. Members then debated CTE extensively, with several arguing it improves attendance, graduation, and career readiness and should be sustained or expanded, especially in rural areas, while staff and others emphasized that much of the current funding has gone to general operational costs rather than intentional program design and that regional or matched funding models may be more effective. Members also discussed STEM and math initiatives, the need for more industry involvement, and whether the proposed match requirements would be too burdensome for smaller districts and BIE schools. The discussion also covered the Black, Hispanic, and Multilingual Education Acts and the Martinez-Yazzie lawsuit. Some members stressed that the acts should be explicitly named in the budget language and not merely implied, while staff said the scenario reaffirms prior commitments by building the costs into agency operating budgets. Members raised concerns about charter school hold-harmless funding, declining enrollment, and the need to align spending with the needs of at-risk students. The work group ended the education portion without any votes, with staff noting they would incorporate the feedback and return with clarifications, including on CTE funding, the educational acts, and the charter hold-harmless item. The meeting then shifted to the child well-being and early childhood work group, where staff presented a revised Early Childhood Education and Care Department scenario. The proposal moved money toward child care assistance and early pre-K, kept the FIT program funding level unchanged, and used a mix of trust fund, TANF, federal, and operating-budget adjustments to close part of the gap between the executive and LFC recommendations. Members questioned the policy direction, especially the shift toward infant and toddler care and pre-K expansion, the impact on school-age child care, and the implications for continuity of care and provider costs. Staff explained that the scenario prioritizes younger children and at-risk families, includes language for a wage and career ladder, and would require legislation to raise the early childhood trust fund distribution cap from 500 to 525. Members also discussed a separate proposed CYFD pilot bill (HB 65), which would be distinct from ECECD funding. No votes were taken, and staff said they would return with more cost information on full pre-K plus wraparound care. A final work group reviewed C2 and Department of Information Technology-related appropriations. Staff compared the LFC and executive recommendations for new funding and reauthorizations, noting that the LFC generally limited new projects while the executive funded more. Members discussed several IT modernization requests, including the Secretary of State’s voter registration and election management systems, the Spaceport Authority, Game and Fish, the State Engineer’s WATERS system, ECECD’s FitKids and EPIC replacement discovery, and Aging and Long-Term Services’ enterprise system modernization. The main themes were whether to fund planning versus full replacement, how to avoid piecemeal spending, and whether new systems should wait for incoming leadership. The Secretary of State’s office said its system is nearing end of life and the planning funds would help prepare a realistic replacement request, while other agencies described aging infrastructure, cybersecurity risks, and the need for modernization. The work group did not vote on any of the items and ended with staff noting additional follow-up on funding needs and reauthorization details.

Transcript Highlights:

• Alabama is the only state in the nation to earn a strong rating for improving math instruction according
• Alabama is the only state in the nation to earn a strong rating for improving math instruction according
• Alabama is the only state in the nation to earn a strong rating for improving math instruction according
• NATE reading is NAPE reading and math.
• NATE math is above pre-COVID levels.

Keywords: 1136, house, all

Transcript Highlights:

• The bill as passed the House requires each school district to offer instruction on the ethical, moral
• In the Senate, they amended it to replace the requirement for each school district to offer this instruction
• 3rd, 6th, 8th, 10th, and 12th graders, and it also requires ADE to adopt a curriculum for the AI instruction
• that includes instruction on specific topics. ...for the AI instruction that includes instruction on
• I was trying to do the math in my head of what she told me.

Keywords: 1182, all

Transcript Highlights:

• Many, but not all CPR programs already include AED instruction.
• Not all CPR instruction programs incorporate AEDs.
• This instruction is already incorporated, by the way, into the Red Cross’s CPR instruction program.
• I have concerns that this would take away from core instructional time.
• From core instructional time.

Bills: SB1009

Keywords: cardiopulmonary resuscitation, AED training, high school curriculum, public school, safety training, emergency response, 1182, all

Summary: The committee meeting began with member and staff introductions, followed by consideration of SB 1009, which would expand Arizona high school emergency response training to include instruction on using automated external defibrillators (AEDs) alongside CPR. The sponsor, Senator Kavanaugh, argued the bill would improve school safety, cost schools nothing because it would be folded into existing CPR instruction, and would help students and staff respond to sudden cardiac arrest. Supporters included the American Heart Association and student witnesses, who emphasized that AED and CPR training can save lives and should be available in schools. The Arizona Education Association opposed the bill, saying it adds an unfunded mandate, could take instructional time away from core subjects, and may require staff time and resources that schools do not have. The Arizona School Boards Association was neutral but raised concerns about funding and implementation, especially for rural districts. During questions, senators debated whether AED instruction is already included in existing CPR standards and whether the bill would create new costs. Senator Kavanaugh said many programs already include AED training and that the bill simply ensures it is part of all school CPR instruction. Opponents questioned the lack of a fiscal note and the reliance on tax credit funding. After discussion, the committee voted on SB 1009 and passed it with a due pass recommendation by a 5-2 vote. Senators Diaz and Brown voted no, while Senators Dunn, Mesnard, Miranda, Werner, and Angius voted yes.

Transcript Highlights:

• specially designed instruction in reading or math, you would look at the IEP.
• <00:31:49.360> designed<00:31:49.600> instruction teaching specially designed instruction
• :31:51.600> at in reading or math, you would look at in reading or math, you would look at the
• I think it's in there in my math right in my head right now.
• But my math right in my head right now.

Keywords: 928, house, all

Summary: The subcommittee met for its third discussion on special education aid under retained bill 742, with the chair noting that no action would be taken at the meeting. The chair reviewed prior hearings on Medicaid and local special education funding shortfalls, saying the committee was trying to understand why districts are facing proration of special education aid and how to reduce unfunded costs. He raised a series of questions for the Department of Education about the Nessus system, eligibility and ineligibility, invoices and vouchers, audit procedures, reimbursement rates, out-of-state placements, and who enters data at the district level. Rebecca Fdet, director of special education services at the Department of Education, explained that Nessus is the statewide special education information system and that every child in special education must be entered into it. She said most districts use it to develop IEPs and track services, while six districts use it only as a data reporting tool. She described which fields are required, how the system connects IEP development to the financial section, and how districts submit invoices when seeking special education aid, court-ordered placement payments, or episode-of-treatment placements. She said the department reviews invoices against the IEP, pays only for allowable services, and uses a cap that notifies districts when they reach the annual limit. Members asked about who submits the information, how districts decide when to seek aid, and how costs are calculated for individual or group services. Fdet said the district, usually an administrative assistant in the SAU office, submits the documentation electronically, and districts decide when to track students for aid based on their own circumstances. She said reimbursement is based on actual costs tied to the IEP, with group services split among students, and that the department does not generally set rates for local services. The only rate-setting she described was for approved private special education providers, which submit annual cost spreadsheets for tuition rates. She also said out-of-state providers must be approved by their own state, and the department checks licensure and certification through monitoring and investigations if concerns arise. The department also described its monitoring process, called Program Approval and General Supervision Monitoring, or PAGS. Fdet said districts are reviewed on a six-year cycle, with more intensive review for districts needing assistance or intervention and fewer file requests for districts meeting requirements. She said the department can review up to 65 data points on an IEP and that districts must submit special education aid paperwork by July 31, with superintendent verification due by August 15. The meeting ended with continued questions about procurement, audit procedures, and how the department handles out-of-district and out-of-state placements.

Transcript Highlights:

• The clerk is instructed to record the action of the House.
• The clerk is instructed to record the action in the House. Senate Bill 1186.
• The clerk is instructed to record the action in the House.
• The clerk is instructed to record the action of the House.
• The clerk is instructed to record the action in the House.

Summary: The House convened, approved the prior journal, received gubernatorial communications, and then moved into an additional Committee of the Whole to consider Senate bills on two calendars. In that committee, members adopted floor and committee amendments and reported SB 1100, SB 1160, and SB 1178 out as amended. On the second calendar, the committee considered SB 1200, SB 1560, SB 1627, and SB 1723, adopting amendments on SB 1200, SB 1627, and SB 1723 and reporting all four measures out, while SB 1725 was retained on the calendar. The House then adopted the committee reports and sent the amended bills to engrossing or third reading as appropriate. The chamber then took up a long series of third-reading votes. Several bills passed with recorded votes and some member explanations focused on public safety, parental rights, school safety, health care, local control, property rights, and wildlife management. Among the measures that passed were SB 1013, SB 1015, SB 1046, SB 1094, SB 1095, SB 1124, SB 1186, SB 1214, SB 1275, SB 1280, SB 1315, SB 1318, SB 1205 on reconsideration, SB 1327, SB 1416, SB 1418, SB 1582, SB 1613, SB 1662, SB 1664, SB 1670, SB 1711, SB 1741, SB 1821, and several concurrent memorials. A number of bills failed, including SB 1052, SB 1170, SB 1457, SB 1074, SB 1540, SB 1649, and SB 1663. Debate on several bills drew pointed partisan and policy disagreements. Members opposing health-related bills argued they targeted LGBTQ people or medical decision-making, while supporters framed them as protecting children or bodily autonomy. On SB 1170, members said the bill contained a drafting error that would create extreme penalties and strain prison capacity. On SB 1280, supporters and opponents split over Mexican gray wolf management and federal conservation efforts. On SB 1199, the Salt River horse herd bill, members discussed herd management, heritage, property impacts, and a required emergency clause; it passed with the needed two-thirds majority. The House also adopted a group concurrence motion on numerous House bills and passed several House bills on final reading, including HB 2013, HB 2016, HB 2028, HB 2086, HB 2118, HB 2140, HB 2170, HB 2226, HB 2244, HB 2248, HB 2249, HB 2327, HB 2379, HB 2380, and others, forwarding them to the Governor.

Transcript Highlights:

• The math is undefeated.
• Uh the math is mean, that's just a fact. Uh the math is undefeated<02:44:33.120> here.
• And the math doesn't lie.
• Um but math u doesn't lie. to her again. Um but math u doesn't lie.
• not change basic math." End quote. Mr. not change basic math." End quote. Mr.

Keywords: U.S. House of Representatives Floor Proceedings on Wednesday, April 9, 2025, 1012, house, all

Transcript Highlights:

• To maintain high-quality instruction and support for students, we must retain our professionals in the
• When you look at legislation and directives from the public education department in all areas, instructional
• amount to go from a level one to a level 2 premium, um, if this would go to $80 and 80/20, I did the math
• Uh, one of the biggest ones is item 4 on the list, and that's labeled supporting effective instruction
• that, You know, as I, just some quick math, we may be losing somewhere around $7 million of the $15

Transcript Highlights:

• And that's why, kind of, after the audit, if you're not aligned with the science of reading instruction
• You would see eighth-grade science and math and reading, you know, continue to increase on that, you
• What's known as the Heroes Literacy Instructional Team employed at the state department.
• Make sure they're not maybe missing instructional time in math or some other important subject.
• The bill actually explicitly states that you cannot receive your reading intervention during your math

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:

• That's just a math problem as far as the data shows.
• Math is a historical example.
• A math degree is identified as low completion at every institution in North Dakota that offers a math
• Are we going to get rid of the math department and stop hiring math faculty? Absolutely not.
• instruction is a possible outcome.

Keywords: 908, all

Transcript Highlights:

• , requirement for student instruction, requirement for student instruction, which<00:15:24.399>
• days. instructional calendar.
• instruction instruction bill<00:35:46.640> that<00:35:46.880> we<00:35:47.200> have,
• It's around instruction, the traditional instruction supervision, and then um around receiving services
• 47:49.040> um instruction supervision, and then um instruction supervision, and then um around

Keywords: 1187, senate, all

Transcript Highlights:

• So the math in this is hypothetical, but the math is pretty straightforward.
• So the math in this is hypothetical, but the math is pretty straightforward.
• So the math in this is hypothetical, but the math is pretty straightforward.
• So the math in this is hypothetical, but the math is pretty straightforward.
• I once taught at a school in Manchester that had a math team, and they went to math meets and math competitions

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which clarifies that dual and concurrent enrollment courses may not exceed four credits. Members said the bill came from the community college system and was intended to preserve the program’s high school-to-college pathway. An amendment changing the effective date to passage was adopted 18-0, and the committee then voted 18-0 to recommend OTPA on the bill as amended, with the bill placed on the consent calendar. The committee then retained HB 295 and HB 366, both related to school building aid, after members said the issues were complex and needed more work. Both motions to retain passed 18-0, leaving the bills in committee without reports. The chair also said HB 354 would not be taken up that day because of possible changes from the Department of Education and others. HB 494, funding the math learning communities program, was then amended to flat-fund the program rather than increase it, with members citing budget uncertainty. The amendment passed unanimously, and the committee then voted 18-0 for OTPA on the bill as amended, placing it on consent. Finally, HB 515, which would repeal charter public school eligibility for state school building aid, drew debate over whether charter schools should be treated differently from traditional public schools. The committee voted 10-8 for inexpedient to legislate, sending the bill to the regular calendar; Representative Damon was assigned the minority report and Representative Popovic the majority report. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program, where members discussed flat-funding the program at $2.5 million per year and the potential impact on course availability, but the transcript cuts off before a final vote is shown.

Transcript Highlights:

• Thank you. >> Instructing the locals to take a vote.
• >> Instructing the locals to take a vote.
• And then how, um, let's just say the math doesn't math, or it does math.
• does math for our absentee ballots.
• just so that the math does math for our just so that the math does math for our absentee<01:31:27.680

Keywords: 1189, house, all

Summary: The committee of conference first took up House Bill 158 on public inspection of absentee ballot lists. The Senate explained that its amendment replaced the original bill with a requirement that the Secretary of State review absentee ballot data after each general election and report findings to the committees of jurisdiction, focusing on unusual patterns such as multiple ballots sent to the same address. After a brief caucus, the House agreed to the Senate position, and members voted individually to concur. The committee then discussed House Bill 281, which concerns making the electronic voter checklist available in a sortable format. The main dispute was whether the public list should include the mailing address where an absentee ballot was sent if it differs from the voter’s registered address. The Senate argued that including mailing addresses could expose where voters actually live or are away from home and could create safety concerns, while the House argued the information could help candidates reach voters and was not primarily a fraud measure. The parties also discussed a related nursing home verification provision and record-retention/public-records questions. After caucusing, the House agreed to the Senate’s position with the added nursing home signing language, and the committee closed the bill on consent. House Bill 340, concerning electioneering by public employees, was then taken up with a Senate amendment that narrowed the definition of electioneering by tying it to existing statutory language, added a prohibition on expressly or primarily political surveys, and created a civil penalty option alongside the misdemeanor penalty. Senators and representatives debated whether the penalties should be mandatory or discretionary and how the language would apply to certain categories of public employees. After further clarification and caucus, the House accepted the Senate’s amended replace-all language, and the committee closed HB 340. Finally, the committee opened House Bill 1062, authorizing the Secretary of State to conduct random audits of citizenship qualifications of registered voters. The Senate explained that its changes removed the need for a permanent audit power by allowing records to be checked against databases and by requiring identification for registration going forward, which is why it added a sunset clause. The House member objected to the sunset and wanted the authority to continue indefinitely, and discussion continued as the transcript ended.

Transcript Highlights:

• example, an officer at one school did not complete the required new officer training, which provides instruction
• Training, which provides instruction and information on child development, trauma-responsive practices
• We've agreed that going forward, if you're doing the math, as I said, this year we're going to issue
• During that time, we'll provide further written instructions that go beyond just merely attestations.
• That's, on average, if you're doing the math, about 350 schools per...

Keywords: 1182, all

Summary: The Senate Education Committee of Reference met for sunset reviews and first heard a presentation on the Credit Enhancement Eligibility Board from the Governor’s Office. The presenter explained that the board, created in 2016, has no dedicated staff or administrative budget and is supported by existing budget and policy staff and the Treasurer’s Office. The board’s purpose is to lower borrowing costs for qualifying schools by using a guarantee fund to enhance credit ratings, and it has largely been used by charter schools. Because the board has reached its statutory leverage cap and has not met since 2022, it is currently in a monitoring role, but it must remain in place to honor guarantees if any approved financing defaults. The committee asked about financing maturities, demand from schools, and whether a shorter continuation period would make sense. No public testimony was offered, and the committee voted to recommend continuing the board for 10 years, until July 1, 2036. The committee then reviewed the Western Interstate Commission for Higher Education (WICHE). WICHE’s president described the interstate compact, its regional role in higher education access, workforce development, and data services, and its major student programs: the Western Undergraduate Exchange, the Western Regional Graduate Program, and the Professional Student Exchange Program. She highlighted tuition savings for Arizona students and the state, the return of many PSEP graduates to practice in Arizona, and additional cost savings through cooperative purchasing and technology contracts. The committee asked no substantive questions, and it voted to recommend continuing WICHE for 10 years, until July 1, 2036. The final major item was the Arizona Department of Education School Safety Program performance audit, followed by testimony from the department. The Auditor General reported that the program has grown substantially, especially after expansion to counselors and social workers and increased appropriations, but that ADE did not consistently ensure schools complied with program requirements. In a sample of 16 schools, most had issues such as missing or incomplete operational plans, inadequate safety team activity, incomplete required training, missing activity logs, or reimbursement requests lacking expenditure reports. The audit said these problems reduced the program’s effectiveness and increased the risk of improper spending, and it recommended stronger monitoring, written procedures, and better documentation review. ADE accepted the findings and said it is implementing the recommendations through more direct staff oversight, training requirements tied to funding, encrypted submission of emergency plans, site visits, and representative desk reviews. The discussion then shifted to whether emergency plans should address federal law enforcement actions; the director said the plans are designed for campus safety threats generally and do not specifically contemplate ICE enforcement. The committee took no vote on the audit presentation and adjourned after discussion.

Transcript Highlights:

• IMPROVING K-12 LITERACY, SCIENCE, MATH, COMPUTER SCIENCE AND ENGINEERING.
• HE KNEW HE ENJOYED MATH AND SCIENCE AND DID NOT WANT TO GO DOWN TO THE MEDICAL FIELD.
• A LONG LINE OF THE LIVE HEALTHY INITIATIVE, ONE OF THE THINGS IS TO DETERMINE HOW WE ARE INSTRUCTING
• WE HAVE SERVED IN THIS WAY FOR DECADES AS A LEADER IN EARLY THE READING INSTRUCTION THAT RESULTS IN A
• SAY IS YOU GUYS KNOW THIS IS SUCH A HUGE OPPORTUNITY AND IN DENVER WHEN I MOVED HERE I WAS THE INSTRUCTIONAL

Keywords: 999, senate, all

Transcript Highlights:

• >> So, Governor Beavenon in 2016 line-item vetoed the language for data C and instructed the Office of
• >> So, Governor Beavenon in 2016 line-item vetoed the language for data C and instructed the Office of
• >> So, Governor Beavenon in 2016 line-item vetoed the language for data C and instructed the Office of
• >> So, Governor Beavenon in 2016 line-item vetoed the language for data C and instructed the Office of
• <00:37:08.480> as little to none uh in no instruction as little to none uh in no instruction

Keywords: 958, all

Summary: The subcommittee met without a quorum and did not approve minutes, but heard testimony on budget line items for Data Seam and Teach for America. Andrew McNeel of Kentucky Free and representatives from the Commonwealth Policy Center argued that both programs rely heavily on recurring taxpayer support and should be re-evaluated. McNeel cited a 2020 Office of Policy and Audit examination of Data Seam, saying the program had received more than $30 million in state support since 2006, including $3.5 million in the current budget, and that the audit raised concerns about administrative overhead, alleged threats to districts, and the use of line-item language to justify sole-source contracting. He recommended suspending Data Seam funding this biennium, directing a new special audit, and requiring reimbursement of audit costs. The witnesses also urged the committee to withhold funding for Teach for America, saying the organization’s materials and history showed a commitment to diversity, equity, and inclusion that they opposed. They pointed to past statements, leadership titles, and program language as evidence that DEI concepts remained embedded in the organization, and suggested any funding should be redirected directly to school districts instead. Mike Harmon and Richard Nelson echoed those concerns, while also saying long-running programs should be periodically reviewed for efficiency. Teach for America Appalachia representatives then testified in support of the program. Executive director C.D. Morton described the organization as a teacher-preparation and leadership-development program serving rural eastern Kentucky, saying it had recruited and supported more than 325 teachers since 2011, with about 30 current core members in several counties and roughly 2,800 students impacted daily. He said the program helps fill hard-to-staff vacancies, that about 80% of teachers stay for a third year, and that many alumni remain in education. In response to questions from Representative Bojanowski about retention and cost, Morton said more than 60% of alumni are still in education, but he could not give a precise classroom-teacher retention number beyond the program’s broader alumni data.

Transcript Highlights:

• There are other policy changes relating to the Minnesota Math Corps and requiring evidence-based instruction
• in accordance with the instruction in accordance with the science<00:08:58.080> of<00:08:58.320
• <00:09:34.000> and they're providing instruction and they're providing instruction and foundational
• corps and uh requiring Minnesota math corps and uh requiring evidence-based<00:10:06.600> instruction
• <00:10:07.600> Um evidence-based instruction. Um evidence-based instruction.

Bills: HF1049

Keywords: school library aid, education finance, school districts, charter schools, funding eligibility, 1183, house

Transcript Highlights:

• So, all right, let's get to the math. Let's do some speed dating on math. Do you see this chart?
• Anyone see a math problem? If you don't see the math problem,... I'm going to bite my tongue.
• I'm just cranky about the math. Future. I'm just cranky about the math.
• We have a math problem.
• Know the math. Stop trying to sell shiny... Know the math.

Keywords: U.S. House of Representatives Floor Proceedings on Tuesday, June 30, 2026, 1012, house, all