Transcript Highlights:

• He moved from second grade to fifth grade. Okay, Garrett. Sure.
• He moved from second grade to fifth grade. Okay, Garrett. There you go.
• grade level.
• I'd like to speak to the amendment first. The first one? Yes, the first one.
• The first one? Yes, the first one.

Summary: The committee heard Senate Bill 6192, which would expand structured literacy and numeracy requirements, add a third-grade math intervention process similar to the existing reading “gate,” create annual STAR teacher bonuses for selected math and ELA teachers, and require updated teacher endorsement standards. The sponsor, Sen. Braun, said the bill is meant to refocus districts on core academics and use research-based instruction while still allowing local flexibility, especially in math. OSPI said it supports the bill’s goals but raised concerns about the teacher award structure and access to student-level data. ESD representatives also flagged implementation issues with the award program. Testimony was split: some parents, students, and reading advocates opposed the bill as too prescriptive or too reliant on phonics and standardized testing, while others supported stronger academic intervention and accountability. No vote was taken. The committee then heard Senate Bill 6206, a pilot program to incentivize child care providers to serve children of first responders through grants administered by the Department of Commerce, with local matching funds and a report on recruitment and retention outcomes. Sen. Dhingra said the bill addresses a major barrier for police, firefighters, EMTs, and crisis workers, especially women leaving the field because of child care challenges. Testimony from law enforcement officers, union representatives, and a national law enforcement child care foundation strongly supported the bill, describing unpredictable schedules, last-minute overtime, and the need for nontraditional and sick-child care. Senator Wilson asked about existing non-standard-hours child care bonuses and whether the proposal should instead be housed at DCYF; staff explained the current subsidy program and that this bill would create a separate Commerce pilot. No vote was taken. Finally, the committee heard Senate Bill 5346 on student mobile device use in public schools. The bill would add mobile devices to digital citizenship instruction, direct OSPI to compile research and best practices, and require reports on school policies limiting phone use during instructional hours, with final recommendations due in 2028. Sen. Leas argued that phones are distracting, harm learning and mental health, and should be restricted in schools while still teaching responsible use. Testimony was largely supportive from students, parents, educators, and researchers who described improved engagement, fewer disruptions, and better school climate under phone restrictions; several urged a stronger bell-to-bell statewide policy. Opponents raised concerns about emergency communication, student safety, and local control. The hearing on the bill was closed without a vote.

Transcript Highlights:

• The grades for the Texas.
• The six categories graded by civil engineers and their respective grades are on.
• The bridge grade didn't rise, but the category main maintained its very high grade, thanks to only 1.2%
• It was aviation, got an increase in grade, and our road system got an increase in grade.
• Uh, criteria to help develop those grades.

Transcript Highlights:

• So it mentions has grade levels, right? No, it doesn't have any grade levels.
• So it mentions grade levels, right? No, it doesn't have any grade levels.
• No, I don't have any grade levels. So... ...no, it doesn't have any grade levels.
• Through 12th grade?
• grade, sixth grade, seventh grade, eighth grade, freshman, sophomore, junior, senior?

Keywords: 959, house, all

Transcript Highlights:

• I want to go back to, first off...
• The grading process of written questions will alleviate concerns regarding computer grading.
• at the end of third grade.
• First, it... ...strengthens academic rigor by requiring all required medical coursework to be graded
• based on letter grades.

Keywords: 1185, senate, all

Transcript Highlights:

• First, it strengthens academic rigor by requiring all required medical coursework to be graded using
• And ours were numerical grades, not letter grades.
• In the last two years, ours were numerical grades, not letter grades.
• based on letter grades.
• Oh, Senator Hinojosa first.

Bills: HB4, HB20

Keywords: district composition, congressional election, Texas, legislature, voting districts, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Summary: The committee first took up House Bill 2853, which would allow the UT System Board of Regents to adjust the University of Texas at El Paso student union fee above the current statutory cap, subject to student approval, to help fund a new student union building. Senator Blanco explained the bill and the committee substitute, there were no questions or witnesses, public testimony was closed, and the committee adopted the substitute and left the bill pending subject to the call of the chair. The committee then heard House Bill 610, which would limit severance payments for terminated independent school district superintendents to six months’ salary and benefits. Senator Paxton described large severance payouts and said the bill had passed the House overwhelmingly. There were no witnesses, public testimony was closed, and the bill was left pending. A lengthy hearing followed on House Bill 4623, which would waive school district immunity in certain cases involving negligent hiring, supervision, or employment of professional school employees who commit abuse or related misconduct against students. Senator Paxton and several witnesses, including survivors and parents, argued the bill was needed to address cover-ups, delayed reporting, and repeated failures to remove dangerous employees; some members raised concerns about liability caps, litigation, and how the bill would interact with the Tort Claims Act. The committee also heard from TEA staff and employee-group witnesses who discussed possible injunctions and stronger no-hire protections. Public testimony was then closed and the bill was left pending. Finally, the committee heard House Bill 4, an accountability and assessment bill that would restore A-F ratings, change the state testing system, and replace STAAR with shorter, more instructionally useful assessments. Senator Bettencourt explained the committee substitute, including annual ratings, limits on taxpayer-funded lawsuits, and a phased-in testing redesign with beginning, middle, and end-of-year assessments. Testimony was generally supportive from education and business groups, though some witnesses favored norm-referenced testing while others emphasized criterion-referenced, TEKS-aligned assessments; one witness noted social studies assessments were restored in the bill. The hearing concluded with additional invited testimony and no final vote reported in the transcript.

Transcript Highlights:

• a grade because you don't have enough students in that grade?"
• kindergarten and grade two.
• , kindergarten, and grade two.
• My family's decision to pursue. grades, kindergarten, and grade two.
• When a first grader is stuck on a math problem, a team of kinder and second-grade peers offer strategies

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing on two late-file bills: H. 4867, concerning school choice, and H. 4927, concerning access to applied behavior analysis (ABA). For H. 4867, testimony focused on a DESE interpretation of M.G.L. c. 76, §12B(k) that would require small elementary-only districts with school choice students to pay secondary tuition when those students continue into high school. Superintendents, school committee members, parents, teachers, and a representative argued this creates large fiscal shortfalls for rural districts such as Hancock, Warwick, Richmond, and Worthington, which do not operate high schools and already rely on tuition agreements for their own resident students. Witnesses said the current interpretation has led some districts to stop accepting school choice students, reducing class sizes and limiting educational opportunities; they urged an exemption or amendment so these districts could continue school choice without assuming high school tuition obligations for nonresident students. Committee members asked about the number of affected districts, how the arrangement worked before 2023, and whether alternative statutory language might solve the issue more broadly. Representative Barrett described the bill as a simple fix to an unenforced provision that had only recently been raised by DESE, and the hearing later included testimony from both district officials and families supporting the bill. The committee closed testimony on H. 4867 and H. 4927 and then adjourned. H. 4927 drew testimony from educators, an ABA provider, and a parent of a child with autism in support of protecting in-school ABA access. Witnesses said the bill would clarify that qualified ABA providers, including BCBAs and RBTs under supervision, may deliver services in schools while allowing districts to maintain neutral safety and operational rules. They argued that inconsistent access to ABA can undermine districts’ obligations under IDEA, including free appropriate public education and placement in the least restrictive environment, and that school-based ABA can reduce removals from class, improve student progress, and support families. A parent testified that her young son needs ABA to function in school and that promised supports had been delayed or not delivered, while another witness said the bill would help ensure accountability and consistent services for students with autism.

Transcript Highlights:

• The degrees graded by civil engineers and their respective grades are on the wax in front of me, but
• The bridge grade. Didn't rise, but the category maintained its very high B- grade. Thanks.
• ASCE has some recommendations to raise the grades.
• in grade.
• And this is why the grade is as low as it is.

Keywords: Texas, Infrastructure Report Card, ASCE, population growth, climate change, investment, public safety, engineering standards

Summary: The meeting focused on the release of the 2025 Texas Infrastructure Report Card, highlighting key findings and recommendations for improving infrastructure across various sectors in the state. Julie Jones, Vice President of ASCE Texas, opened the session by introducing key speakers, including Dr. Art Wood and committee co-chairs Griselda Gonzalez and Austin Mazzarelli. Throughout the discussion, the report's grades were revealed, showing the state's infrastructure received an overall grade of 'C'—adequate but requiring significant attention and investment. Emphasis was placed on the rising challenges posed by climate change and increased population growth, underscoring the need for strategic investments in infrastructure to support Texas' economic growth and public safety.

Transcript Highlights:

• a grade because you don't have enough students in that grade?
• kindergarten and grade two.
• , kindergarten, and grade two.
• My family's decision to pursue. grades, kindergarten, and grade two.
• When a first grader is stuck on a math problem, a team of kinder and second-grade peers offer strategies

Bills: H4867, H4927

Keywords: school choice, education policy, educational funding, public schools, student enrollment, applied behavior analysis, autism, education, special needs, school access, therapeutic interventions, 1212, all

Transcript Highlights:

• The kids who are currently in first grade would be the ones that we're going to measure when it comes
• to that third grade.
• The kids who are currently in first grade would be the ones that we're going to measure when it comes
• to that third grade.
• First in, one for informational. Okay, let's go first in favor.

Keywords: 959, house, all

Transcript Highlights:

• We've got to get these kids typing, typing, keyboarding, because if they're not doing it in first grade
• It's in kindergarten, first, and second grade. I'm going to read it to you.
• Grade one, same thing. Grade two, same thing. Let me repeat it. Grade one, same thing.
• And the sooner we do this, you know, it's, I think about all the kids that are going to be in first grade
• I think about all the kids that are going to be in first grade next year and then the following year.

Summary: The Joint Committee on Education heard testimony focused on the effects of educational technology and screen time on K-12 students, with particular attention to House Bill 2230 and related policy changes. Dr. Mariam Mohamed Connie argued that one-to-one devices, digital instruction, and early screen exposure harm children’s learning, attention, physical development, and mental health, and that schools should return to more analog methods such as paper, handwriting, cursive, phonics, and print-based materials. She cited international and national assessments, research on handwriting versus typing, and her experience on the Springfield Public Schools board, saying the district saw improved MAP scores after scaling back Chromebook use in elementary grades and reintroducing books and cursive. Several witnesses and committee members discussed the practical and budgetary implications of reducing screen use. A Springfield administrator said many teachers were trained in technology-heavy environments and would need support to teach without relying on devices, and she estimated Chromebooks and related infrastructure cost more per student than textbooks, manipulatives, and paper. Another witness from the Missouri National Education Association supported the bill’s direction, saying elementary years are critical and that the state should signal a move away from overuse of screens while allowing districts time to adjust. Committee members emphasized local control, the need for a task force, and the importance of involving DESE because state testing and standards currently drive much of the digital use in schools. The discussion also covered Missouri Learning Standards, computer science requirements, and the tension between digital testing and classroom instruction. Speakers criticized the fact that MAP testing is digital and adaptive, arguing it forces schools to keep devices in elementary grades just to prepare students for state assessments. The chair and other members said the bill was intentionally nonprescriptive, aiming instead to create a task force and encourage local districts to develop screen-time policies, especially for elementary students. The hearing ended without a vote, and the committee adjourned after public comment.

Transcript Highlights:

• level at grade four.
• Grade level.
• I, kindergarten and first grade in the Bronx, New York.
• Do you know what I thought in first grade? Am I dumb?
• And by fourth grade, she was reading at grade level.

Bills: HB1796, SGA9249, SGA9269, SGA9244

Keywords: school construction, contract indebtedness, school districts, bonding authority, education funding, 904, all

Transcript Highlights:

• Do you know what I thought in first grade? Am I dumb?
• By fourth grade, I was reading at grade level, and I even loved to read.
• By fourth grade, I was reading at grade level, and I even loved to read.
• And by fourth grade, she was reading at grade level.
• And by fourth grade, she was reading at grade level.

Summary: The committee first took up a motion from Ranking Member Root to promptly schedule public hearings on two citizens’ initiatives. Supporters argued the Constitution and public accountability required hearings so voters could hear pro and con arguments; opponents said the legislature was not obligated to act that way and the initiatives would still be heard at the ballot. On a voice vote, the motion failed. The committee then heard extensive testimony on House Bill 1295, which would require evidence-aligned, comprehensive literacy instruction for K-4 students, update teacher endorsement standards and preparation programs, and require literacy-related continuing education for some teachers. The bill also repeals several older literacy-related provisions. The sponsor and supporters said Washington’s reading results are too low and that structured literacy reflects the science of reading; districts such as Puyallup described strong gains after adopting evidence-aligned instruction. Opponents and alternative-program advocates argued the bill could narrow instructional approaches and exclude programs they say have worked well. PESB testified neutrally that much of the endorsement work is already underway but asked for clarification on recertification language. The hearing on HB 1295 was suspended and later resumed with additional pro testimony from students, parents, and literacy advocates. House Bill 2262 was then heard and completed. It would require high school civics instruction to include teaching students to produce a legible, repeatable official signature and explain how signatures are used in elections and ballot processes, while also requiring related outreach and reporting on signature mismatch ballot rejections. The sponsor and county auditor testimony emphasized that younger voters often have signatures that change over time and that better instruction could reduce ballot rejections; questions focused on whether the bill should account for printed signatures and diverse writing systems. The Secretary of State’s office and county auditors were reported as supportive, and the hearing closed after a large number of pro sign-ins. The committee also heard House Bill 2636, which would create a public education performance, operations, and funding review commission to evaluate whether education mandates and funding are effective, relevant, and adequately supported. Supporters said the bill would help identify unfunded mandates and reduce administrative burdens on districts; rural district testimony urged a narrower scope and earlier start date. Finally, House Bill 2007 was heard, proposing competency-based assessments as additional graduation pathway options in place of some existing course/exam requirements. Student testimony supported more flexible, equitable pathways, while the State Board of Education said it supports competency-based education but preferred to wait for its broader Future Ready graduation-requirements work and noted the bill would require additional rulemaking. The hearing on HB 2007 closed after testimony from students and a neutral statement from SBE.

Transcript Highlights:

• On this first<00:08:58.280><c> slide,</c> first slide, first slide, um<00:08:59.600><c> you</c><00:08
• </c> reading at grade level. reading at grade level.
• read at grade level in third and fourth grade.
• </c> level in third and fourth grade. level in third and fourth grade.
• </c> on their fourth grade MCAs times $530. on their fourth grade MCAs times $530.

Keywords: 1187, senate, all

Transcript Highlights:

• , are there grades in which a school would find it difficult to field, you know, to organize a grade
• In other words, that... ...beyond sixth grade or eighth grade or any elementary school level.
• kindergarten and grade two.
• So I think that speaks to its legacy. grades, kindergarten, and grade two.
• When a first grader is stuck on a math problem, a team of kindergarten and second-grade peers offer strategies

Summary: The Joint Committee on Education held a hearing on two late-file bills. H. 4867, relative to school choice, drew testimony from leaders, parents, and educators in Hancock, Warwick, Richmond, and Worthington, who said DESE’s interpretation of Chapter 76, Section 12B(k) requires small districts without high schools to pay secondary tuition for nonresident school choice students after they leave the elementary grades. Witnesses said the resulting gap between the $5,000 school choice payment and high school tuition of roughly $13,000 to $18,000 per student has forced some districts to stop accepting school choice students, hurting class sizes, budgets, and rural families’ access to local schools. Committee members questioned how the current rule works, whether students have home high schools to return to, and whether a broader statutory fix could address all districts without secondary programs; testimony indicated the affected districts are a small number of rural communities, with some others having found alternative arrangements. Representative Barrett described the bill as a general solution to an issue that had gone unenforced for years, and the hearing ended with testimony closed on the bill. The committee also heard H. 4927, relative to protecting access to applied behavior analysis (ABA). Educators and ABA providers testified that the bill would clarify that qualified ABA providers, including BCBAs and RBTs, may deliver services in schools while preserving school safety and operational rules. They argued that better access to ABA would help students with autism make progress on IEP goals, remain in the least restrictive environment, and reduce conflicts between families and districts. A parent described repeated delays in getting promised supports for her young son and said the bill would help ensure follow-through and accountability. The committee then closed testimony on H. 4927 and adjourned after a motion and second.

Transcript Highlights:

• I learned it in ninth grade. Did you learn in ninth grade, high school?
• We've got to get these kids typing, typing, keyboarding, because if they're not doing it in first grade
• It's in kindergarten, first, and second grade. I'm going to read it to you.
• Grade one, same thing. Grade two, same thing.
• And the sooner we do this, you know, it's, I think about all the kids who are going to be in first grade

Keywords: 959, house, all

Transcript Highlights:

• I grade three by September 1st, 2024.
• </c> banning seclusion up to grade three. banning seclusion up to grade three.
• </c> grades 1 through three. grades 1 through three.
• </c> this looks like for other grades. Right? this looks like for other grades. Right?
• </c> current statute for grades 4 through 12. current statute for grades 4 through 12.

Keywords: 1187, senate, all

Transcript Highlights:

• My first question is with regards to the six-hour increase.
• Grade-specific is very important. Very important. 2028. Grade-specific is very important.
• , second grade, saying, 'I'm not good in math.'
• If we don't do something, third grade is crucial, in my opinion, third grade is real crucial. ...something
• , third grade is crucial in my opinion, third grade is real crucial because if the students don't, if

Bills: SB29, SB64

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• The kids who are currently in first grade would be the ones that we're going to measure when it comes
• to that third grade.
• But why was it cut from fifth grade to third grade? So this bill is really that retention piece.
• Representative Boyko first. Thanks.
• First in, one for informational. Okay, let's go first in favor.

Summary: The committee first took up House Bill 2710, which would revise school accountability report cards. The sponsor and members described a committee substitute that clarified the report card’s purpose, added an appeal process and changed deadlines, set the top decile of schools as the highest rating, addressed the 95% participation issue with an asterisk-style disclosure, shifted the Show Me Success funding language toward growth-based criteria, clarified growth-to-proficiency language, added agricultural industry reporting, and removed an anonymous survey section and a changing-target provision. After discussion about how letter-grade cutoffs would be set and whether the bill captured enough information about school quality, the committee adopted an amendment changing “growth to proficiency” to “growth relative to grade level” and exempting special school districts or state-operated schools serving only students with disabilities. The substitute was adopted and the committee voted the bill do pass by 16 ayes and 6 noes. The committee then considered House Bill 2872, a literacy bill. The sponsor explained that the substitute kept the four approved screeners, retained the commission, and softened the three-cueing language so science of reading remains the primary approach while allowing teachers some flexibility. Members discussed retention and possible future exceptions, including parental consent and reading plans, but those changes were not yet drafted. The substitute was adopted and the bill passed the committee 20-0, with two present. Next, the committee heard House Bill 2120 and House Bill 1698 together under a combined substitute addressing bullying and related reporting requirements. The substitute removed language on second-degree harassment, added a title reference to Sawyer’s Law, modified reporting procedures to require notice by the end of the school day or the next school day if the incident occurs on a weekend, and clarified investigation and liability protections for teachers. The substitute was adopted and the combined bill passed unanimously. The committee then moved out of executive session and heard House Bill 2335, which would let districts and administrators reduce repetitive annual teacher trainings by using a rotation after a teacher’s first three years. The sponsor and several witnesses from school administrator and teacher groups supported the bill as a time-saving retention measure, while a student witness raised concerns about ensuring continued training on mental health emergencies. Testimony then began on House Bill 2918, the Cronkite New Voices Act, which would expand student journalism rights at public schools and public colleges. The sponsor, a Hazelwood plaintiff, student journalists, an advisor, a law professor, and free-speech advocates testified in support, arguing the bill would protect student speech while preserving limits for libel, obscenity, privacy, and disruption; no opposing testimony was presented before the transcript ended.

Transcript Highlights:

• First of all, thank you, Mr.
• Forty percent of our third grade children reading at grade level, and we know that that figure is far
• Last year's MCAS scores show that only four in 10 third grade students are reading at grade level.
• By third grade, he was reading and writing at a pre-kindergarten level, approximately four grade levels
• I remember the joy of being in first grade and learning to read out loud the word elephant.

Keywords: 995, all

Summary: The House took up several procedural orders early in the session, including extending the reporting deadline for the Housing Committee on H.4655 and suspending Joint Rule 12 for a petition seeking to rescind prior Article 5 constitutional convention applications. It then advanced three Ways and Means bills on education-related topics: personal financial literacy education (H.4670), expanded access to the state seal of biliteracy (H.4671), and teacher preparation and student literacy (H.4672), each moving through amendment adoption and third reading or engrossment procedures. A major portion of the meeting focused on H.4670, which would require personal financial literacy instruction in middle and high school and establish a financial literacy trust fund for curriculum and teacher training. Members spoke in support, emphasizing budgeting, credit, student loans, and long-term financial planning, and the bill passed to be engrossed by a 154-0 roll call. H.4671, which broadens access to the seal of biliteracy for students in public and private schools, also drew support and passed to be engrossed 155-0. The most extensive debate centered on H.4672, a literacy bill requiring evidence-based reading instruction, DESE-approved curricula or approved local alternatives, screening and progress monitoring, professional development, and related implementation measures. Members described concerns about declining reading scores and argued for a shift away from three-cueing toward phonics-based, science-of-reading approaches. Several amendments were considered: a proposal to change intervention language from “significantly” to “at risk of falling behind” failed, while amendments adding funding language, stakeholder collaboration, and other implementation details were adopted. One amendment clarifying that pictures may be used as a supplement in literacy curricula was also adopted, and the bill ultimately passed to be engrossed 155-0. The House also observed moments of silence for former Judge Leslie Harris, former Representative Mark Carron, and former Representative Dennis Rosa, and adjourned to meet the next day at 11 a.m.

Transcript Highlights:

• So it mentions grade levels, right? No, it doesn't have any grade levels.
• need... ...taught seventh grade.
• This would just be tied through sixth grade through high school, so to 12th grade.
• So how is the school district going to monitor, you said, sixth grade, starting in sixth grade?
• grade six, grade seven, grade eight, freshman, sophomore, junior, senior?

Summary: The Committee on Elementary and Secondary Education first met in executive session and adopted a House Committee Substitute for House Bill 2722, then voted the bill do pass by a roll call vote of 13 yes and 2 no. The sponsor explained that the substitute clarified the roles of liaisons for foster care students, McKinney-Vento students, and unaccompanied youth in higher education, and added language to avoid conflicting with Missouri law on public benefits for non-citizens. Members also discussed the fiscal note, which was expected to be minimal or not yet available until after committee reporting. The committee then heard House Bills 3483 and 3532, sponsored by Representatives Prouty and Pollitt, which would require the General Assembly to create Missouri-specific educational materials about how the state legislative process works and how a bill becomes law. Supporters, including legislators, teachers, students, and social studies coordinators, said the materials would help students understand Missouri government, civic engagement, and the differences between state and federal lawmaking. Several witnesses suggested the materials should be tailored by grade level, with third grade and high school mentioned as likely targets, and some members raised questions about drafting, implementation, and the estimated fiscal note. One witness spoke in opposition, saying only that he opposed the bill in the spirit of civil discourse. Finally, the committee heard House Concurrent Resolution 31, sponsored by Representative Martin, which would establish a Missouri seal of civic recognition for students who demonstrate civic knowledge, participation, and service. The sponsor described a tiered recognition system tied to coursework, civic engagement, and community or military service, administered through DESE and the existing civics and patriotic work group. Members asked about the resolution format, the role of the work group, how schools would track eligibility, and whether the measure should be narrowed to high school graduation before expanding to younger grades. Supporters, including a retired educator and civic education advocates, said the seal could encourage stronger civic learning and student engagement, while one coalition witness urged a streamlined, merit-based model and local district flexibility. The committee took no final action on the latter two measures during the hearing and adjourned after testimony.