Transcript Highlights:

• The goal is teachers in the schools specifically, or is it...? Okay. Thank you. Okay.
• The goal is teachers in the schools specifically? Or is it? Okay. Okay. Thank you. Okay.
• This doesn't say every teacher has to be trained. Well, again, you've heard my three reasons.
• This doesn't say every teacher have to be trained.
• Well, again, you've heard my three reasons. doesn't say every teacher have to be trained.

Committee: House Health and Welfare

Summary: The committee first took up House Bill 611 by Rep. Freeman, which would require pregnancy-related service centers that provide health care services to be licensed or, as amended, to clearly disclose that they are not a licensed medical facility regulated by the Louisiana Department of Health. Rep. Freeman and supporting witnesses argued the bill was prompted by a legislative auditor report and concerns that some centers provide ultrasounds, STI testing, pregnancy tests, and related services without clear medical oversight. The Louisiana State Board of Medical Examiners’ executive director testified that interpreting ultrasounds and performing certain tests can constitute the practice of medicine, while opponents argued the centers already operate under medical directors and that the disclosure requirement was unconstitutional under the NIFLA case. The committee adopted an amendment, but after debate on the amended bill, a motion to report favorably failed on a roll call vote, and the bill was voluntarily deferred. The committee then heard House Bill 902 by Rep. Marcelle, which directs the Louisiana Department of Health to develop trauma-informed training. Supporters said the bill grew out of a task force on student behavior, mental health, and discipline, and that educators need a more consistent, evidence-based trauma-informed curriculum than what is currently available online. Some members raised concerns about cost and whether the bill would mandate new school obligations, while a witness from the Louisiana Baptist Convention opposed the measure as mission creep and argued trauma-informed care is too specialized for general teacher training. Other members supported the bill as a way to help educators identify and respond to children facing trauma. The bill was amended with technical changes and then discussed further, but the transcript ends before a final vote on HB 902 is shown.

Transcript Highlights:

• Today, I'm welcoming 45 students and five teachers from Andrew Jackson Academy in District Heights.
• Patton, who should be up there, their eighth-grade social studies teacher. >> [applause] She teaches
• Charlestine Fairly is someone that I'm pleased to call a personal mentor of mine because she is such
• c><00:09:33.920><c> of</c><00:09:34.080><c> mine</c><00:09:34.760><c> because</c> call a personal mentor
• of mine because call a personal mentor of mine because she<00:09:35.320><c> is</c><00:09:35.440><c>

Keywords: Senate streaming session for Wednesday, March 25, 2026, 960, senate, all

Transcript Highlights:

• </c><00:05:33.600><c> My</c> and lastly, for 20 years, a teacher.
• My and lastly, for 20 years, a teacher.
• For years, Kawaunoi has been a mentor for the We the People program.
• As a mentor, she has assisted students in researching, writing, and doing practice rounds.
• For years, Kawaunoi has been a mentor for the We the People program.

Committee: Senate Judiciary

Keywords: 912, senate, all

Summary: The Judiciary Committee heard testimony on Governor’s Message 767, the nomination of Kanoi AD Jackson to serve as circuit court judge for the Third Circuit. The chair announced that the committee would not vote on the governor’s message or two judge nominations until Tuesday, April 15, but planned to vote that day on two Defender Council items. Testimony on Jackson’s nomination was limited to two minutes per speaker, and the hearing was conducted partly by Zoom. Supporters emphasized Jackson’s qualifications, work ethic, judicial temperament, and community ties. Testifiers included the West Hawaii Bar Association, family members, a retired teacher, retired Judge Robert Kim, and the Hawaii State Bar Association. The West Hawaii Bar Association said Jackson received high marks from its review process and that the Third Circuit needed a permanent judge for stability. Judge Kim and others praised her preparation, intelligence, humility, and experience as a prosecutor and litigator. Jackson also spoke in her own behalf, acknowledging that her background is primarily criminal rather than civil, but saying she is committed to learning the civil docket and serving the community if confirmed. Members questioned the Hawaii State Bar Association about the basis for its support, including how many members responded and whether concerns were raised about Jackson’s lack of civil experience. HSBA said it uses a confidential review process, receives both positive and negative comments, and does not track votes or percentages, but its board voted to support her. Judge Kim responded that judges can learn new areas of law, that civil dockets can be managed with benchbooks and help from other judges, and that Jackson’s trial experience would serve her well. No vote was taken on Jackson’s nomination during this hearing.

Transcript Highlights:

• He mentored generations, generations of veterans and others, including me.
• He mentored generations, generations of veterans and others, including me.
• Betsy Marchan was my mentor. She was born a long time ago. She lived a long and amazing life.
• Betsy was a highly sought-after mentor.
• Betsy was a highly sought after mentor.

Summary: The Senate convened with a quorum, opened with prayer and the Pledge of Allegiance, and then handled routine procedural matters, including deeming various messages and committee reports read. Senator Arreguín requested removal of SB 239 from the inactive file for second reading. The chamber then took up SJR 9 by Senator Durazo, which was presented as amended and placed on call before later receiving the amendments by a 29-10 vote. The main floor action was on SR 70 by Senator Pérez, commemorating the third anniversary of the Monterey Park mass shooting and honoring the 11 victims. Pérez and Senator Rubio spoke at length about the tragedy, the victims, the community response, and the heroism of Brandon Tsay, who disarmed the shooter. The resolution passed unanimously, 39-0. After adoption, Senator Pérez introduced Monterey Park Mayor Elizabeth Yang as a guest on the floor. The remainder of the session was devoted largely to adjournment-in-memory tributes. Senators honored labor leader Mary Gutierrez Hunter, veteran and political activist Bob Mulholland, former Yolo County Supervisor Betsy Marchand, and Vietnamese American community leader Vu Von Locke, with remarks highlighting their public service, organizing work, and community impact. The Senate also announced that Appropriations would meet after session, and the desk was declared clear before recessing until the next floor session.

Transcript Highlights:

• for your community and church members and fraternity brothers, for people you've been a tutor or mentor
• for your community and church members and fraternity brothers, for people you've been a tutor or mentor
• for your community and church members and fraternity brothers, for people you've been a tutor or mentor
• for your community and church members and fraternity brothers, for people you've been a tutor or mentor
• for your community and church members and fraternity brothers, for people you've been a tutor or mentor

Keywords: U.S. House of Representatives Floor Proceedings on Monday, June 9, 2025, 1012, house, all

Transcript Highlights:

• And have you gotten any feedback from teachers who counsel students?
• We don't want our teachers to suddenly be subjected to lawsuits, subjective tests.
• I'm a former public school librarian and also a Catholic. high school teacher before that.
• They'll send law enforcement in, teachers and librarians will be, talk about it.
• Audrey Werner, mentored me. and the effect of Kinsey's effect on my life.

Bills: HB14 , HB 106 , HB146 , HB267 , HB274 , HB 1127 , HB1359 , HB1393 , HB1584 , HB1640 , HB1710 , HB2152 , HCR101 , HJR8 , HR51

Committee: House State Affairs

Keywords: nuclear energy, advanced reactors, energy security, grant programs, Texas Advanced Nuclear Energy Office, HB 106, oil and gas, Railroad Commission of Texas, overhead electrical lines, electrical distribution system, power line maintenance, administrative penalty, Natural Resources Code, oil and gas lease, well operator, energy safety, utility infrastructure, regulatory compliance, cleanup fund, oil and gas regulation and cleanup fund

Transcript Highlights:

• So in order to have teachers, assistant teachers, and aides within the classroom, they have to be qualified
• So in order to have teachers, assistant teachers, and aides within the classroom, they have to be qualified
• It would eliminate the teacher assistant teacher aide qualification and train those people into the role
• It would eliminate the teacher assistant teacher aide qualification and train those people into the role
• perhaps</c><00:49:35.040><c> um</c> teachers um student teachers perhaps um teachers um student teachers

Keywords: 1183, house

Transcript Highlights:

• This first photo is all of the students cheering on all of the teachers and staff of Mountain Home School
• Specifically at Stevenson, they are Eagle mentors. They are fourth grade students.
• They are Eagle mentors. They are fourth grade students.

Committee: Senate Education

Summary: The Senate Education Committee approved the minutes from January 22, 2026, after a motion and second, with no opposition. The committee then heard a presentation on military-connected students from Dominic Hagan of Mountain Home Air Force Base and Dr. Spencer Barzzi of the Idaho State Department of Education. The presenters described Idaho’s Purple Star School designation, which recognizes schools that support military families, noting Stevenson Elementary in Mountain Home as the state’s first Purple Star school. They also discussed the Military Interstate Children’s Compact (MC3), which helps military students transfer credits, maintain graduation progress, and navigate enrollment and placement issues when families move. Dr. Barzzi also reviewed Idaho’s military student identifier and the State Department of Education’s website resources, explaining that these tools were developed in response to a 2023 study that found military-family resources were not always easy to access. Committee members asked how many military-connected students are in Idaho and whether the program is limited to base schools. The presenters said there are about 3,500 military-connected students in the state, concentrated near Mountain Home but also present in Kuna and Boise, and that Purple Star support can be offered in any school, not just those on base. No further action was taken, and the committee adjourned.

Transcript Highlights:

• This first photo is all of the students cheering on all of the teachers and staff of Mountain Home School
• Specifically at Stevenson, they are Eagle mentors. They are fourth grade students.
• They are Eagle mentors. They are fourth grade students.

Committee: Senate Education

Keywords: 989, all

Transcript Highlights:

• Senator Ants became my mentor on agricultural issues.
• </c><00:58:37.520><c> on</c> Senator Ants became my mentor on Senator Ants became my mentor on agricultural
• And the teacher said, 'Just pitch your tent.'
• And the teacher said, 'Just pitch your tent.'
• your the teacher said, "Just just pitch your tent

Keywords: 981, all

Transcript Highlights:

• I also want to thank you for having the greatest PE elementary teacher on your staff.
• On page 67, Senate Bill 303 by Senator Orr regarding the School Principal Leadership and Mentoring Act
• ... ...making investments in more teachers and things for their schools.
• Senate Bill number 303 by Senator Orr regarding the School Principal Leadership and Mentoring Act.
• Mentoring Act. Senator, thank you, Mr. President. This is the...

Bills: SCR 22 , SB 53 , SB 204 , SB 266 , SB 268 , SB 291 , SB 292 , SB 296 , SB 304 , SB 305 , SB 413 , SB 447 , SB 455 , SB 462 , SB 493 , SB 504 , SB 519 , SB 522 , SB 532 , SB 541 , SB 667 , SB 670 , SB 673 , SB 681 , SB 687 , SB 711 , SB 746 , SB 765 , SB 783 , SB 827 , SB 850 , SB 860 , SB 888 , SB 897 , SB 901 , SB 927 , SB 955 , SB 963 , SB 984 , SB 989 , SB 993 , SB 996 , SB 1023 , SB 1033 , SB 1058 , SB 1062 , SB 1101 , SB 1119 , SB 1172 , SB 1173 , SB 1215 , SB 1220 , SB 1227 , SB 1228 , SB 1229 , SB 1238 , SB 1239 , SB 1245 , SB 1248 , SB 1254 , SB 1259 , SB 1273 , SB 1277 , SB 1302 , SB 1332 , SB 1341 , SB 1346 , SB 1350 , SB 1352 , SB 1353 , SB 1355 , SB 1358 , SB 1370 , SB 1371 , SB 1378 , SB 1403 , SB 1404 , SB 1415 , SB 1437 , SB 1448 , SB 1450 , SB 1464 , SB 1493 , SB 1494 , SB 1537 , SB 1566 , SB 1569 , SB 1589 , SB 1598 , SB 1644 , SB 1709 , SB 1719 , SB 1729 , SB 1733 , SB 1744 , SB 1772 , SB 1810 , SB 1841 , SB 1895 , SB 1930 , SB 2039 , SB 2289 , SB 2312 , SCR 1 , SCR 6 , SCR 27 , SCR 32 , SB 2232 , SJR 4 , SJR 27 , SJR 40 , SB 22 , SB 33 , SB 36 , SB 37 , SB 38 , SB 95 , SB 209 , SB 249 , SB 311 , SB 365 , SB 605 , SB 618 , SB 619 , SB 732 , SB 745 , SB 760 , SB 762 , SB 779 , SB 783 , SB 785 , SB 819 , SB 871 , SB 883 , SB 1057 , SB 1059 , SB 1067 , SB 1080 , SB 1171 , SB 1210 , SB 1255 , SB 1265 , SB 1271 , SB 1313 , SB 1314 , SB 1316 , SB 1318 , SB 1320 , SB 1332 , SB 1365 , SB 1426 , SB 1470 , SB 1494 , SB 1541 , SB 1559 , SB 1567 , SB 1592 , SB 1596 , SB 1598 , SB 1677 , SB 1706 , SB 1750 , SB 1758 , SB 1786 , SB 1791 , SB 1810 , SB 1818 , SB 1841 , SB 1851 , SB 1871 , SB 1967 , SB 2024 , SB 2077 , SB 2148 , SB 2321 , SB 2365 , SB 2420 , SB 2425 , SJR 36 , SJR 50 , SJR 4 , SJR 40 , SJR 27 , SJR 39 , SCR 22 , SCR 12 , SCR 39 , SCR 38 , SCR 37 , SCR 1 , SCR 27 , SCR 32 , SCR 42 , SCR 6 , SB 779 , SB 1470 , SB 765 , SB 62 , SB 666 , SB 888 , SB 687 , SB 847 , SB 1248 , SB 504 , SB 305 , SB 296 , SB 284 , SB 304 , SB 1023 , SB 204 , SB 670 , SB 850 , SB 854 , SB 413 , SB 1346 , SB 1033 , SB 1220 , SB 1073 , SB 810 , SB 1539 , SB 447 , SB 1119 , SB 1505 , SB 1215 , SB 1302 , SB 583 , SB 673 , SB 681 , SB 1172 , SB 955 , SB 957 , SB 541 , SB 266 , SB 1415 , SB 53 , SB 1352 , SB 785 , SB 1450 , SB 1502 , SB 1566 , SB 1062 , SB 711 , SB 746 , SB 1404 , SB 1448 , SB 507 , SB 1026 , SB 1349 , SB 1355 , SB 1433 , SB 1434 , SB 1596 , SB 1403 , SB 667 , SB 1059 , SB 1567 , SB 310 , SB 311 , SB 505 , SB 1210 , SB 264 , SB 1358 , SB 1364 , SB 1569 , SB 1376 , SB 1228 , SB 519 , SB 1350 , SB 462 , SB 827 , SB 1585 , SB 1273 , SB 927 , SB 1227 , SB 1229 , SB 1353 , SB 1464 , SB 1709 , SB 1729 , SB 1733 , SB 1744 , SB 1772 , SB 1841 , SB 2016 , SB 1173 , SB 1163 , SB 996 , SB 1370 , SB 1101 , SB 860 , SB 993 , SB 1537 , SB 1332 , SB 963 , SB 493 , SB 984 , SB 619 , SB 1122 , SB 455 , SB 522 , SB 1057 , SB 1239 , SB 1254 , SB 1255 , SB 1259 , SB 1341 , SB 1877 , SB 1277 , SB 732 , SB 731 , SB 268 , SB 1589 , SB 397 , SB 1058 , SB 1930 , SB 532 , SB 508 , SB 292 , SB 291 , SB 901 , SB 1333 , SB 1436 , SB 1494 , SB 964 , SB 1378 , SB 2312 , SB 1719 , SB 287 , SB 2143 , SB 1245 , SB 261 , SB 1247 , SB 1882 , SB 618 , SB 38 , SB 393 , SB 1371 , SB 1365 , SB 2243 , SB 2226 , SB 2039 , SB 1919 , SB 1895 , SB 1598 , SB 1493 , SB 1810 , SB 1791 , SB 1706 , SB 1644 , SB 1238 , SB 783 , SB 22 , SB 651 , SB 897 , SB 1080 , SB 745 , SB 826 , SB 989 , SB 1320 , SB 1437 , SB 2289 , SB 1171 , SB 1079 , SB 1243 , SB 1504 , SB 1851 , SB 1879 , SB 2237 , SB 1257 , SB 2034 , SB 1522 , SB 883 , SB 249 , SB 1318 , SB 1151 , SB 596 , SB 1191 , SB 226 , SB 570 , SB 870 , SB 991 , SB 60 , SB 365 , SB 1067 , SB 1786 , SB 326 , SB 1401 , SB 1592 , SB 1728 , SB 1265 , SB 586 , SB 529 , SB 217 , SB 209 , SB 1923 , SB 1559 , SB 1839 , SB 387 , SB 1874 , SB 1872 , SB 1873 , SB 1921 , SB 1883 , SB 1677 , SB 95 , SB 1620 , SB 1838 , SB 2024 , SB 2429 , SB 1999 , SB 511 , SB 2309 , SB 2166 , SB 871 , SB 510 , SB 33 , SB 2420 , SB 1860 , SB 1541 , SB 1316 , SB 1314 , SB 1313 , SB 1426 , SB 1398 , SB 1869 , SB 1750 , SB 1871 , SB 36 , SB 855 , SB 1233 , SB 760 , SB 2425 , SB 2037 , SB 1758 , SB 1759 , SB 2365 , SB 1924 , SB 762 , SB 1271 , SB 1818 , SB 605 , SB 1405 , SB 1762 , SB 1968 , SB 1977 , SB 2077 , SB 2148 , SB 2321 , SB 1967 , SB 1662 , SB 1663 , SB 2124 , SB 2204 , SB 1855 , SB 863 , SB 37 , SB 2232 , SB 819 , SB 2078 , SB 2252 , SB 1962 , SB 2253 , SB 825 , SB 1577 , SB 1184 , SB 2018 , SB 2206 , SB 1901 , SB 1030 , SB 2368 , SB 1963 , SB 1960 , SB 1643 , SB 1625 , SB 1299 , SB 841 , SB 668 , SB 584 , SB 231 , SB 2411 , SB 1085 , SB 2431 , SB 2231 , SB 1490 , SB 530 , SB 34 , SB 1261 , SB 552 , SB 1099 , SB 1646 , SB 2180 , SB 1804 , SB 1937 , SB 1936 , SB 2569 , SB 1372 , SB 1208 , SB 1124 , SB 1506 , SB 1806 , SB 1868 , SB 2361 , SB 2314 , SB 769 , SB 1409 , SB 2122 , SB 434 , SB 1214 , SB 1951 , SB 2183 , SB 2046 , SB 1667 , SB 1870 , SB 1727 , SB 2405 , SB 2127 , SB 1975 , SB 1760 , SB 1734 , SB 1335 , SB 2066 , SB 2129 , SB 2246 , SB 2439 , SJR 4 , SJR 40 , SB 36 , SB 249 , SB 311 , SB 365 , SB 745 , SB 785 , SB 871 , SB 1057 , SB 1067 , SB 1171 , SB 1255 , SB 1265 , SB 1271 , SB 1313 , SB 1316 , SB 1318 , SB 1365 , SB 1426 , SB 1559 , SB 1592 , SB 1677 , SB 1706 , SB 1786 , SB 1871 , SB 1967 , SB 2148 , SB 38 , SB 95 , SB 760 , SB 883 , SB 1059 , SB 1210 , SR 384 , SR 385 , SR 389 , SB 38 , SB 95 , SB 760 , SB 779 , SB 883 , SB 1059 , SB 1210 , SB 1470 , SCR 1 , SCR 6 , SCR 22 , SCR 27 , SCR 32 , SB 53 , SB 204 , SB 266 , SB 268 , SB 291 , SB 292 , SB 296 , SB 304 , SB 305 , SB 413 , SB 447 , SB 455 , SB 462 , SB 493 , SB 504 , SB 519 , SB 522 , SB 532 , SB 541 , SB 667 , SB 670 , SB 673 , SB 681 , SB 687 , SB 711 , SB 746 , SB 765 , SB 783 , SB 827 , SB 850 , SB 860 , SB 888 , SB 897 , SB 901 , SB 927 , SB 955 , SB 963 , SB 984 , SB 989 , SB 993 , SB 996 , SB 1023 , SB 1033 , SB 1058 , SB 1062 , SB 1101 , SB 1119 , SB 1172 , SB 1173 , SB 1215 , SB 1220 , SB 1227 , SB 1228 , SB 1229 , SB 1238 , SB 1239 , SB 1245 , SB 1248 , SB 1254 , SB 1259 , SB 1273 , SB 1277 , SB 1302 , SB 1332 , SB 1341 , SB 1346 , SB 1350 , SB 1352 , SB 1353 , SB 1355 , SB 1358 , SB 1370 , SB 1371 , SB 1378 , SB 1403 , SB 1404 , SB 1415 , SB 1437 , SB 1448 , SB 1450 , SB 1464 , SB 1493 , SB 1494 , SB 1537 , SB 1566 , SB 1569 , SB 1589 , SB 1598 , SB 1644 , SB 1709 , SB 1719 , SB 1729 , SB 1733 , SB 1744 , SB 1841 , SB 1895 , SB 1930 , SB 2039 , SB 2232 , SB 2289 , SB 2312 , SB 1772 , SB 1810 , SB 1540 , SB 2660 , SB 1540 , SB 2660

Keywords: SCR 22, Senate Concurrent Resolution 22, official state gun, state symbol, cannon, artillery, Texas Revolution, Battle of Gonzales, Come and Take It, Alamo, San Jacinto, Twin Sisters, Sam Houston, Angelina Eberly, Texas history, historic weapon, commemorative resolution, state emblem, Texas heritage, Gonzales Memorial Museum

Transcript Highlights:

• It's a mentor-mentee relationship.
• A mentor-mentee relationship. So there's someone there, you know, provides that kind of support.
• You know, they have student teachers that they've hired and they pay them.
• They have to have that mentor-mentee relationship.
• The mentor and mentee relationship is so important and crucial.

Keywords: 995, all

Summary: The subcommittee opened with roll call and approved the January minutes. Members then heard from Undersecretary of Labor and Workforce Development Josh Cutler, who gave an update on the Healey-Driscoll administration’s apprenticeship efforts and emphasized apprenticeship as an earn-while-you-learn model that can help address workforce shortages while including people with disabilities. He described growth in apprenticeships across sectors such as banking, bio, early education, health care, and human services, and noted recent milestones including the state’s 10,000th registered apprenticeship, expanded tax credits, reduced program fees, added apprenticeship liaisons, and Grow grants to support program development. Committee members focused on how apprenticeship could be adapted for human services and disability-related jobs, including early education, direct care, PCA work, sterile processing, and related health occupations. They asked about funding structures, employer participation, community college involvement, and how to make programs accessible to people with disabilities. Cutler explained that apprenticeship programs are employer-designed but must meet core requirements such as paid employment, at least 2,000 hours of on-the-job learning, related technical instruction, mentorship, and progressive wages. He said the state can support programs through the registered apprenticeship tax credit, which he said is $4,800 per apprentice and can be stacked with the disability employment tax credit, and through Grow grants, which were most recently awarded at about $2.1 million statewide. Members and Cutler discussed using intermediaries such as trade associations, nonprofits, and disability organizations to help employers set up programs and navigate incentives. He said the commission could be useful as a convener and suggested a targeted panel or information session with apprenticeship liaisons, employers, and existing sponsors to identify a few specific occupations and build a proof of concept. The meeting ended with agreement to follow up offline on potential partner employers, including Eastern Bank, and on possible next steps for a focused panel or pilot opportunities.

Transcript Highlights:

• It's a career, and it has some advancement, respect, and that support feeling with the mentor-mentee
• It's a mentor-mentee relationship, so there's someone there who provides that kind of support.
• They have student teachers that they've hired, and they pay them.
• They have to have that mentor-mentee relationship.
• You're right—the mentor and mentee relationship is so important and crucial.

Summary: The subcommittee met to approve the January minutes and then heard an update from Undersecretary of Labor and Workforce Development Josh Cutler on apprenticeship expansion in the Healey-Driscoll administration. Cutler described apprenticeship as a key workforce tool, especially for sectors with labor shortages, and highlighted growth in early education, health care, banking, bio, and human services. He noted the administration’s milestones and supports, including reaching 10,000 registered apprenticeships, expanding the registered apprenticeship tax credit (RATSY), lowering program fees, adding apprenticeship liaisons, and issuing Grow grants to help employers start programs. Members focused on how apprenticeship could better serve people with disabilities and human services employers. They raised examples such as sterile processing, radiology, PCA services, developmental disability supports, and community college partnerships, and asked how smaller or lower-paid providers could afford to participate. Cutler explained that apprentices are W-2 employees, programs must include on-the-job learning, related instruction, mentorship, and progressive wages, and employers largely design their own programs. He said the state can support through tax credits, grants, and intermediaries such as trade associations or disability organizations that help employers navigate the process. The discussion also covered employer outreach, the role of intermediaries, and possible collaboration with community colleges and organizations like Commonwealth Corporation. Cutler said Eastern Bank did not currently have a program but could be a potential partner, and he confirmed that the RATSY credit is $4,800 per apprentice, with a cap and online application process, and that it can be stacked with the disability employment tax credit. The subcommittee agreed to follow up with Cutler’s team, identify a few priority occupations, and consider a targeted panel or information session to help expand apprenticeship opportunities for people with disabilities and in human services.

Transcript Highlights:

• </c> in terms of making sure that teachers in terms of making sure that teachers and<00:26:32.120><c>
• </c> track and cross country coach mentoring track and cross country coach mentoring countless<07:21:
• He was deeply committed to his faith, serving as a deacon, Sunday school teacher, and choir member at
• </c> life has been a true partner Mentor life has been a true partner Mentor counsel<07:27:59.558><c>
• Imagine being a chief with no mentor coming into this place.

Keywords: U.S. House of Representatives Floor Proceedings on Tuesday, January 21, 2025, 1012, house, all

Transcript Highlights:

• As educators, I was an elementary school teacher for 30 years, and it is part of our role to be involved
• These are our parent-teacher associations.
• I really appreciate our member for bringing this resolution and I proudly, as a mother and a teacher,
• , and the American Federation of Teachers.
• And he was somebody who cared about and fought for educators and for teachers.

Keywords: 988, house, all

Transcript Highlights:

• Line 112 is a proposal related to the mentoring and retention incentive grants for teachers of color.
• Line 126 was related to the previous line 112 for the mentoring and retention incentive grants for teachers
• Line 126 was related to the previous line 112 for the mentoring and retention incentive grants for teachers
• Line 126 was related to the previous line 112 for the mentoring and retention incentive grants for teachers
• Line 126 was related to the previous line 112 for the mentoring and retention incentive grants for teachers

Committee: Senate Finance

Keywords: 1187, senate, all

Transcript Highlights:

• She became a teacher later.
• She became a teacher later.
• We surveyed and asked teachers about classroom disruptions.
• It could be a teacher, it could be the principal.
• Lewis was a teacher of classical literature, so he was well aware of this.

Committee: Senate Education

Summary: The Senate Education Committee began by welcoming a new Senate Page, Caleb Williams of Shelley, who introduced himself and answered a few light questions about his plans after graduation. The committee then approved minutes from February 10, 12, 16, and 17, 2026, by voice vote. The main action item was Senate Bill 1317, which would create regional service centers to help school districts and charter schools share special education-related staff and services, especially in rural areas. The sponsor and department staff said the bill is intended to reduce duplication, improve compliance with IDEA, strengthen recruitment and retention of specialists, and preserve local control. Testimony from superintendents, teachers, parents, advocates, and others was overwhelmingly supportive, emphasizing high costs for contracted services, staffing shortages, and the benefits of shared regional models. Senator Zito raised concerns about the $1 million fiscal note, the use of real property, and the lack of clarity about how many centers would be created and where they would be located. After discussion, the committee voted to send SB 1317 to the Senate floor with a due pass recommendation; the motion passed with Senator Zito voting no. Following that, the committee received informational presentations on two Idaho education programs: District 91’s PASS program in Idaho Falls, a tiered behavior-support model for young students, and Kootenai Classical Academy’s classical education model, including its curriculum, character education, and strong literacy results. The meeting adjourned at the scheduled hard stop.

Transcript Highlights:

• Principal turnover exceeds teacher turnover in our state.
• Principal turnover exceeds teacher turnover in our state.
• As a result of this initiative, we see teachers deliver advisory lessons on self-regulation and goal
• We see entire teams of teachers supporting ninth grade students in high-failure classes.
• My name is Jolene Kenney, Executive Director of Mentor Washington.

Summary: The Senate Ways and Means Committee heard an overview from OFM Director Katie Chapman See on Governor Ferguson’s 2026 supplemental budget proposal. She said the budget was built in response to higher caseloads and inflation, a roughly $390 million revenue forecast drop, new federal costs tied to H.R. 1, and a relatively small ending fund balance. The proposal would increase near general fund spending by about $1.1 billion and solve an estimated $2.3 billion two-year gap through about $800 million in reductions, revenue shifts and tax preference changes, use of other funds, and about $1 billion from the budget stabilization account. She also noted the budget is balanced over two years but not fully over four years under the state’s outlook rules. Chapman See highlighted reductions in Working Connections Child Care, including a soft cap on enrollment and holding subsidy rates at the 75th percentile, delays to long-term care and developmental disability-related changes, and across-the-board reductions to higher education and administrative spending. She also described investments in wildfire suppression and preparedness, affordability programs like utility rebates and home energy assistance, housing-related planning and permitting support, One Washington IT replacement, behavioral health workforce programs, and continued support for some K-12 initiatives such as ninth grade success and homeless student stability. In response to questions, she said some proposed cuts were based on the governor’s subjective judgment about what was critically necessary, that current child care enrollees would not be cut off immediately, and that the budget would maintain services for about 500 highest-acuity Medicaid clients who lost eligibility under federal changes. Public testimony was largely critical of the proposed cuts in K-12, early learning, and higher education. School officials, educators, nurses, and advocacy groups opposed reductions to Transition to Kindergarten, Local Effort Assistance, Running Start, MSOC, school leadership and support grants, and higher education funding, arguing the cuts would worsen existing funding gaps and harm student outcomes. Several witnesses supported restoring or maintaining funding for ninth grade success, Treehouse’s foster youth graduation program, homeless student stability, and Science on Wheels. In early learning, child care providers and advocates opposed the Working Connections cap and subsidy-rate reduction, warning it would reduce access and destabilize providers. In higher education, campus leaders and labor representatives opposed across-the-board cuts and fund shifts, while some institutions and advocates supported targeted investments such as behavioral health workforce programs and DigiPen aid restoration. In human services, Planned Parenthood advocates praised restored abortion access funding and Medicaid reimbursements. The committee took no votes or final action in the transcript provided.

Transcript Highlights:

• certification program offered to qualified providers who meet the program requirements for a two-year path to teacher
• And so they're doing intense six-week training, having to meet certain requirements, having mentor teachers
• experiences, but then really getting what they need to help our kids and also enrich the number of teachers
• that we have, since we have so few. ...also enrich the number of teachers that we have since we have
• so few teachers.

Summary: The committee considered several education-related Senate bills. SB 1437 would direct the State Department of Education to establish physical fitness guidelines, administer fitness tests, and use student performance data to improve student health outcomes. Supporters argued early fitness and health habits are important to address childhood obesity and long-term health, and the bill was advanced on a due-pass recommendation after discussion and a vote. SB 1432 would remove sunset and pilot-program references from an alternative teacher certification program that has become a permanent pathway for qualified nontraditional candidates. Testimony emphasized the program’s intensive training, mentoring, and role in helping address teacher shortages. The committee voted to send the bill out with a due-pass recommendation. SB 1812 would require school districts to make benchmark assessment results for grades K-3 through 8 available to parents and guardians; it drew no questions and was also advanced due pass. The committee also took up SB 1338, with a PCS and amendment accepted without objection. The bill creates the Education Impact and Innovation Fund, a competitive grants pool intended to replace the practice of naming specific vendors in legislation and instead let the State Department of Education and State Board of Education select programs and vendors. Members referenced a recent State Auditor report as part of the rationale. The committee voted to advance the bill due pass and then concluded its meeting.

Transcript Highlights:

• ,</c> they are trained, they have mentors, they are trained, they have mentors, they<00:40:52.400><c>
• </c> of money to go, you know, do a mentoring of money to go, you know, do a mentoring program<00:41:
• teacher on board.
• There were resource room teachers.
• We used to call them teacher assistants, teacher aides, and now we have them everywhere.

Keywords: 928, house, all

Summary: The commission met to approve the November 21, 2025 minutes, making several clerical corrections before adopting them as amended. The edits included adding the date, correcting a misspelled name, clarifying references to a scholarship fund representative’s title, removing an incorrect “DOE” reference, and fixing a few wording errors. The minutes were approved with one abstention from members who were absent. The bulk of the meeting focused on organizing the commission’s work under SB 57 and identifying which special education cost issues should be prioritized for research and reporting. Members discussed a long list of topics, including student referral rates, why students are classified as other health impaired, increases in referrals since school closures, interventions before referral, costs of non-medically necessary services in IEPs and 504 plans, differences between federal and state requirements, reporting of special education costs, out-of-district and residential placements, dispute resolution, Medicaid and insurance use, graduation rates, and adult learning participation. Several members emphasized the need to combine or narrow topics and to gather better data before the report due July 1, 2026. Representative Ames highlighted HB 742, which would eliminate prorated special education aid payments when state appropriations fall short, and explained that the Education Funding Committee recommended interim study. He argued that local districts are bearing too much of the cost and that the state and federal governments should provide more support. Other members raised concerns about rising special education identification rates, possible overidentification, school climate and mental health factors, bullying, staffing, speech therapy access, and residential placements. One member cautioned that DOE website numbers may be inflated or at least difficult to interpret because of how students are counted. Department of Education staff then explained how special education data and costs are monitored. They said student counts are tied to IEPs and SASIDs in the state system, districts are checked through both desk audits and on-site monitoring, and billed services are compared against IEP requirements. They also described IDEA funding, noting that most DOE special education staffing is federally funded, with a large share of federal money flowing through to local education agencies and the remainder supporting administration, monitoring, and training initiatives. Members discussed whether more staff and more robust oversight would improve accuracy and accountability.