Transcript Highlights:

• educators and student education techniques with significant behavioral challenges and setting up classroom
• When you have an extra aide in the classroom, it really does make a difference.
• That's adding additional funding for certification process to get teachers in the classroom. 56% of all
• For kids that are fractionally out of the classroom, and it severely impacts the ability of schools.
• I was first a teacher in 1992 in a classroom in HISD, and that was the first time I learned about kids

Bills: SB568, SCR5, SB57, SB1447, SB27, SB24

Keywords: special education, funding, individualized education program, visual impairments, accessibility, support services, state education code, SCR 5, Senate Concurrent Resolution 5, Texas School for the Deaf, TSD, Robert Rives, gymnasium naming, building naming, honorary resolution, commemorative resolution, deaf education, hard of hearing, Gallaudet University, alumni hall of fame

Transcript Highlights:

• Kids need in the classroom the same teacher year after year.
• <00:10:35.600> the<00:10:35.760> same<00:10:36.000> teacher need in the classroom
• the same teacher need in the classroom the same teacher year<00:10:36.600> after<00:10:36.839
• > ensure<00:10:50.560> that<00:10:50.720> we<00:10:51.040> have the classrooms
• to ensure that we have the classrooms to ensure that we have stability<00:10:52.480> for<00:10

Keywords: 1187, senate, all

Summary: Minnesota Senate Democrats held an education finance press conference focused on concerns that the Trump administration may dismantle the U.S. Department of Education and freeze or reduce federal education funding. Speakers said such actions could jeopardize Title I, special education, English learner, school meal, transportation, and other programs, and noted that federal education aid is often reimbursed after districts have already spent the money. They argued that even a 10% cut would amount to roughly $1 billion and could leave districts unable to cover costs they have already incurred. Several speakers also raised concerns about broader federal actions, including school vouchers, curriculum restrictions, and access to student and Treasury data by Elon Musk and others, warning about privacy and the possible targeting of DEI, ethnic studies, truth-and-history curriculum, and efforts to recruit and retain teachers of color. They said the instability makes it impossible for districts to plan budgets and maintain staffing, and that the harm is already being felt through frozen aid and other disruptions. The speakers criticized Republican colleagues for downplaying the threat and said Republicans were inconsistent because they had recently highlighted teacher shortages and school infrastructure needs while now minimizing potential cuts. No votes or formal committee actions were taken in the press conference; the event was a call for public pressure on Republican lawmakers to oppose the federal changes and protect Minnesota schools and students.

Transcript Highlights:

• Madam WIP, members, Senate Bill 1074 stipulates that if a teacher removes a student from a classroom,
• a principal or designated administrator may direct the student to return to the classroom only if the
• Yes. 1074 classroom management students temporary removal, yes, yes.
• Madam Web members, yes, so it just stipulates that if a student is removed from the classroom, the...
• just has to certify that the child was given permission to go back to the classroom, and they have to

Keywords: 1182, all

Summary: The caucus reviewed a long agenda of Senate bills across elections, commerce, education, government, health and human services, judiciary, public safety, transportation, rural development, and ways and means. Many measures were described as consent or third-read consent items, including bills on campaign finance termination statements and late-report penalties, AI provenance data for media, adjuster/contractor conduct during emergencies, Industrial Commission changes, association meeting closures, banking and remittance rules, central bank digital currency, public safety parity funding, barbering and cosmetology board continuation, digital asset reserve management, contractor licensing, gaming and racing commission continuation, school AED instruction, classroom removal procedures, school safety reporting, special education complaint transparency, foreign influence and land ownership restrictions, DCS and DES process changes, health care licensing and reimbursement rules, EMS compact adoption, and multiple tax, housing, and transportation measures. Staff repeatedly summarized each bill and answered questions, with several bills noted as mirror or identical to House measures or as strike-everything amendments from committees. A few bills drew discussion. On SB 2874, staff explained that the Senate amendment would limit penalties for untimely campaign finance reports when a committee certifies it received no contributions and made no expenditures, but the sponsor did not concur. SB 1074 prompted questions about whether parental notification changed; staff said it did not and that the bill was aimed at improving communication between teachers and principals about discipline. SB 1175, requiring DCS caseworkers to photograph children at each interaction in abuse or neglect cases, drew concern about the scope of the photos, while supporters said it would improve continuity and documentation. SB 1180 also drew comment because the sponsor and committee chair disagreed over an amendment, though the bill was advanced for further work. The most extended debate came on SB 1751, which would allow death-row inmates to choose firing squad, lethal injection, or lethal gas if voters approve the related constitutional measure. One member strongly opposed the bill on moral and personal grounds, another argued it could be a more humane option if the state is going to carry out executions, and a third raised concern that it could be used against Second Amendment rights. The bill remained on the third-read consent calendar despite the objections. The caucus concluded after moving through the remaining agenda items, with no formal votes recorded in the transcript beyond committee status and consent-calendar placement.

Transcript Highlights:

• moving beyond the provision of supports and services alone and embedding the work deep into the classroom
• How is this impacting the classroom?
• This work required building leadership capacity across the system, from the classroom to the boardroom
• Classroom curriculum and student and family voice are very representative and need to be reflected in
• So how can you incentivize at every layer of the system, from the classroom to the district level to

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• It's on all of the kids in a classroom because it makes it harder for teachers to teach.
• Set classroom norms, kids get distracted by the disruption.
• I see a lot more technology use in the classroom.
• And now I see more and more of that in classrooms.
• Lots of interventions being delivered by teachers, by tutors, by specialists in the classroom, as well

Keywords: 988, house, all

Transcript Highlights:

• In addition, the classrooms.
• Our classrooms are not as modern as we would like them to be for health care education.
• We're engaged in the classroom. The PowerPoint lecture, that's not what we do.
• We're bringing the lab and the simulation environment into that classroom.
• So it's great that these folks are coming into those classrooms.

Keywords: 908, all

Transcript Highlights:

• Uh, specifically, the effort is to create a classroom using an existing... ...create a classroom using
• Right now we're going to get one office and a new classroom out of this conversion.
• Uh, another project is to literally reclaim two existing classrooms and... ...reclaim two existing classrooms
• So presently the system that we have is in what we call classrooms three and four.
• They were classrooms back in the day. Our agency, before my appointment,...

Keywords: 928, house, all

Transcript Highlights:

• They are making cuts, and they're trying to keep that out of the classroom.
• So are they keeping that employed, basically going from classroom to classroom to classroom, that essentially
• So are they keeping that employed, basically going from classroom to classroom to classroom, that essentially
• So are they keeping that employed, basically going from classroom to classroom to classroom, that essentially
• Casy, we have emphasized keeping our cuts away from the classroom.

Keywords: 1183, house

Summary: The committee opened by approving the January 16 and January 21 minutes. Members then heard testimony focused on the impact of Earned Sick and Safe Time (ESST) and the proposed paid family and medical leave program on Minnesota school districts, with the chair framing the hearing as an opportunity to hear from major employers and school leaders about costs and operational effects. Kimberly Lewis, speaking for the Minnesota School Boards Association and related school administrator groups, said districts generally already provide generous, locally negotiated sick leave and had initially adapted to ESST by separating vacation, sick time, and ESST into different buckets. She argued that a 2024 law effectively converted previously bargained sick leave into ESST, which she said undermines contracts, creates large unfunded costs, and may raise constitutional contract-clause concerns. Lewis cited large accumulated leave banks in some districts, increased sick leave use, and estimated significant costs from paid leave, including a reported $2.5 million impact for one large district. She urged flexibility such as prorating ESST for midyear hires and part-time staff and exempting coaches, short-term substitutes, and similar employees from ESST. Superintendent Anarie Fuco of St. Michael-Albertville said her district expects about $400,000 in added fiscal 2026 costs from ESST and paid leave, plus indirect costs from substitute coverage and increased absenteeism. She said schools already have generous bargaining agreements, but the new laws reduce verification and require districts to track leave for temporary staff, creating what she described as a need for “substitutes for our substitutes.” Fuco said the district would face more than $211,000 in direct payroll costs from paid leave alone and asked for flexibility or exceptions for districts already offering comparable benefits. Members asked follow-up questions about how substitute teachers accrue leave and how many districts may be cutting budgets; Lewis and Fuco said many districts are making cuts and that substitute and staffing burdens are growing. A third testifier began by Zoom, but the transcript cuts off before her full testimony.

Transcript Highlights:

• What I mean by expulsion is they're no longer allowed back into the classroom from that classroom, and
• So my incorporation of expulsion is to not have them back in the classroom.
• You can't suspend, and maybe the teacher cannot allow them back into their classroom, but to expel them
• So, I don't find it a very good idea to expose 20 other kids in the classroom to such top trauma.
• It's for things that increase basically seats, so classrooms, things like that.

Bills: HB3329, HR1039, HR1040, HB3413, HB3414, HB3415, HB3416, HB3417, HB3418, HB3419, HB3420, HB3706, HB3711, HB4139, HB1268, HB3660, HJR1023, HB3298, HB3056, HJR1084, HB3934, HB3919, HB4118, HB4119, HB3791, HB4260, HB4178, HB4215, HB4324, HB3270, HB4352, HB4305, HB2955, HB3315, HB3066, HB1245, HB4125, HB3075, HB3129, HB3239, HB4153, HB3265, HB4491, SB680, HB4263, HB4268, HB1675, HB3885, HB2984, HB3697, HB2959, HB3671, HB3852, HB2933, HB3057, HB3802, HB4294, HB4285, HB3708, HB3979, HB3977, HB3986, HB3985, HB3588, HB3742, HB3845, HJR1070, HB3590, HB3595, HB3391, HB3183, HB3764, HB3765, HB1002, HB4434, HJR1086, HB4060, HB3881, HB3500, HB4408, HB3648, HB3127, HB3606

Keywords: long-term care, advisory board, sunset legislation, mental health, psychologists, University of Oklahoma, gymnastics, NCAA, congratulations, sports excellence, recognition, honor, athletics, Joseph Castiglione, leadership, education, sports management, HB3413, public finance, state budget

Transcript Highlights:

• My point of that is, why do we need to add more hours to instruction that is already in that classroom
• Is already in that classroom.
• Madam President and sponsor, I understand you think it's only a few hours, but as a classroom teacher
• trying to also teach them, In that classroom when you're trying to also teach them that the gas pedal
• And I know we can giggle about that, but sometimes we had to get that basic in that classroom.

Keywords: 996, all

Transcript Highlights:

• They do a variety of things, both in the classroom as aides and paraeducators and out of the classroom
• They do a variety of things, both in the classroom as aides and para-educators, and out of the classroom
• as counselors and aides and cafeteria. para-educators and out of the classroom as counselors and aides

Summary: The Assembly Committee on Public Employment and Retirement heard several retirement and school employment measures. SB 301 by Sen. Grayson would prevent CERL-covered cities and districts from amending retirement contracts to exclude certain employee groups, closing a loophole similar to one previously addressed for CalPERS. The bill was supported by California Professional Firefighters and received no opposition. SB 443 by Sen. Rubio would clarify that employees transferring into a joint powers authority can retain CalPERS classic status even when the JPA expands later; the city of La Verne, a flood management agency, and AFSCME supported the bill, and it also drew no opposition. Both bills were moved out of committee on unanimous votes and sent to Appropriations, with the consent calendar items SB 521, SB 581, and SB 853 also approved. The committee then heard SB 494 by Sen. Cortese, which would give classified school employees the right to have disciplinary appeals heard by an administrative law judge rather than by the school board. Supporters, including CSEA, AFSCME, and CFT, argued the bill would create parity with teachers and community college faculty and provide a fairer appeal process. Opponents, including the California School Boards Association, county superintendents, school business officials, and community college groups, argued it would remove local control, impose a one-size-fits-all process, and shift costs to districts. The bill was passed out of committee and referred to the Committee on Higher Education. The committee also considered SJR 2 by Sen. Cortese, a resolution urging Congress and the President to enact federal protections for classified school employees, including better wages, benefits, safety, and workplace rights. Support came from CFT, CSEA, and other labor groups, with no opposition. The resolution was adopted and moved forward. At the end of the hearing, the committee reopened the roll to add votes, and all listed measures ultimately passed unanimously or near-unanimously before the meeting adjourned.

Transcript Highlights:

• Seuss book, and there is now a division and bullying in their classroom where there never was before.
• Seuss book and there is now a division and bullying in their classroom where there never was before.
• This bill respects local control, classroom realities, and the professional judgment of educators.
• Educators primarily rely on classroom-based and district assessments to inform instructional decisions
• In my classroom, I often worked with students who arrive well into the school year.

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

Transcript Highlights:

• J-1 teachers' classrooms, they are incredible.
• We are currently renting, leasing a site or land, as well as classrooms.
• Over the last two years, we have opened 55 new EOE public pre classrooms.
• with 94 classrooms.
• So again, we are currently up to 92 classrooms on 74 campuses.

Keywords: 910, house, all

Summary: The Committee on Finance received an informational briefing from the Department of Education on its budget request for the upcoming fiscal year. The Superintendent and staff described the department’s mission, enrollment and staffing scale, recent gains in NAEP reading and math, persistent attendance problems since the pandemic, and the need for resources to support student recovery, middle school math, and other strategic priorities. The department said its proposal is intended to be aligned with its 2023–2029 strategic plan, fiscally balanced, and reliable for schools, while also addressing inflation, workforce needs, and uncertainty in federal funding. Assistant Superintendent and CFO Brian Hallet reviewed federal grants, non-general funds, and the budget development process. He said federal funds make up about 11% of the department’s FY25 appropriation and warned that House budget proposals could threaten predictable funding for core programs. He also explained that the department began its biennial budget work in April 2024 and used an internal review group to identify possible reallocations. The department characterized its request as a “flat” budget proposal overall, with a large share devoted to continued funding for existing recurring needs, and noted challenges including a projected state funding decline, inflation, lingering pandemic impacts, recruitment and retention, and uncertainty about future federal support. A major topic was the department’s capital improvement program. DOE officials argued for a risk-based, proactive approach using lump-sum “buckets” to manage facilities and deferred maintenance across more than 21.5 million square feet at 268 sites. They said this would allow more efficient prioritization of projects and better coordination with complex area superintendents, principals, and legislators. Members asked about how legislative priorities would fit into the bucket system, county-versus-state property jurisdiction issues affecting school facilities, enrollment decline and staffing ratios, and how the department plans to adjust facilities and human resources to shifting enrollment patterns. DOE said it is studying enrollment trends, will brief the Board of Education next month, and is willing to provide further briefings to legislators. No votes or formal actions were taken during the informational briefing.

Transcript Highlights:

• It was in those classrooms that I learned the transformative power of education.
• parochial and private school settings are not left behind when teachers step into public school classrooms
• parochial and private school settings are not left behind when teachers step into public school classrooms
• I love teaching, and I think I'm pretty good at it after all this time in the classroom.
• Many of our colleagues over the years have had fights in their classrooms and shop areas.

Keywords: 995, all

Summary: The Joint Committee on Public Service held a hearing on a wide range of credible service and retirement-related bills, with testimony largely focused on allowing public employees to buy back prior service time or receive more appropriate retirement classifications. Bills discussed included retirement buyback for Joint Base Cape Cod firefighters (H. 4317), clarification of call firefighter buyback rights (H. 2883/S. 1915), veterans’ buyback (H. 2957), a Bridgewater State University police death-benefit/heart-law issue (filed by Rep. Gallagher), unpaid parental leave buyback for municipal employees (H. 2946), school nurse creditable service (H. 2887/S. 1787), former private/parochial school teacher buyback (S. 1900/H. 2873), Massport police retirement classification (S. 1888), contract employee buyback (H. 2795), Retirement Plus late entry (H. 2792), CVTE/teacher-related buyback issues (H. 2762), Peace Corps/AmeriCorps creditable service (H. 2927), and institutional school teacher retirement fairness (H. 2757). Several speakers also referenced related bills for teachers and nurses that had been heard previously or were filed in parallel in the other branch. Testimony was overwhelmingly in support of the bills. Speakers argued that the measures would correct inequities, recognize prior public service, and help recruit and retain workers in hard-to-fill public jobs. Firefighters described the unique federal-to-state transition at Joint Base Cape Cod and said some members were left out of earlier buyback opportunities. Veterans, teachers, school nurses, correctional educators, and Massport police all described service requirements, administrative gaps, or outdated statutory language that they said unfairly limited retirement credit or placed them in the wrong retirement group. Several witnesses emphasized that the proposals were fiscally responsible because employees would pay the cost of the buybacks, and some noted that similar bills had been filed repeatedly in prior sessions. Committee members asked a few clarifying questions, mostly about why certain employees had been excluded under current law or how the retirement provisions would work. No opposition testimony was presented. The hearing concluded after all scheduled witnesses testified, with the chairs thanking participants for their service and the committee voting to adjourn.

Transcript Highlights:

• have access to guidance and clear direction on how to prevent and address discrimination in their classroom
• disproportionate discipline, unequal access to opportunities, and barriers that impact their success in classrooms
• And it goes beyond the boundaries of the school playground itself, right, and the classroom itself, because
• the related and supplemental instruction for their apprenticeships, allowing scholars to connect classroom
• the related and supplemental instruction for their apprenticeships, allowing scholars to connect classroom

Keywords: 988, house, all

Transcript Highlights:

• You want to regular classroom situation.
• , and you have students in each of these classrooms that maybe have a reading disability, do you pull
• and you have students in each classrooms and you have students in each of<00:31:55.200> these
• <00:31:55.440> classrooms<00:31:55.840> that<00:31:56.080> maybe<00:31:56.480>
• > have<00:31:56.799> a of these classrooms that maybe have a of these classrooms that maybe

Keywords: 1191, senate, all

Transcript Highlights:

• The first would be the FFA LTC classroom and activity building. We have received funds for that.
• So we have asked for additional funding for that activity classroom center at FFA.
• <00:19:29.440> Uh<00:19:29.679> the activity classroom center at FFA.
• Uh the activity classroom center at FFA.
• And can you say what specifically the classroom and activity center, because they’re buildings?

Keywords: 958, all

Summary: The Capital Planning Advisory Board met for its first meeting of the year, confirmed a quorum, approved the prior year’s minutes, and welcomed new co-chairs and members. The board reviewed the capital planning timeline and a list of agencies that submitted plans but would not testify. Members were reminded to keep presentations brief because of a packed agenda. The Cabinet for Health and Family Services presented first, outlining priorities centered on public safety, infrastructure preservation, and preventive maintenance. Its requests included a $21 million maintenance pool, phase two funding for a new state public health laboratory, construction of an 18-bed children’s psychiatric hospital, and several projects at Western State Hospital and Western State Nursing Facility, including HVAC work, cooling tower repair or replacement, and chiller plant repiping. Additional projects covered elevator upgrades at Hazlewood and phased cottage renovations at Oakwood. Board members asked about vacant buildings, the cost per bed for the youth psychiatric facility, and the relationship between the CHFS youth facility and a separate DJJ facility; CHFS said the youth facility would serve DCBS-involved youth and be separate from the DJJ project. The Kentucky Department of Education then described its state-operated facilities, including the Kentucky School for the Deaf, the Kentucky School for the Blind, and the FFA leadership training center. Its priorities included additional funding for the FFA classroom and activity building, a rewrite of the SEEK education finance application system, renovation and repair of the FFA swimming pool, electrical upgrades, campus education enhancements, safety and security work, door and window replacements, and HVAC maintenance. Members asked about student outcomes, the size and cost of the swimming pool project, and construction cost assumptions; KDE said it tracks student outcomes through special education staff and that current estimates reflect higher post-COVID construction costs. The Education and Labor Cabinet began its presentation with 12 priority projects, including a state labor exchange system, renovation of the McDow Vocational Rehabilitation Center, and a new adult education and family literacy management information system. The cabinet said the labor exchange would connect job seekers and employers at no cost, while the McDow renovation was needed because the 30-year-old facility faces safety and code concerns. The cabinet planned to continue through the remaining priorities and answer questions at the end of its presentation.

Transcript Highlights:

• 27.160> in reaching Millions on air online and in reaching Millions on air online and in classrooms
• this funding not not only classrooms this funding not not only brings<00:04:30.479> authentic
• One high-efficacy strategy is to connect out-of-classroom experiences that engage many different minds
• classroom workshops teacher professional<00:29:13.039> development<00:29:13.559> Hands-On<
• As a former teacher there were a number of years that I went to the Bakken Museum with my classrooms

Keywords: 1187, senate, all

Transcript Highlights:

• , because I think, you know, as we're reviewing projects and awards, we're seeing breakdowns of classrooms
• We were actually, to be honest with you, told that kids were getting bigger, so the classroom sizes were
• They talked about needing additional square footage in the classrooms.
• We've heard that for middle schools and high schools, the classrooms are the ones that changed the most
• You also got to be able to do arts and crafts within that kindergarten classroom, and that kind of led

Transcript Highlights:

• But I do want to bring your attention to the aspect of classroom noise levels. Classroom noises.
• Uh, and they all highly classrooms.
• <02:11:40.320> I classroom is that met. Um excuse me. I classroom is that met.
• classrooms.
• >> in the classrooms. >> in the classrooms.

Keywords: 1189, house, all