Transcript Highlights:

• It also supports two key pathways: the Heritage Language Educator Pathway Program and the licensure via
• portfolio pathway.
• That are the more experience-based pathways: the portfolio and the Tier 2 to Tier 3 experience pathway
• Hence the portfolio pathway.
• Educator Pathway.

Bills: HF1966, HF54, HF2043, HF1171, HF2741

Keywords: HF1966, Minnesota Association of Alternative Programs, STARS program, alternative education, alternative programs, education finance, general fund appropriation, student support services, career readiness, employment skills, academic skills, social skills, student conferences, training grants, Minnesota Department of Education, specialized education, at-risk students, nontraditional education, HF54, Silver Lake

Transcript Highlights:

• portfolio pathway.
• portfolio pathway.
• portfolio pathway.
• pathways: the portfolio and the tier 2 to tier 3 experience pathway.
• pathways: the portfolio and the tier 2 to tier 3 experience pathway.

Bills: HF1966, HF54, HF2043, HF1171, HF2741

Keywords: HF1966, Minnesota Association of Alternative Programs, STARS program, alternative education, alternative programs, education finance, general fund appropriation, student support services, career readiness, employment skills, academic skills, social skills, student conferences, training grants, Minnesota Department of Education, specialized education, at-risk students, nontraditional education, HF54, Silver Lake

Transcript Highlights:

• top right as the professional pathway.
• So I'm briefly going to tell you a story about the MSU Pathways for Paraprofessionals program, so you
• It started when we created an undergraduate pathway in special education that allows paraprofessionals
• as a pathway.
• There's pathways, right? We just heard Missouri State's pathways, yes.

Keywords: 959, house, all

Transcript Highlights:

• Legislation passed last year codified these pathways and allowed special education paraprofessionals
• So, this bill codifies those same two pathways for Title I paraprofessionals, either the test or professional
• ><01:16:55.080> option two pathways, a testing option two pathways, a testing option and<01:16
• and allowed special these pathways and allowed special education<01:17:04.720> paraprofessionals<
• . paraprofessionals. paraprofessionals.

Keywords: 1187, senate, all

Transcript Highlights:

• House Bill 2210 modernizes the youth apprenticeship program by allowing students to start career pathways

Bills: HB1937, HB2210, HB2398, HB3021, HB3129, HB3312, HB3557, HB4358

Keywords: HB1937, Oklahoma schools, student communications, electronic communication, digital communication, parent notification, legal guardian, school personnel, teachers, coaches, administrators, charter schools, public schools, administrative leave, corroborated report, investigation, employee file, discipline, termination, school board

Transcript Highlights:

• It provides a structured pathway for paraprofessionals to earn their teaching license while continuing
• It provides a structured pathway for paraprofessionals to earn their teaching license while continuing
• It provides a structured pathway for paraprofessionals to earn their teaching license while continuing
• It provides a structured pathway for paraprofessionals to earn their teaching license while continuing
• We heard about the pathway today, about the apprenticeship pathway. The University of St.

Keywords: 1187, senate, all

Transcript Highlights:

• We hire a lot of paraprofessionals.
• build some PD into our paraprofessionals as well.
• And then we looked at pathways to gain more educators.
• creating a pathway so we’re building up the pipeline.
• So in the future, we could have to reduce funding educator pathway and some of the other pathways we

Keywords: 908, all

Transcript Highlights:

• Pathway, Pillsbury Teacher Preparation Grants, and Residency Programs.
• This benefit would make the paraprofessional shortage even worse.
• It's because a paraprofessional isn't there.
• My mother worked for years as a paraprofessional.
• Our paraprofessionals worked hand-in-hand with me on a daily basis.

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• We hire a lot of paraprofessionals.
• within CTE and we get so much funding back depending on reimbursement on pathways.
• And then we looked at pathways to gain more educators.
• Pathways for—this ties in the idea of more professional development for paras and then creating a pathway
• So in the future, we could have to reduce funding for the educator pathway and some of the other pathways

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• <00:02:06.439> for districts and they created a pathway for districts and they created a pathway
• possible apprenticeship is the pathway possible apprenticeship is the pathway forward<00:14:45.880
• are federally recognized career Pathways are federally recognized career Pathways where<00:31:11.480
• I think the teacher apprenticeship program is a great pathway.
• scholarships um there are pathway scholarships um there are pathway preparation<01:36:03.639>

Bills: HF846, HF1538, HF1959

Keywords: education, special education, apprenticeship, funding, grants, intermediate school districts, teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district

Transcript Highlights:

• Now that teacher may have a paraprofessional in that classroom, and most classes do have a paraprofessional
• Now that teacher may have a paraprofessional in that classroom, and most classes do have a paraprofessional
• Now that teacher may have a paraprofessional in that classroom, and most classes do have a paraprofessional
• Now that teacher may have a paraprofessional in that classroom, and most classes do have a paraprofessional
• Now that teacher may have a paraprofessional in that classroom, and most classes do have a paraprofessional

Keywords: 928, house, all

Summary: The committee heard testimony on House Bill 749, which would require high schools to provide at least one hour of instruction on the nature and history of communism. The prime sponsor said the bill was prompted by concerns that students lack basic historical knowledge about communism and its effects, and argued that a short, flexible requirement could be embedded in an existing course without creating a new full class. He described communism as a totalitarian ideology and cited historical examples including the Soviet Union, Cambodia, Vietnam, the Cold War, and current events involving Russia, Ukraine, and Taiwan as reasons students should understand the topic. Members asked whether the subject is already covered in current social studies standards, whether one hour is enough, and whether the bill would apply to public, private, parochial, and charter schools. The sponsor said he did not believe communism is specifically required in current standards, that he would prefer a full course but was proposing a minimal requirement, and that he intended the bill to apply broadly to schools under the Department of Education’s umbrella, though he acknowledged the wording may need clarification for charter schools. He also said the proposal was both reactive and proactive, based on anecdotal concerns and his teaching experience. A second supporter testified that he was born in the Soviet Union and favored the bill, but suggested the instruction should emphasize critical thinking and explain both why communism can appeal to some people and why it can have harmful consequences. No vote or final committee action was taken during the portion of the meeting provided.

Transcript Highlights:

• Registered apprenticeship programs are federally recognized career pathways where employers develop and
• role because I believe in this pathway role because I believe in this pathway not<00:20:56.760><
• <00:21:10.120> to districts need added Pathways to districts need added Pathways to teaching
• <00:25:53.600> partnership preparation Pathways partnership preparation Pathways partnership
• > well Pathways specifically we are well Pathways specifically we are well positioned<00:25:57.360

Keywords: 1183, house

Transcript Highlights:

• has 1,500 to 1,800 kids, that's 12 to 15 pathways.
• among other pathways considered.
• and for paraprofessionals already employed in school systems.
• We are now this year at a 99% pathway for our teachers.
• Paraprofessionals are paid between $20,000 and number of paraprofessionals.

Keywords: 1184, house, all

Transcript Highlights:

• But those pathways are harder to access.
• didn’t have a pathway that met their needs.
• One of these pathways is year-long residency.
• If just 20% of your high school students and 20% of your paraprofessionals had the pathway they need
• a funding mechanism and a pathway.

Summary: The committee continued hearing testimony on Senate Bill 2252, which would expand early literacy and numeracy screening, parent notification, intervention supports, and teacher training, including math academies and early childhood supports. Supporters from Texas 2036, Good Reason Houston, Texas Business Leadership Council, and several parents argued that early identification of skill gaps, clearer data for families, and stronger teacher preparation would improve student outcomes, workforce readiness, and long-term earnings. They cited low math proficiency statewide, the importance of early intervention, and examples of districts using screeners and data dashboards to guide instruction and resource allocation. One witness also highlighted home visiting as a family-support model, while another urged more funding for pre-K partnerships and stronger support for parents with reading materials and guidance. A district special education administrator testified neutrally, saying the bill reflects practices already used in her district but expressing concern that it could reduce local control and teacher discretion by standardizing screening and tying it to funding. A Texas Classroom Teachers Association representative supported the intent but warned that mandatory math academies and intervention academies could burden teachers if implemented like prior reading academies, and a substitute teacher/teacher-of-the-year witness asked for clearer protections around special education information and pay for alternative certification candidates. After public testimony closed, SB 2252 was left pending. The committee then took up Senate Bill 2253, as substituted, which would phase out routine hiring of uncertified teachers over time, require parent notification when a teacher is uncertified, and expand high-quality preparation pathways such as university programs, residencies, improved alternative certification, and grow-your-own programs. Senator Creighton said the bill responds to the rise in uncertified teachers and aims to strengthen the teacher pipeline with more structured preparation, mentorship, and oversight by SBEC. Invited testimony strongly supported the measure: a Texas Tech researcher said uncertified teachers and fast-track programs are associated with significant learning losses, while year-long residencies and mentored pathways produce stronger outcomes and higher earnings for students. Leaders from Dallas College and Sam Houston State University described successful residency and grow-your-own models, high completion and retention rates, and the need for paid residencies and stipends so candidates can afford to enter the profession. Committee members asked about the difference between mentorship and residency, the cost-effectiveness of paid residencies, retention incentives, and how to scale the model statewide. The committee also adopted the substitute for SB 2253 and later paused to vote out several other bills, including SB 1191, SB 1786, SB 226, SB 326, SB 570, SB 870, SB 991, SB 60, SB 365, SB 1401, and SB 1067, all of which were reported favorably, many with unanimous votes and some placed on the local and uncontested calendar.

Transcript Highlights:

• > allows<01:04:32.400> districts pathway, for example, allows districts pathway, for example
• My mother worked for years as a paraprofessional.
• Um she was known as a paraprofessional.
• Our paraprofessionals worked hand in hand with me on a daily basis.
• Our paraprofessionals worked hand in hand with me on a daily basis.

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• That's a growing pathway.
• Amongst those That's a growing pathway.
• It's gone a establishing that pathway.
• So teacher pathways to meet demand.
• And the temporary eligibility pathway.

Keywords: 1187, senate, all

Transcript Highlights:

• path to restoring the teaching profession as the most important job in Texas, where high-quality pathways
• Our custodians, bus drivers, and paraprofessionals are barely making enough to live on.
• Lastly, this bill expands access to career-aligned pathways that give students a clear vision for what
• They can use those dollars and deploy them to paraprofessionals, LPCs, bus drivers, or any employees.
• This model doesn't just address workforce shortages; it creates pathways to economic mobility.

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• didn't have a pathway that met their needs.
• If just 20% of your high school students and 20% of your paraprofessionals had the pathway they need
• It's the same thing with paraprofessional. Keep your job with us.
• It's there is no one pathway that's going to get where we need.
• A funding mechanism and a pathway to really meet this moment.

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• credits for teachers paraprofessionals credits for teachers paraprofessionals Mental<00:13:24.440
• These pathways are not about lowering the bar.
• These pathways are not about lowering the bar.
• <00:34:33.159> because through traditional Pathways because through traditional Pathways because
• one and tier 2 so closing any Pathways one and tier 2 so closing any Pathways would<00:57:15.280

Keywords: 1187, senate, all

Transcript Highlights:

• FAST FORWARD TO JULY AND WE NOW HAVE INDIVIDUALIZED PERSONALIZED LEARNING PATHWAYS FOR EACH KID.
• SO WITH THAT AGAIN FLORIDA VIRTUAL SCHOOL HIRES THE TEACHERS AND THE PARAPROFESSIONALS AND THEY PROVIDE
• GET READY FOR THE NEXT PART OF THE RESEARCH THAT SAYS GET INTO UP CAREER PATHWAY AND GET YOU ON TRACK
• THE GOOD NEWS IS THE FLDS WILL PUT IN A PARAPROFESSIONAL TO MAKE SURE THERE'S CONTINUITY OF INSTRUCTION
• AND WHEN THEY GET BACK OUT THIS IS WHERE THE PERSONALIZED PATHWAY COMES IN. SOME KIDS WANT THAT.

Keywords: 999, senate, all