Transcript Highlights:

• You know, we got into this classroom size and we started designing classrooms I think that were probably
• > we<00:14:27.480> started<00:14:27.880> designing classroom size and we started
• designing classroom size and we started designing classrooms<00:14:28.959> I<00:14:29.040>
• think<00:14:29.320> that<00:14:29.440> were classrooms I think that were classrooms
• using technology using technology and<00:31:17.240> using<00:31:17.520> these<00:31

Bills: HB0034, HB0035, HB0036, HB0106

Keywords: HB0034, Wyoming retirement system, Wyoming Retirement Act, firefighter retirement, public employee retirement, retirement benefits, state pension, wildland firefighting, wildland firefighter, crash and rescue, Wyoming National Guard, Office of State Lands and Investments, Wyoming Retirement Board, correctional forestry crew, correctional crew supervisor, correctional forestry crew manager, general fund appropriation, state agency employees, service credit, benefit eligibility

Transcript Highlights:

• We will put 25 and 30 kids in a classroom because that's what the money we have for that classroom.
• AI is no different than technology. Technology, and he showed a ballpoint pen.
• Our big belief is we want our money in the classroom, on our people in the classroom.
• It's teaching in classrooms.
• Employers want to be in the room; they want to be in the classroom.

Transcript Highlights:

• I'm glad you brought the technology part of the role of a library media specialist.
• So thanks for bringing up the technology part.
• done in core subjects with the classroom done in core subjects with the classroom teachers<01:16
• They've now increased their staffing to improve technology support across their region.
• <01:38:08.159> access Library budgets and Technology access Library budgets and Technology

Keywords: 1187, senate, all

Transcript Highlights:

• <00:13:53.279> for<00:13:53.680> increased our technology for increased our technology
• It looks at the classroom environment, the literacy environment, making sure that those classrooms are
• pre-ervice training and classroom pre-ervice training and classroom reality,<01:04:16.559> making
• literacy in a primary grade classroom. literacy in a primary grade classroom.
• been in early learning classrooms. been in early learning classrooms.

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• One other thing I want to share is that technology moves really fast.
• in classrooms.
• And I think if we have the most innovative people that know how to wield that technology and they're
• You know, I use it for the technology aspect of it.
• So, you know, there's always the technology that's going to be ahead, and we just have to stick with

Keywords: 987, senate, all

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future: Creative Strategies for Cultural Resilience, Economic Growth, and Global Leadership.” Chair Allen opened by framing the creative economy as a major state asset and urged support for arts funding in the May Revision, including California Humanities, museums, public media, cultural districts, LA28 arts programming, and AB 2319, which would create a $100 million post-production incentive. He also emphasized the need for next-step funding to implement the strategic plan and noted concerns about federal headwinds and declining creative-sector jobs. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and Workforce Development Board representative Michael Weoff described how the plan was developed through AB 127 and related legislation, a 30-plus-member work group, and an interagency process. They outlined the plan’s phased approach and six priority areas, including preparing the workforce, stabilizing businesses, increasing revenue through cultural tourism, leveraging state incentives, defining and tracking ROI, and building state capacity. Testimony highlighted workforce pipelines, apprenticeship and pre-apprenticeship programs, digital badging, and cross-agency coordination, with speakers stressing that the sector is shaped by AI, climate change, affordability, capital access, and social cohesion. A second panel of artists and advocates described on-the-ground implementation and the need for better data and support. Ricarlo Handy discussed the Handy Foundation’s apprenticeship pipeline into film and TV jobs and the difficulty of capturing freelance and 1099 creative work in state data. Joanna Reynolds described Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030. Alejandro Gutierrez Chavez urged the state to embed artists in health, aging, behavioral health, and climate resilience systems, and Roxanne Messina Kaptur spoke about the need to treat arts careers as viable professions and expand residency and school-based artist programs. Senator Rubio, who joined the hearing later, shared her own background in teaching and the arts, supported arts education and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 town halls across eight regions, where more than 1,100 people attended and generally affirmed the plan while asking for better access to information, new financial models, clearer definitions and data, and stronger networks. Julie Baker of California for the Arts and California Arts Advocates argued the plan is an urgent blueprint for a sector that generates $288 billion and more than 820,000 jobs, but remains below pre-pandemic employment levels and is losing market share. She and others called for funding, statewide definitions, better data collection, and cross-agency implementation, while committee members and witnesses repeatedly emphasized that the plan will require political will and resources to move from strategy to action.

Transcript Highlights:

• teachers grade 4 through 12 classroom teachers grade 4 through 12 classroom teachers<00:27:29.720
• the classroom the classroom and<00:37:58.200> our<00:37:58.440> answer<00:37:58.720
• He said in many cases the classroom is evacuated.
• These people were already good enough to be in the classroom.
• We can't find enough people to be in the classroom. They've been safe. They've been appreciated.

Keywords: 1187, senate, all

Transcript Highlights:

• Across the state, we're hearing more and more about serious safety concerns and disruptions in the classroom
• It is very easy with modern technology to notify parents about something this important.
• It is very easy with<00:01:55.520> modern<00:01:55.840> technology<00:01:56.320> to<
• /c><00:01:56.560> notify<00:01:56.960> parents with modern technology to notify parents
• qualified teachers into the classroom. qualified teachers into the classroom.

Keywords: 1187, senate, all

Transcript Highlights:

• classroom classroom libraries. libraries. libraries.
• practices directly into K-5 classrooms. practices directly into K-5 classrooms.
• When I into my classroom every day.
• , if nothing else, or equipping classroom, if nothing else, or equipping classroom, having<01:02:
• Library, P.E., technology. And right? Library, P.E., technology.

Keywords: 958, all

Transcript Highlights:

• In FY 2024 for Arizona, it was about $351,000 through the technology cost savings programs.
• Four of those five members have taught in the classroom.
• 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:

• These students enrich our classrooms, research, and communities.
• These students enrich our classrooms, research, and communities. our campuses.
• These students enrich our classrooms, research, and communities.
• Federal funds enable colleges to adopt new technologies.
• About what to do if ICE ever enters the classroom.

Summary: The Assembly Higher Education Committee held an oversight hearing on how federal actions are affecting California higher education, with opening remarks from the chair and members emphasizing the importance of state-federal shared governance and the need to protect access, affordability, and campus diversity. The first panel included leaders from the CSU, University of the Pacific, California Community Colleges, and UC, who described broad impacts from federal grant terminations, changes to student aid, loan limits, visa and immigration policy, and proposed reductions to research support. Testimony focused on the elimination of Grad PLUS loans, caps on Parent PLUS and Pell-related changes, the loss or suspension of hundreds of grants, and the resulting harm to student support services, research, workforce pipelines, food assistance, and health care training. UC and CSU representatives warned of major losses in research funding, indirect cost reimbursement, and student opportunities, while community college leaders highlighted uncertainty around federal grants and the need to maintain services for low-income, first-generation, undocumented, and other vulnerable students. Committee members asked how the state could respond, including through intersegmental partnerships, dual enrollment, transfer pathways, and support for basic needs and nutrition programs. Witnesses said California could help by sustaining financial aid, protecting minority-serving institution programs, and investing in research, housing, and workforce development. Several speakers stressed that federal changes were creating instability for students and campuses, and that the effects would likely be long-lasting, especially in health care, teaching, STEM, and social work pipelines. A second panel then focused on equitable access. The California Student Aid Commission described state efforts such as the $3.9 billion investment in aid programs, the Cal Grant system, the Dream Act, and possible reforms to better serve adult learners, foster youth, undocumented students, and students with dependents. The Los Angeles Community College District reported that federal cuts and policy shifts are discouraging students from applying for aid, threatening TRIO and MSI/HSI-funded services, and reducing support for basic needs, counseling, and workforce programs. The Association of Independent California Colleges and Universities and the CSU Academic Senate echoed concerns about FAFSA confusion, international student restrictions, grant losses, and the erosion of equity-focused programs. No formal votes or legislative actions were taken during the hearing; the committee primarily received testimony and discussed possible state responses.

Transcript Highlights:

• Next, I have Christian Camara with the Consumer Technology Association speaking. You're recognized.
• My name is Christian Cameron with the Consumer Technology Association.
• Christian Cameron with the Consumer Technology Association is recognized.
• First is classroom or laboratory instruction, which provides students with contextual learning.
• Another component of the complete agricultural education experience is classroom instruction.

Summary: The Agriculture Committee took up SB 806, the consumer and agricultural equipment right-to-repair bill by Senator Trumbull. Trumbull said the measure would expand repair options for portable wireless devices and farm equipment while protecting trade secrets. The committee adopted two amendments: one clarifying the bill does not apply to motor vehicles, and a technical staff amendment. Testimony was mixed: an Everglades Equipment representative opposed the bill, warning it could weaken local dealer support, reduce parts inventory, and increase downtime for farmers; the Consumer Technology Association also opposed the bill in its current form, citing concerns about a patchwork of state repair laws, private lawsuits, and inconsistent standards. The bill was reported favorably as CS for SB 806 by a roll call vote of 4-0, with Senator Rouson not voting. The committee then heard a presentation from Florida 4-H state officers Timmy Hawes, Summer Wayne, and Taylor Thigpin. They described 4-H as a youth development organization focused on citizenship and leadership, agriculture, STEM, and healthy living, serving more than 216,000 youth statewide. They highlighted personal stories about how 4-H built confidence, leadership, and entrepreneurship skills, and they outlined goals to grow participation to 300,000 youth and to invest in 4-H camps, especially Camp Cherry Lake and Camp Timpoochee, as year-round learning sites. Senators praised the program and asked questions about how youth get involved and what drives participation. Florida FFA state officers Hope Storder and Isabel Jenkins then presented on agricultural education and FFA. They explained FFA’s three-part model of classroom instruction, supervised agricultural experience, and leadership development, and noted that Florida now has more than 65,000 FFA members and that state funding has allowed all agricultural education students to participate at no cost. They emphasized agriculture’s role in feeding a growing population and discussed how technology, innovation, and urban agriculture can help meet future production needs. Senators commended the organization’s work and its role in preparing future leaders and agricultural professionals. At the end of the meeting, Senator Burton requested a group photo with the students, and the committee agreed.

Transcript Highlights:

• Students learn and explore and find new things working cooperatively in a classroom.
• The second child cried and refused to participate in that classroom.
• The second child cried and refused to participate in that classroom.
• She was also the child who, from the time that she was three years old, ...and in that classroom.
• I was in the classroom for 21 years. We have an April baby and we have a February baby.

Summary: The Assembly Education Committee met for its first hearing of the session, adopted its committee rules on a 6-0 vote, and then heard several bills. AB 347, which would require written notice to students about the right to opt out of animal dissection and receive a comparable assignment, drew strong support from the author, a student, and multiple advocacy and education groups, while opponents argued it would burden teachers and duplicate existing law. The committee approved AB 347 on a 7-0 vote and sent it to Appropriations. AB 281, which would expand parent access to sex education materials and require disclosure of outside consultants’ credentials, drew mixed testimony. Supporters framed it as a transparency and parent-rights measure, while school administrators and county education officials said current law already allows inspection and that the bill would create an unfunded administrative burden. After extended member discussion, the bill failed on a 4-3 vote with one abstention, though reconsideration was granted. AB 65, which would provide paid pregnancy leave for educators without requiring them to exhaust sick leave first, was supported by teachers, CTA, and the State Treasurer, but opposed by school administrators and business officials over cost concerns; it passed 6-0 to Higher Education. The committee also approved AB 361, which would extend and expand LAUSD’s best-value procurement authority for school construction to all school districts for five years, on a 5-0 vote with one abstention. AB 86, which would require the State Board of Education to adopt standardized K-8 health education instructional materials, passed 5-0. Finally, AB 228, the Zaki Fast Act, was introduced to clarify that schools may stock any federally approved epinephrine delivery system, including newer devices beyond auto-injectors, and was presented with testimony from the bill’s young namesake and his family; the transcript cuts off before the committee vote on that measure.

Transcript Highlights:

• This is not my normal technology that I use in my classroom, so I did remember to bring my remote.
• Technology, the school districts completed significant technology and safety and security upgrades, including
• Technology, the school districts completed significant technology and safety and security upgrades, including
• So those were kind of some of the high-level technology items.
• We recommend 15 hours or more for a teacher who is in a 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:

• You got a teacher in the classroom that says, hey, there's a guy outside my classroom with a long rifle
• For example, Florida has state contracts for panic button technologies, offers that technology to schools
• The technology involved...
• These systems rely on technology. We...
• This is new technology.

Keywords: 1182, all

Summary: The committee opened with remarks about moving JLAC to a more frequent monthly schedule and spending more time on each audit. Members also recognized Melanie Chesney of the Auditor General’s office for 32 years of service, with several members praising her work and her role in school safety and other audits. The meeting then turned to the JLAC-directed Arizona School Safety Special Audit on interoperable communication systems, with the Auditor General’s office presenting the December 2025 report. The audit found that the state had allocated nearly $26 million to interoperable communication efforts, but implementation varied widely. Auditors said all 14 law enforcement agencies used the money for interoperable systems, yet four agencies allowed private or tribal schools to participate contrary to statute, and several agencies failed to submit required expenditure reports. The report also found procurement problems: nine of 14 agencies did not follow procurement requirements or lacked documentation, many contracts lacked accountability provisions, and some agencies had not planned for ongoing costs. The audit estimated ongoing annual costs for an average rural county could range from about $16,000 to $382,000, and recommended that agencies document costs, follow procurement rules, monitor vendors, and plan for future funding. It also recommended the legislature clarify whether non-public schools may participate and revisit statutory system requirements that were vague or inconsistently interpreted. Members questioned the Auditor General about vendor licensing, whether systems could be built in-house, why some functions were not configured, and whether the systems were truly usable in emergencies. The presentation explained that some systems met requirements only in part, that Mutualink had a per-user licensing model affecting access to secure text and file sharing, and that some schools were unwilling or unable to install apps or keep devices logged in. The committee also discussed the difference between the separate school safety grant program administered by ADE and this interoperability fund, and several members expressed frustration with sole-source contracting and weak documentation. In the final portion of the presentation, auditors said only two of eight observed systems demonstrated all five critical emergency functions, while four agency systems could not be tested because they were reportedly not functioning. The committee then began hearing responses from county sheriffs, starting with the Arizona Sheriffs’ Association president, who emphasized county commitment to school safety and noted that some counties had implemented systems across multiple districts, including tribal and rural schools. No votes or formal actions were taken during the portion provided.

Transcript Highlights:

• We look forward to the technology continuing to improve, but as things currently stand, this mandate
• The technology has not improved so on that I will stop.
• When change happens in the cafeteria change happens in the classroom.
• I rely upon our well-trained workforce in the classrooms to make sure that our children stay safe.
• Would love to see that all of our educators in our classrooms have a voice at the table.

Keywords: 988, house, all

Transcript Highlights:

• They're not getting to the classroom.
• They're not gonna come teach in the classroom for 55,000 a year.
• Thank you. work at zero as we provide this type of technology as well.
• Yes, sir, that suggests that it's technologies and things that already exist.
• So anything concealed carry would not be identified by this technology.

Transcript Highlights:

• , while this measure says it's to help the classroom.
• need to be successful in the classroom.
• shows that fewer dollars made it into the classroom.
• It's going to benefit many people inside the classroom.
• Get into the classroom where the students are.

Keywords: 1182, all

Transcript Highlights:

• We also codified a teacher bill of rights that guarantees the right to teach in an orderly classroom,
• Ultimately, these technologies will be designed by human beings. Online slop.
• Ultimately, these technologies will be designed by human beings.
• The technology may change, the window dressing may be different, but human nature is what it is.
• We welcome technologies that enhance the human experience, but not those purporting to supplant it.

Summary: The Florida House and Senate met in joint session to receive the Governor’s annual message. After opening formalities, prayer, the Pledge of Allegiance, and the appointment of a committee to notify the Governor that the Legislature was ready, the chamber recognized special guests and then received Governor Ron DeSantis and First Lady Casey DeSantis. In his address, the Governor reviewed what he described as seven years of major accomplishments in Florida, emphasizing fiscal restraint, tax relief, economic growth, education reforms, environmental restoration, disaster response, public safety, and immigration enforcement. He highlighted a larger rainy day fund, reduced debt, record job and business growth, universal school choice, higher teacher pay, Hope Florida, Everglades restoration, stronger hurricane response, and tougher laws on crime and illegal immigration. He also warned about property tax burdens, called for a constitutional path to property tax relief, urged informed consent in medical policy, and raised concerns about artificial intelligence. The Governor pointed to several bills already filed and urged lawmakers to send him legislation eliminating DEI in local government, further discouraging illegal immigration, expanding Second Amendment rights, and blocking the spread of Sharia law. He closed by asking the Legislature to continue advancing his agenda. After the address, the joint session voted to dissolve.

Transcript Highlights:

• Also important, we seek support to build a science and engineering technology complex to address the
• 44% shortfall in academic classrooms and labs projected in our recent master plan.
• Sidney Valentine, president of the Lamar Institute of Technology. Dr.
• I'm Sid Valentine, the president of Lamar Institute of Technology.
• Center for Engineering, Technology, Crafts and Trades.

Transcript Highlights:

• It saves the state money, which allows us to have more money in the classroom.
• 44% shortfall in academic classrooms and labs projected in our recent master's program. plan.
• Sidney Valentine, president of the Lamar Institute of Technology. Thank you, Mr. President. Mr.
• Chairman, I'm Sid Valentine, the president of Lamar Institute of Technology. LIT is an amazing.
• Edition and Advanced Technology Center for Engineering Technology, Crafts and Trades.

Keywords: 1184, house, all