Transcript Highlights:

• This includes supporting the elementary teacher apprenticeship program created by Black Men Teach in
• This includes supporting the elementary teacher apprenticeship program created by Black Men Teach in
• This includes supporting the elementary teacher apprenticeship program created by Black Men Teach in
• This includes supporting the elementary teacher apprenticeship program created by Black Men Teach in
• I heard these people are trying to move into teaching.

Keywords: 1187, senate, all

Transcript Highlights:

• enrolls in a state approved teach enrolls in a state approved teach education education education
• <00:54:46.680> and<00:54:46.839> we're profession of teaching and we're profession
• of teaching and we're actively<00:54:47.480> working<00:54:47.799> as<00:54:47.960>
• for building an animal Science teaching for building an animal Science teaching lab<01:05:41.079
• That is the land that we want to redesign to have our new animal science teaching lab facility there,

Keywords: 910, house, all

Summary: The House Committee on Higher Education met at the University of Hawaiʻi’s Bachman Hall and heard testimony on several UH-related bills. HB 542 would expand the Hawaiʻi Promise Program to provide unmet-need scholarships at four-year UH campuses. UH system officials, the UH Student Caucus, and a Honolulu Community College student testified in support, emphasizing college affordability, student retention, and workforce needs. Committee members asked about current program data, eligibility, transfer patterns, and cost; UH said it had data available, noted about 10% of current Hawaiʻi Promise students transfer to four-year campuses, and estimated the full expansion would cost about $12 million. UH also suggested a possible alternative of focusing on transfer opportunities from two-year to four-year campuses. The committee then heard HB 840, which concerns athletics appropriations for UH. UH Mānoa and UH Hilo supported the bill. UH officials said the funding would help cover recurring athletics operating costs, women’s sports travel and recruiting, Austin Awards, and a new nutrition fueling station, while Hilo said the money would help with travel, per diem, and conference-related costs. Members asked about the history of the athletics funding, the difference between Austin Awards and special talent waivers, NIL planning, and whether the appropriation should be restored to the base budget. UH explained that a $4 million athletics appropriation was originally made in 2018 or 2019, later removed from the base, and has been reappropriated annually since then. Finally, the committee heard HB 842, which would fund three additional permanent mental health practitioner positions at UH Mānoa’s Counseling and Student Development Center. UH supported the bill, and Academic Labor United and a high school student testified in favor, citing student stress, overwork, and the need for more counseling access. In questions, members discussed the current counselor-to-student ratio, recruitment challenges in a tight labor market, and strategies for hiring, including looking at candidates on soft-money grants who may be seeking stable employment. No votes or final committee actions were taken during the portion of the meeting provided.

Transcript Highlights:

• And they're my son teaches, it's 180.
• <01:09:07.759> your ones in the classroom teaching your ones in the classroom teaching your
• <01:48:12.480> class try to teach class try to teach class there.<01:48:14.960> This
• Um, when I was teaching at St.
• Um, when I was teaching share a story. Um, when I was teaching at<03:05:56.640> St.

Keywords: 1183, house

Transcript Highlights:

• I like to<00:31:57.760> teach.
• <00:31:59.279> I'm to teach. I love this environment. I'm to teach.
• Um, I teach for the American places.
• Basically, he teaches and gives conferences.
• Um, and let's teach them the things that he and I know intimately. Okay.

Keywords: 958, all

Summary: The task force met for its third meeting, approved the minutes, and heard testimony from Dr. Jack on behalf of the American Beverage Association and Kentucky Beverage Association. Dr. Jack argued that the “totality of the science” supports low- and no-calorie sweeteners as safe and useful tools for reducing sugar and calories, citing FDA and other domestic and international reviews, clinical trials, and the FDA’s recent healthy-label rule. He also described the industry’s transparency efforts, including a “Good to Know” database compiling ingredient and safety information, and said the beverage industry has voluntarily worked to offer more choices with less sugar. Members questioned him about whether beverage ingredients are restricted in other countries, possible health effects beyond weight and cancer, concerns about metabolic issues and gut microbiome effects, whether sweeteners are addictive, and why companies do not simply remove sweeteners. Dr. Jack responded that most ingredients are permitted in many jurisdictions, that broad food-safety reviews have looked at multiple endpoints and found the ingredients safe, that the gut microbiome is still being studied, and that recent clinical evidence does not show increased sweetness preference. He also said business decisions about formulations are up to companies and noted that cane sugar and high-fructose corn syrup are metabolically similar. The committee also discussed consumer apps and ingredient-scoring tools; Dr. Jack said the industry’s website presents facts without interpretation and is based on food-safety agency assessments. At the end of his testimony, the chair accepted additional fact sheets for the committee. The meeting then moved on to introduce Dr. Gary Huber, who began testimony by emphasizing integrative medicine, metabolic syndrome, and the role of diet, exercise, sleep, and stress in health, but his full presentation was not included in the excerpt.

Transcript Highlights:

• We know that so many faiths that teach about how to stay on the straight and narrow path to a spiritual
• Many faiths, including the primary teachings of Jesus Christ, prioritize the elimination of prejudice
• It wasn't part of his teaching because it was after the game. three, that it was protected speech because
• respecting the rights of individuals, parents, and faith communities to make decisions about the teaching
• Senate Bill 12 bans any teaching of sexual orientation or gender identity instruction in K through 12

Bills: SCR5, SCR13, SB3, SB6, SB10, SB12, SB13, SB15, SB17, SB18, SB19, SB24, SB35, SB57, SB65, SB112, SB284, SB290, SB388, SB400, SB402, SB412, SB495, SB499, SB502, SB509, SB621, SB706, SB740, SB815, SB842, SB854, SB875, SB893, SB917, SB974, SB1025, SB1061, SB1073, SB1106, SB1268, SB1281, SB1300, SB1362, SB1379, SB1447, SB1451, SB1555, SB1902, SJR36, SJR12, SCR13, SCR25, SCR5, SCR22, SCR12, SCR24, SB495, SB412, SB10, SB18, SB565, SB372, SB842, SB765, SB62, SB19, SB666, SB707, SB888, SB687, SB706, SB847, SB290, SB13, SB1248, SB740, SB14, SB1006, SB504, SB917, SB925, SB388, SB1902, SB1121, SB995, SB857, SB305, SB296, SB284, SB35, SB6, SB815, SB3, SB1281, SB1379, SB1300, SB1497, SB1499, SB1498, SB1451, SB1061, SB15, SB65, SB241, SB304, SB402, SB499, SB621, SB974, SB1023, SB1024, SB1025, SB1106, SB686, SB112, SB371, SB204, SB400, SB609, SB1447, SB670, SB502, SB427, SB850, SB854, SB413, SB1555, SB1362, SB1346, SB1033, SB1220, SB1073, SB810, SB987, SB1539, SB893, SB447, SB875, SB406, SB509, SB985, SB965, SB17, SB1119, SB1505, SB12, SB24, SB57, SB1194, SB1253, SB1215, SB1532, SB1268, SB1302, SB856, SB650, SB583, SB673, SB840, SJR57, SCR8, SB213, SB681, SB1172, SB1252, SB378, SB610, SB918, SB1343, SB608, SB487, SB955, SB957, SB988, SB990, SB1019, SB1021, SB1120, SB251, SB958, SB535, SB761, SB1, SB541, SB315, SB379, SB1018, SB1737, SB266, SB1415

Keywords: 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, football coach, school facility naming, education K-16, State Affairs, Texas Legislature, public school tribute, water rights

Transcript Highlights:

• He asked me if we could teach the meaning of the questions.
• So we will teach what the the years old.
• <02:09:21.280> the um exactly the things I was teaching the um exactly the things I was teaching
• <02:09:57.840> learning a rigorous rigorous um teaching learning a rigorous rigorous um teaching
• I speak six is teaching languages.

Keywords: 1191, senate, all

Transcript Highlights:

• This was one that we heard often, that they would like the SROs to teach a class.
• We teach in...
• They teach kids, they teach teachers, they train teachers.
• Like we're teaching, we're providing education programs.
• What better person to teach kids to drive than two cops, right?

Keywords: 916, all

Transcript Highlights:

• I also want to let you know that I teach at Greenfield Community College.
• And as faculty and staff, we support her in those goals and we teach the subjects that they need.
• I also want to let you know that I teach at Greenfield Community College.
• And as faculty and staff, we support her in those goals and we teach the subjects that they need.
• These are skills that only experience, not an exam, can teach. Thank you. Thank you.

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• I do believe that at K-12 in particular, the goal should be to teach people how to think and not what
• And we’re committed to fighting for human rights rooted in our Jewish traditions and teachings.
• Some schools teach that our homeland is colonial, when every rock or hole in that land proves the exact
• We must keep teaching what happened during the Holocaust.
• Whatever comes out of this, to take that movie and make it shorter and use it for teaching, because I

Keywords: 995, all

Summary: The Special Commission on Combating Anti-Semitism opened by approving the minutes from its November 5, 2025 meeting and outlining plans for its next meeting on November 20, when it expects to vote on the draft master report and recommendations. The chair explained that revised drafts would be circulated, changes would be handled by motion, and the final vote would be by roll call. The meeting then moved through several public panels focused on prevention, education, workplace support, and community safety. Parents for Peace testified that anti-Semitism and extremism should be treated as a public health crisis and urged state funding for training in K-12 schools, healthcare, and law enforcement. The panel described its intervention work with radicalized youth and families, argued for early-warning training for educators, and recommended diversion resources for courts and prosecutors so cases can be addressed before they escalate. Commissioners asked about the origins of radicalization, the need for school-based training, and how to connect courts and police to available resources. Project Shema’s Orrin Jacobson argued that effective anti-Semitism education must be nuanced, pluralistic, and grounded in a better understanding of Jewish identity and contemporary anti-Semitism, especially in conversations about Israel and Palestine. He said the group has run dozens of workshops in Massachusetts and emphasized that institutions should adopt content-neutral norms, train staff and administrators, and measure whether trainings lower tensions and increase willingness to intervene. Commissioners asked about handling activists who reject nuance, the role of faculty versus students, and whether classroom norms should limit teachers from advancing personal agendas. A workplace panel from Klaal and Combined Jewish Philanthropies presented survey data showing many Jewish employees feel unsafe being openly Jewish at work and that antisemitism training is the top requested support. They described rapid growth in Jewish employee resource groups, existing programming and stipends for ERG leaders, and recommended mandatory anti-Semitism training, support for Jewish affinity groups in public and private sectors, and broader convenings of major employers. The commission also heard from Truah rabbis and educators, who urged stronger interfaith solidarity, a state office of faith-based and neighborhood partnerships, and explicit attention to democracy and civil rights as part of anti-Semitism strategy. After a recess, the commission heard from Israeli-American, Russian Jewish, and Persian Jewish witnesses who described antisemitism as a lived, personal, and civic issue affecting immigrants and their families. They called for inclusion of diverse Jewish voices in state initiatives, stronger protections for Israeli-American businesses, and recognition that anti-Zionist rhetoric often becomes direct harassment of Jews. The chair said the testimony and suggested edits would be incorporated into the draft report, and the meeting ended with plans for further revisions before the final vote.

Transcript Highlights:

• But we have, and so the waivers that we have are more teaching waivers.
• But we have, and so the waivers that we have are more teaching waivers.
• Do we want to give X thousands for a teaching degree?
• Do we want to give X thousands for teaching degree?
• But the med school, again, would be... coursework that they teach.

Summary: The Higher Education Funding Review Committee met to continue work on a draft higher education funding formula and related capital building fund changes. Lisa Johnson of the North Dakota University System updated the committee on the board’s developing policy for low-producing academic programs. She said the board is using a five-year rolling window, with thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, and that programs flagged in three consecutive review cycles would go to the board for review. Possible outcomes include continuation, continuation with modifications, inactivation, or termination. Members asked about how the policy would account for enrollment, program costs, workforce need, and programs that serve students outside their major. Johnson said the board would likely use an accompanying procedure to consider those factors. She also reported that about 200 programs could potentially be reviewed under current guidance, with 135 inactivated and 112 terminated, and said the process is intended to support quality and stewardship rather than simply cut programs. Jamie Wilkie then reported on the Capital Building Fund. He reviewed the fund’s history, matching requirements, and use for extraordinary repairs, deferred maintenance, and some legislatively authorized projects. He said about $334 million in state and matching dollars has been invested overall, with roughly 78.7% going to deferred maintenance and extraordinary repairs. Committee members pressed for updated information on how much deferred maintenance has actually been reduced, and several members said they wanted clearer reporting on the return on investment from new buildings versus repairs. NDSU representatives said the tier funding has helped significantly reduce deferred maintenance and allowed demolition and renovation work on campus. The committee also discussed the need for updated five-year facility plans and space-utilization information from the institutions. The committee then began a section-by-section review of a draft bill that would replace the current higher education funding formula with an FTE-based model and restructure the capital building fund. The draft would fund UND and NDSU differently from the other nine institutions, use fall enrollment rather than completed credits, add performance funding for completions in in-demand fields, create research incentives for UND and NDSU, and combine capital building fund tiers while changing matching requirements and eligible uses. Members raised concerns about the treatment of professional students, the use of CIP codes, incentives for waivers, and whether the formula should rely on more current data. The committee did not take final action on the draft during this meeting, but it continued detailed discussion and indicated more review would follow.

Transcript Highlights:

• And then we also have them do the Florida Ready to Work modules that teach the soft skills.
• And then we also have them do the Florida Ready to Work modules that teach the soft skills.
• them and we’re very proud to teach them, but in most ways they’re teaching us.
• This is so wonderful. most ways they're teaching us.
• They teach parents how to advocate for themselves.

Summary: The committee held its first meeting of the session and received an overview of the Higher Education Appropriations budget from staff director Tim Elwell. He explained the committee’s broad jurisdiction over universities, state colleges, district workforce programs, vocational rehabilitation, blind services, student financial aid, private colleges, and the Board of Governors, and reviewed key budget concepts such as local funds, funds per FTE, performance funding, and the distinction between the total appropriation and the recurring base budget. He noted that higher education is funded largely through state and local sources, with substantial flexibility compared with other state budgets, and that the base budget is heavily weighted toward lump-sum allocations to the public systems. The committee then heard a presentation from the University of South Florida’s Florida Center for Cybersecurity (Cyber Florida), led by retired Marine Gen. Frank McKenzie and USF representative Mark Walsh. They described Cyber Florida as a statewide cybersecurity platform created by the Legislature in 2014 to support education, research, workforce development, public policy, and community engagement. McKenzie emphasized the growing cyber threat environment, Florida’s leadership role, and several funded initiatives, including K-12 outreach, workforce training, a cyber range for county governments, critical infrastructure assessments, grant development, and public conferences and outreach. Members asked about public cyber awareness, the lack of a national cyber defense strategy, school district participation in Cyber Launch, and which counties are most at risk; McKenzie said smaller counties with limited cybersecurity staffing are generally more vulnerable and offered to provide follow-up information. Finally, the committee heard from the Florida Center for Students with Unique Abilities at the University of Central Florida, led by Dr. Drew Andrews, along with program and parent representatives from participating institutions. Andrews explained the center’s role in coordinating Florida’s postsecondary comprehensive transition programs for students with intellectual disabilities, supporting program development, distributing grants and scholarships, and monitoring outcomes. He reported that the state now has 33 approved programs at 35 institutions, including universities, state colleges, and technical colleges, and that scholarship and grant funding has grown significantly. He said student retention is about 88 percent, many graduates are employed, and median hourly earnings have increased over time. A representative from Southeastern University described how the center’s support helped build and sustain SEU Link, including a new third-year employment-focused option for students.

Transcript Highlights:

• What I teach my students, in fact, I'll have to change my curriculum, is that the two drug classes that
• When I teach students or anybody about sort of how to understand substance use disorder, teach students
• I'm a first responder consultant, so I go out and teach other first responders how to give Narcan.
• When every time that I teach, along with addiction, but it's really about keeping people alive.
• When every time that I teach, I always say the same thing.

Keywords: 959, house, all

Transcript Highlights:

• When asked whether the university has people who teach those skills, the witness says there are likely
• <00:19:07.039> or entire University of ya do you teach or entire University of ya do you teach
• those skills okay so do we have teach those skills okay so do we have students<00:19:21.400> that
• <00:22:00.559> and when they do student teaching and when they do student teaching and teaching
• and so forth or internships teaching and so forth or internships that<00:22:03.760> uh<00:22:

Keywords: 912, senate, all

Summary: The Committee on Higher Education met on March 11 and began with House Bill 442, which would appropriate funds to the University of Hawaiʻi system for nursing programs. University of Hawaiʻi representatives testified in strong support, and several additional supporters submitted testimony. Members asked about a similar Senate measure, and the witness confirmed the university supported that bill as well. No opposition or vote was recorded on HB 442 during the excerpt. The committee then heard House Bill 1169, a housekeeping measure concerning the University of Hawaiʻi Conference Center revolving fund. Testimony explained that the bill would consolidate existing Conference Center statutes into one centralized fund statute and allow campuses to use the fund more broadly. Members raised no questions, and no vote was taken in the excerpt. House Bill 185, which would establish a plant-based building materials working group, drew the most discussion. The Department of Agriculture said it supported the intent but wanted baseline research before a larger working group was formed. Supporters argued the measure could help develop a homegrown industry using bamboo, hemp, and other plant materials, create green jobs, and reduce greenhouse gas emissions. Several members questioned whether a formal working group was necessary and whether the work could be done without new legislation. The University of Hawaiʻi later estimated the bill’s requested work would cost about $150,000 over two years to analyze crop options and report findings. The final measure discussed in the excerpt was House Bill 1320, which requires the University of Hawaiʻi to collect, analyze, and publicly report graduate outcome data and develop a Graduate Outcomes Dashboard. University officials said they already use some data sources but lack a dedicated data-visualization specialist and need additional capacity to consolidate and present the information. Members questioned the need for new positions and funding, arguing the university should use existing resources and that students already have many ways to explore careers. Supporters responded that the dashboard would help students and the state better understand postgraduate outcomes, workforce needs, and program value. No final action or vote was shown in the excerpt.

Transcript Highlights:

• <00:49:06.440> uh Banning required courses that teach uh Banning required courses that teach
• And how does that impact my ability to teach Martin Luther King Jr.? Can I teach that?
• Now, you may be saying that it's absurd, the idea that I can't teach about that.
• And how does that impact my ability to teach Martin Luther King Jr.? Can I teach that?
• And how does that impact my ability to teach Martin Luther King Jr.? Can I teach that?

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education met to consider House Bill 4, relating to postsecondary education. Before taking up the bill, the committee adopted a committee substitute. The substitute removed language creating a private right of action and immunity provisions, added a definition of “indoctrinate,” revised language tied to the Attorney General, and added a new section directing the Auditor of Public Accounts to review compliance every four years. If an institution is found out of compliance, it would have 180 days to cure the issue or become ineligible for formula funding increases in the following fiscal year, with an opportunity to petition the Attorney General. The substitute also added language barring licensing authorities from requiring diversity, equity, and inclusion training as a condition of initial or renewal licensure. Representative Decker presented the bill as an effort to end what she described as unconstitutional DEI practices in Kentucky’s postsecondary system and to refocus colleges on academic instruction, equal opportunity, and affordability. She argued that DEI offices and initiatives have cost taxpayers heavily and have not improved enrollment outcomes for low-income and underrepresented students. Michael Frasier, testifying in support, framed the bill as an equal-protection measure rather than simply an anti-DEI bill, saying it targets preferential treatment and discrimination while exempting traditional civil-rights compliance offices such as Title IX, disability, and other anti-discrimination functions. He also argued that the bill aligns with recent U.S. Supreme Court precedent and that Kentucky should shift toward socioeconomic-based approaches. Several members raised concerns about the bill’s assumptions and effects. Representative Willner questioned the claim that DEI initiatives caused enrollment declines and asked why the state would not make such programs more inclusive instead of eliminating them. Representative Stalker argued that the bill ignored decades of exclusion in higher education and asked what would replace DEI efforts aimed at closing achievement gaps and preventing brain drain. Supporters responded that the bill addresses unconstitutional preferences and that the state should move toward equal treatment and socioeconomic factors rather than race-based criteria. After discussion, the committee substitute was adopted, and the committee continued consideration of House Bill 4.

Transcript Highlights:

• teach can teach it works and everybody teach can teach it the<00:21:01.919> same<00:21:02.080>
• Some are teaching it, some are. It's it. Some are teaching it, some are.
• play since apparently we're not teaching play since apparently we're not teaching the<01:14:21.120
• > human<01:14:33.520> culture, we could start teaching human culture, we could start teaching
• <01:14:48.400> these And I guess they're not teaching these And I guess they're not teaching

Keywords: Education - Room 216, 22 January, 2026; 10:30 AM, 925, all

Summary: The committee took up several education-related bills. Senate Bill 2071 would allow school boards to vote on providing health insurance to board members and their dependents using local, not state, funds; it was advanced after Senator Brian objected that it could create an incentive for people to seek school board seats for the insurance benefit. Senate Bill 2072 would move the deadline for teacher supply cards earlier, from August to July, using EF funds, and it was reported. Senate Bill 2103 would require school boards to adopt policies banning or restricting student cell phone use during school and class time, and it was also reported. Senate Bill 21103 would remove a requirement that school counselors follow the National Association of School Counselors’ code of ethics and instead align them with the Mississippi teacher code of ethics; it passed without opposition. Senate Bill 2236 would authorize the use of LifeVac choking devices in schools, with the sponsor saying the devices are inexpensive and could be provided free to districts; it passed as well. The committee then spent most of its time on Senate Bill 2242, the Mississippi Math Act, which would create a statewide math improvement initiative within the Department of Education. The bill would deploy math instructional coaches, require K-5 universal math screeners three times a year, create individual math plans for students below benchmark, support algebra readiness, protect data under FERPA, and establish a fund for grants and other deposits. Senator Boyd said the bill is modeled on efforts in other states, especially Alabama, and is intended to build on Mississippi’s literacy reforms by focusing on support, intervention, and professional development rather than retention or punishment. Members raised concerns about cost, the proposed anti-lapsing language for the fund, and whether the bill should require high-quality instructional materials statewide rather than leaving curriculum choices to local districts. Senator Hopson estimated the program could cost about $3.5 million and suggested the anti-lapsing language might be removed or handled through appropriations. Senators Blunt, Hill, and Wiggins argued that the success of literacy reforms came from requiring standardized, high-quality instructional materials and accountability, not home rule alone. Senator Wiggins offered an amendment to require high-quality instructional materials for math statewide, and Senator Boyd said he was supportive of that as a friendly amendment. The discussion ended with the amendment still being worked through and the bill not yet finally disposed of in the excerpt.

Transcript Highlights:

• fiscal note says MDE would need 13 more additional employees, including five employees to help schools teach
• fiscal note says MDE would need 13 more additional employees, including five employees to help schools teach
• employees to employees including five employees to help<00:16:14.759> schools<00:16:15.759> teach
• <00:16:16.120> children<00:16:16.399> to<00:16:16.639> read help schools teach
• children to read help schools teach children to read which<00:16:17.800> we<00:16:17.920>

Keywords: 1183, house

Transcript Highlights:

• Those who teach and encourage, those who uplift the broken hearted, and those who walk in hope even through
• And I can tell you this, as a mother of two young girls, that I'm going to teach my daughter, as my colleague
• Carissa has been an educator since 1997, teaching in La Mesa Spring Valley. for seven years before moving
• This is her 28th year of teaching.
• She also teaches with Padres. She is passionate about serving her community.

Keywords: 988, house, all

Transcript Highlights:

• He used to be in with us and now he's teaching in a college.
• He used to be in with us and now he's teaching in a college.
• But like I said, it needs to come with an education piece so that we teach them how to use it.
• The committees met to discuss qualifications for teaching staff, supervisors, and directors.
• Recommendation 3 is around the qualifications for teaching staff, supervisors, and directors.

Keywords: 908, all

Transcript Highlights:

• Of using the three-queuing method to teach reading that didn't work for anybody.
• Right, because the classroom teaches at a certain level. ...It's hard to teach 20 kids in one classroom
• What's involved in helping that teacher learn how to teach the science of reading?
• Now, I don't know why school campuses decided not to teach spelling.
• Yes, you're teaching me how to vote no in Public Health.

Bills: HB1535, HB 123, HB 111, HB180, HB342, HB 1027, HB 1178, HB610, HB 1277, HB1615, HB1620, HB5342, HB4885, HB4751, HB4689, HB4530, HB4488, HB2149, HB2041, HB2071, HB1813, HB2282, HB2248, HB2243, HB2522, HB2310, HB2513, HB2300, HB1902, HB3719, HB4284, HB4327, HB3743, HB3778, HB3801, HB5153, HB5147, HB4877, HB4850, HB3158, HB3261, HB3005, HB3033, HB3138, HB3099, HB2849, HB2967, HB3488, HB3477, HB3466, HB3396, HB3469, HB2594, HB2776, HB2564, HB2298, HB5331, HB5646, HB5247, HB5323, HB2015, HB4384, HB3896, HB4014, HB3627, HB3594, HB2524, HB510, HB561, HB5111, HB5446, HB 1181, HB3963, HB2785, HB1661, HB2460, HB24, HJR138, HB3800, HB42, HB 129, HB677, HB668, HB2128, HB2038, HB2316, HB3686, HB2563, HB 1160, HB3883, HB2788, HB2663, HB3305, HB3474, HB 1105, HB3490, HB3597, HB 1295, HB3512, HB3783, HB2017, HB3010, HB3112, HB4215, HB3223, HB3464, HB3120, HB4214, HB4081, HB4783, HB4063, HB2783, HB5085, HB2510, HB3426, HB4361, HB 1169, HB2516, HB4700, HB3560, HB3860, HB3146, HB184, HB198, HB247, HB367, HB449, HB1778, HB514, HB632, HB2582, HB766, HB2715, HB2712, HB3069, HB3505, HB 1269, HB4224, HB5032, HB2240, HB5180, HB3348, HB4668, HB4665, HB3395, HB3157, HB4395, HB4325, HB4386, HB4273, HB2760, HB2820, HB1828, HB1579, SB2349, SB1268, SB610, SB1577, SB1369, SB2032, SB2034, SB1057, SB1044, SB922, SB1759, SB1143, SB1506, SB1403, SB2361, SB870, SB372, SB72, SB1583, SB2314, SB1267, SB1273, SB765, SB552, HB2145, HJR112, HB1804, HJR110, HB 1194, HB1531, HB5008, HB3421, SCR27, HB5398, HB1407, HB426, HB1535, HB 123, HB1773, HB1871, HB2035, HB2448, HB2492, HB1411, HB4753, HB4666, HB4529, HB1499, HB1610, HB2028, HB1506, HB886, HB3546, HB796, HB223, HB1475, HB3556, HB4638, HB 111, HB180, HB342, HB 1027, HB 1178, HB610, HB 1277, HB1615, HB1620, HB5342, HB4885, HB4751, HB4689, HB4530, HB4488, HB2149, HB2041, HB2071, HB1813, HB2282, HB2248, HB2243, HB2522, HB2310, HB2513, HB2300, HB1902, HB3719, HB4284, HB4327, HB3743, HB3778, HB3801, HB5153, HB5147, HB4877, HB4850, HB3158, HB3261, HB3005, HB3033, HB3138, HB3099, HB2849, HB2967, HB3488, HB3477, HB3466, HB3396, HB3469, HB2594, HB2776, HB2564, HB2298, HB5331, HB5646, HB5247, HB5323, HB2015, HB4384, HB3896, HB4014, HB3627, HB3594, HB2524, HB510, HB561, HB5111, HB5446, HB 1181, HB3963, HB2785, HB1661, HB2460, HCR98, HCR92, HCR126

Keywords: Trinity River Authority, river authority, Sunset Advisory Commission, Texas Sunset Act, board of directors, governor appointment, public water authority, regional water authority, water resources, local government, natural resources, board training, ethics, open meetings, public information, conflict of interest, complaint procedures, public comment, director removal, governance reform

Transcript Highlights:

• Um, I believe that this will give an opportunity for getting qualified people to teach trades into the
• it will help us to better staff our CTE centers, perhaps with retired folks who would be happy to teach
• would<00:34:41.919> be<00:34:42.480> happy<00:34:42.720> to<00:34:42.960> teach
• a course here would be happy to teach a course here and<00:34:43.839> there<00:34:43.919>
• make it very clear that the uh teaching make it very clear that the uh teaching that<01:04:00.960

Keywords: 928, house, all

Summary: The Education Funding Committee met to consider eight bills, beginning with HB 443 on the terms of appointment for members of the Higher Education Commission. Department of Education Director Steve Applebee explained that the commission supported a language change to address a holdover issue, but members raised concerns that the bill did not solve the problem of inactive members and might not address the broader question of whether the commission should continue to exist. The committee agreed to retain HB 443 for further work and voted 18-0 to do so. The committee then voted on HB 137, which would allocate excess statewide education property tax funds for local school and municipal purposes. Supporters of ITL argued that using the statewide property tax to reduce the state’s school funding obligation could create a slippery slope and shift more burden to property taxpayers. The committee voted 15-3 to ITL the bill, with a minority report to be written. HB 237, which would prohibit the use of special education and differentiated aid funds on students not receiving special education services, was also ITL’d after members said federal law already governs how IDEA-related funds may be used and that the bill was unnecessary. That motion passed 16-0, with some members not voting because they were out for medical reasons. The committee next advanced HB 354, creating alternative certification pathways for career and technical education instructors. Members said the bill could help recruit qualified tradespeople and retirees to teach in CTE programs, and it was approved 18-0 and placed on the consent calendar. HB 491, establishing a committee to study alternative public education funding methods and reduce reliance on local property taxes, was retained for further study after members said the committee or a subcommittee could continue the work over the year; it passed 18-0. HB 656, concerning local school districts’ authority to accept federal grants, was also retained after discussion focused on transparency, grant conditions, and the need to avoid delays in services; it passed 18-0. The committee then moved on to HB 729, an appropriation for an attorney to recodify education laws, but the transcript cuts off before that bill was acted on.