Transcript Highlights:

• We have 61 active prep programs currently in the state, and we do have apprenticeship prep requirements
• We have 61 active prep programs currently in the state, and we do have apprenticeship prep requirements
• , or the prep program.
• We've seen in pre-apprenticeship, or the prep program.
• But we have, you know, again, 61 prep programs across the state. Thank you.

Committee: House Postsecondary Education & Workforce

Summary: The work session focused first on apprenticeship and pre-apprenticeship in Washington, with Labor and Industries explaining the registered apprenticeship system, the role of the state apprenticeship council, minimum training and classroom requirements, and the use of the ARTS database and navigators to help people find programs. Members asked whether the system was saturated and how people learn about openings; presenters said apprenticeship is tied to actual jobs and training agents, and that navigators and centralized tools like Career Bridge are important because L&I does not track hiring openings. The panel also described pre-apprenticeship requirements, youth apprenticeship, and statewide growth in apprentices, training agents, and prep programs, while noting strong earnings and employment outcomes for completers. Representatives from the building trades emphasized that the multi-employer union apprenticeship model is labor-management governed, privately funded through employer and worker contributions, and supported by recruitment, retention, and diversity efforts. They argued that the main constraint is not a lack of apprenticeship capacity but a shortage of jobs and training-agent employers willing to take apprentices, and said public policy tools such as apprenticeship utilization requirements, project labor agreements, and construction-related public investments can help create demand. They also presented data showing many workers on out-of-work lists and many apprenticeship seekers on waitlists, and said support services are needed because apprentices often face unstable wages, transportation costs, tools, and benefit cliffs. Nicole Miller described the Constructed Career initiative, a grant-funded pilot that provides outreach, navigation, case management, and wraparound supports for building trades apprenticeship seekers and first-year apprentices. She said the program has enrolled nearly 1,200 participants, with about 775 currently in apprenticeship, and reported high retention among participants; common supports include transportation, tools, work clothes, and help with barriers such as housing insecurity, food insecurity, and reentry from incarceration. Megan Pearson then described Build Up, a newer nonprofit offering similar statewide support services, including a prison-based boot and PPE program and assistance with insurance, licensing, and other barriers, funded through a mix of public and private sources. Aaron Frazier closed the apprenticeship portion by describing a new oversight committee created by legislation to examine construction training in correctional facilities and improve pathways from prison-based training to apprenticeship, college, or work. The second half of the meeting shifted to Renton Technical College, where college leaders highlighted strong enrollment growth, a median student age of 30, a diverse and largely nontraditional student body, and recent budget cuts that forced program and staffing reductions. Health and human services leaders described short-term and longer-term health programs and noted rising enrollment and completion. Early childhood education faculty then explained how they rebuilt a low-enrollment program by moving to hybrid evening and Saturday offerings, adding Spanish-language instruction, and creating in-person, step-by-step support sessions for application, financial aid, and registration. A committee member raised the issue of English literacy for Spanish-speaking students, and the presenters said the program does not directly teach English reading and writing but is working to support students as they transition into the workforce.

Transcript Highlights:

• We have 61 active prep programs currently in the state, and we do have apprenticeship prep requirements
• We have 61 active prep programs currently in the state, and we do have apprenticeship prep requirements
• , or the prep program.
• We've seen growth in pre-apprenticeship, or the prep program.
• But we have, you know, again, 61 prep programs across the state. Thank you.

Summary: The work session focused first on Washington’s apprenticeship system, especially building trades programs and support services. Labor and Industries staff explained how registered apprenticeship works in the state, including the role of the Washington State Apprenticeship and Training Council, the requirements for paid on-the-job training and classroom instruction, and the difference between apprenticeship and pre-apprenticeship. Panelists emphasized that apprenticeship is tied to actual jobs and training agents, and that many waitlists reflect a shortage of job openings and employer participation rather than a lack of interest. They also discussed youth apprenticeship, the growth of apprenticeship and pre-apprenticeship programs, and the use of Career Bridge and L&I’s database to help people find programs. Representatives asked whether the state should expand apprenticeship programs and how people can find openings. Speakers said more programs alone would not solve the backlog without more employers signing on as training agents and more apprenticeship utilization on projects. The panel also highlighted the Constructed Career Initiative, a grant-funded navigation and support program that helps people enter and stay in building trades apprenticeships through outreach, case management, and wraparound aid such as transportation, tools, and work clothes. A related nonprofit, Build Up, described similar support services, including prison-based boot and PPE programs and assistance for reentry participants. The panel said these services are especially important because apprentices often face unstable income, housing, food, and transportation barriers. The panel also discussed House Bill 2084 and the new Construction Training Pathway Oversight Committee, which is examining construction training in correctional facilities and how to create clearer pathways from prison-based training to apprenticeship, college, or work. Speakers said the committee is still in its early stages and will report to the legislature. The session ended with committee members thanking the panel and noting the importance of support services and referral networks for apprentices. The meeting then resumed at Renton Technical College, where college leaders and faculty discussed serving non-traditional students. The college reported strong enrollment growth, a median student age of 30, a diverse student body, and high job placement rates, while also noting significant budget cuts and program reductions from the prior year. Health care and early childhood education programs were highlighted, including efforts to expand access through hybrid scheduling, evening and Saturday classes, Spanish-language offerings, and in-person wraparound support for admissions, financial aid, and registration. Faculty said these changes were driven by student data and were aimed at helping working parents, English learners, and other non-traditional students complete credentials and enter family-wage careers.

Transcript Highlights:

• They are located on the border of Canada, three hours away from the nearest teacher prep facility.
• c> do</c><00:13:49.279><c> not</c> teacher Prep Prep facility they do not teacher Prep Prep facility
• It can be alternative prep. Districts can have multiple partners in their Grow Your Own effort.
• So it's not just alternative prep that's serving the needs of Tier 2 teachers.
• </c> um through completion of a teacher prep um through completion of a teacher prep program<01:36:12.280

Bills: HF846 , HF1538 , HF1959

Committee: House Education Finance

Keywords: education, special education, apprenticeship, funding, grants, intermediate school districts, teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district

Transcript Highlights:

• At Roxbury Prep, everything was so different.
• At Roxbury Prep, everything was so different.
• He attended Springfield Prep Charter School through 8th grade and is now attending Veritas Prep in early
• He attended Springfield Prep Charter School through 8th grade and is now attending Veritas Prep in early
• Veritas Prep as well, but that's only possible if Veritas Prep still exists.

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• Diane Jimenez, Seronica Camir, Dream Tolbert, Journey Tolbert, and Patrick Mareno from University Prep
• First of all, I want to give a huge shout-out to University Prep, my kids, out of Denver, that said the
• <00:29:42.960><c> out</c><00:29:43.200><c> to</c><00:29:43.440><c> University</c><00:29:43.919><c> Prep
• ,</c><00:29:44.799><c> my</c><00:29:45.039><c> kids,</c> shout out to University Prep, my kids, shout
• out to University Prep, my kids, um<00:29:45.840><c> out</c><00:29:46.080><c> of</c><00:29:46.159><c

Transcript Highlights:

• Prep Motion 6, page 14. Page 14. Is it a new one handed out, or is it an old one? Okay, thank you.
• Okay, so page 14 at the top it says Prep Motion 6. All right, yes, you have a motion to make.
• “The top says prep motion six. When we tried before, and you’re going to alter that somewhat.
• The two that are really doing that are Twin Falls and Gem Prep. That's where the real concern is.
• There's a few million dollars in IDLA's budget that comes from Twin Falls and Gem Prep.

Summary: The Joint Finance-Appropriations Committee first approved a technical correction to the Health and Welfare Division of Licensing and Certification budget, restoring 2 FTP that had been cut in error while leaving funding intact. The committee then adopted language extending the deadline for Medicaid’s state plan amendments and waivers related to the move to comprehensive managed care, after discussion of delays tied to the MMIS procurement and litigation. Both items received do-pass recommendations. The committee next considered Public School Support, beginning with a FY 2026 supplemental for the Division of Student Support to add $7.8 million in federal spending authority so schools can access full federal grant allocations. That supplemental passed. For FY 2027, members debated several competing motions on the Student Support Division budget, including proposals to reduce classified staff funding, add health insurance funding, and cut virtual school-related funding. After multiple failed motions, the committee ultimately approved a motion reducing the general fund by $14,751,600, including a $3 million reduction to virtual school discretionary funding, and adopted related language. Additional language was also approved to require reporting on virtual enrollments, shift English learner funding from central services to direct LEA distribution, modify technology curriculum contract requirements, require special education expenditure reporting, and reduce transportation funding by $7.5 million by undoing a prior statutory change. The committee then turned to the Idaho Digital Learning Academy. After extensive debate over alleged double-funding, rural access, and the absence of a policy bill, members rejected a larger $15 million reduction and then approved a smaller $13,500 reduction tied to the pending policy bill’s fiscal note. They also adopted language restricting PCIF access, requiring compliance reporting on DEI-related courses, and requesting a detailed report on IDLA expenditures, enrollments, and usage, including synchronous versus asynchronous instruction and course-level data by LEA. The meeting ended with notice that the committee would next take up the Secretary of State budget and trailer bills, with an additional 7:30 a.m. meeting before the Monday session.

Transcript Highlights:

• This bill requires educator prep programs to align with research and ensure teacher candidates in our
• It supports aspiring teachers by providing more rigorous educator prep programs and ensures that New
• Teachers need required math coursework in both traditional and alternative prep programs so that when
• focus on systemic change across the entire infrastructure of math education, starting with the teacher prep
• The first piece of this amendment deals with the timeline for the teacher prep program.

Bills: SB29 , SB64 , SB29 , SB64

Committees: Senate Senate Education , Senate House Education

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

Transcript Highlights:

• In Arkansas In Arkansas educator prep programs, there were fewer individuals enrolled in and completing
• I've seen the EPP, the preparation programs, the teacher prep programs.
• Okay, and then specifically on the very first bullet, across all prep programs and years of experience
• , teachers reported being least prepared to Across all prep programs and years of experience, teachers
• In other words, is there specialized coursework within a teacher prep program that addresses English

Transcript Highlights:

• and enforce regulations that establish effective accreditation standards for the Commonwealth's ed prep
• we know that has not been enough to ensure that DESE and BESE elicit effective training from the ed prep
• problem for advanced students, but still the department and board have refused to address these ed prep
• For decades, both teacher and administrator candidates have graduated from accredited ed prep programs
• years into their career, still hold on to the myths and misrepresent misinformation from their ed prep

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education held its 13th hearing, chaired by Senator Jason Lewis and Representative Gordon, and heard testimony on a large slate of bills covering personnel and miscellaneous education issues. The first major topic was House Bill 711 and Senate Bill 327, the “So All Students Thrive” proposal, which would change reduction-in-force rules so districts could consider teacher effectiveness, student impact, staffing needs, and diversity-related factors alongside seniority. Supporters from Educators for Excellence, including teachers and a former school committee chair, argued that current seniority-based layoff rules can push out effective early-career educators and harm efforts to build a more diverse workforce. Committee members raised questions about tenure, union involvement, and how the bill would interact with the Educator Diversity Act and local contract negotiations; members generally said they shared the goal of diversifying the educator workforce and encouraged continued collaboration and feedback. The committee then heard testimony on House Bill 658, which would require educator training on gifted and advanced learners. Parents, teachers, researchers, and advocates said Massachusetts lacks required preservice or professional development on gifted education, leaving many advanced students unchallenged and underserved. Witnesses described students who are bored, under-identified, or even discouraged in school, and argued that training would help teachers recognize and support gifted students, including students of color, multilingual learners, low-income students, and students with disabilities. Testimony also supported related prior bills on advanced learners and emphasized that the state should act on a 2019 DESE report recommending such training. The committee also heard testimony on House Bill 736 and Senate Bill 435, which would establish de-escalation training for school transportation. The Massachusetts Developmental Disabilities Council said the measure would improve safety for students and bus operators, fill a gap in current school bus driver certification requirements, and better support students with disabilities. Finally, the committee heard House Bill 4720, concerning the Athol-Royalston Regional School District’s state bailout-related reserve requirements; the superintendent said the district has long maintained fiscal stability but is still forced to leave over half a million dollars unspent each year, limiting resources for a high-poverty student population. After testimony concluded, the chairs read the full list of bills on the agenda, thanked the committee and staff, and the hearing was adjourned.

Transcript Highlights:

• period of time, there was a group of people that we would go into their little trailer and they would prep
• shift and I was also in Breaking Bad, by the way, um, so, uh, but they would, you know, they would prep
• us, they would prep our hair, they would prep our, our, uh, and so there was a, a designated place in

Transcript Highlights:

• </c><00:30:26.240><c> bachelor's</c> by standing up a teacher prep bachelor's by standing up a teacher
• prep bachelor's program<00:30:27.440><c> where</c><00:30:27.600><c> they</c><00:30:27.840><c> whereas
• Like we all have to, like, as it relates to... >> Reading, um, this is a teacher prep issue as much as
• Like we all have to, like, as it relates to... >> Reading, um, this is a teacher prep issue as much as
• our teachers to be able to and and prep our teachers to be able to fulfill<00:43:13.119><c> that.

Bills: SB2901 , SB2902 , SB2903 , SB2904 , SB2905 , SB2906 , SB2907 , SB2908 , SB2909 , SB2910 , SB2911 , SB2912 , SB2913 , SB2914 , SB2915 , SB2916 , SB2917 , SB2918 , SB2919 , SB2920 , SB2921 , SB2922 , SB2923 , SB2924 , SB2925 , SB2926 , SB2927 , SB2928 , SB2929 , SB2930 , SB2931 , SB2932 , SB2933 , SB2934 , SB2935 , SB2936 , SB2937 , SB2938 , SB2939 , SB2940 , SB2941 , SB2942 , SB2943 , SB2944 , SB2945 , SB2946 , SB2947 , SB2948 , SB2949 , SB2950 , SB2951 , SB2952 , SB2953 , SB2954 , SB2955 , SB2956 , SB2957 , SB2958 , SB2959 , SB2960 , SB2961 , SB2962 , SB2963 , SB2964 , SB2965 , SB2966 , SB2967 , SB2968 , SB2969 , SB2970 , SB2971 , SB2972 , SB2973 , SB2974 , SB2975 , SB2976 , SB2977 , SB2978 , SB2979 , SB2980 , SB2981 , SB2982 , SB2983 , SB2984 , SB2985 , SB2986 , SB2987 , SB2988 , SB2989 , SB2990 , SB2991 , SB2992 , SB2993 , SB2994 , SB2995 , SB2996 , SB2997 , SB2998 , SB2999 , SB3000

Keywords: geological subsurface characterization, groundwater, geothermal resources, environmental review, Hawaii groundwater and geothermal resources center, scientific research, non-extractive, public trust doctrine, clean energy, greenhouse gas, carbon sequestration, climate change, energy policy, Hawaii state energy office, emissions reduction, sustainable development, fare-free transportation, greenhouse gas emissions, public transit, tax on petroleum

Transcript Highlights:

• As far as the difference in the language for Section 4, for the teacher prep affordability fund, Connor
• Madam Chair, say that on top of the financial literacy, we do need to provide some kind of college prep
• Madam Chair, say that on top of the financial literacy, we do need to provide some kind of college prep
• The $2.5 million for teacher prep affordability is a separate discussion.
• Also, common course numbering work for our teacher prep programs.

Bills: SB37 , SB29

Committee: House House Appropriations & Finance

Keywords: high-quality literacy instruction, science of reading, structured literacy, reading instruction, literacy assessment, dyslexia screening, phonics, phonemic awareness, fluency, vocabulary, comprehension, biliteracy, English language learner, ELL, bilingual education, dual language program, reading intervention, reading difficulty, reading improvement plan, literacy coach

Transcript Highlights:

• In 2024, Laylani graduated from Lincoln Prep and signed to play collegiate tennis at Tuskegee University
• In 2024, Laylani graduated from Lincoln Prep and signed to play collegial. set her apart.
• In 2024, Laylani graduated from Lincoln Prep and signed to play collegiate tennis at Tuskegee University
• From Lincoln Prep to Tuskegee, Alabama, from the tennis courts of Kansas City to the national stage,
• Lincoln Prep, stand up. Kansas City, stand up. Tuskegee, stand up.

Summary: The House convened with prayer and the Pledge of Allegiance, approved the prior day’s journal by a 134-0 roll call vote, and then moved through a series of introductions recognizing guests and student groups at the Capitol, including Turning Point USA chapters, CASA volunteers and staff, JAG students, university groups, nursing students, and several legislative interns. The chamber also handled a point of order about an unauthorized prop in the room, which was removed. The first major bill taken up was House Bill 1766, dealing with personal property tax treatment and new construction calculations. Supporters argued it would treat personal property more like real estate under Hancock-style limits and provide fairness to taxpayers, while opponents warned it could reduce revenue for taxing districts. After debate, the House passed HB 1766 by a vote of 94-50. The House then considered House Committee Substitute for House Bill 2989, a major gaming measure that would criminalize illegal gaming machines, create a regulated framework for video lottery terminals, give local governments an opt-out, and expand enforcement authority for the Attorney General and prosecutors. Members debated whether the bill was a needed enforcement tool or an inappropriate expansion of gambling, with concerns raised about addiction, local control, revenue distribution, and whether the bill should have gone to Fiscal Review. A motion to refer the bill to Fiscal Review failed 69-44, and the bill itself passed 83-66 with one present. The chamber next took up House Committee Substitute for House Bill 2014, the supplemental appropriations bill. The sponsor said it provided just over $3 billion in additional authority, including tax refund authority, disaster relief, St. Louis tornado recovery funding, and major MoDOT funding, along with other smaller items. Members from both parties supported the bill, while also noting concerns about reliance on supplementals and the need to budget more accurately in the future. The House adopted an amendment reducing some general revenue authority, then adopted the bill and perfected and printed it. The meeting ended with announcements, including a notice that the Super Committee on Tourism would meet immediately in Hearing Room 6.

Transcript Highlights:

• So instrumental activities of daily living are things like shopping, cooking, slash meal prep, medication
• So if everyone—the average for meal prep, on average, everyone gets about seven hours.
• And so if you capped meal prep at an hour a day, it would save $158 million.
• transferring, which would be an ADL hands-on activity, but they might have nine or ten hours of meal prep
• And if those folks... ...but they might have nine or ten hours of meal prep, shopping, laundry.

Summary: The subcommittee met with MassHealth LTSS Chief Leslie Darcy to review the Personal Care Attendant (PCA) program and the legislative work group focused on its long-term sustainability and cost containment. Darcy and Charlie described the work group’s five meetings and three consensus recommendations: enforce the 66-hour overtime cap, address fraudulent activity in the PCA program, and eliminate MassHealth handling of PCA paperwork/administrative work for members without a live-in exemption because those members are subject to EVV. They explained EVV as an electronic visit verification system replacing paper timesheets, and noted the rollout is expected to be completed this fall. The group estimated about $7 million in savings from the consensus recommendations and agreed to continue meeting through June to consider additional ideas. Darcy presented data showing the PCA program served about 56,000 members in state fiscal year 2024 and has grown from $1.2 billion in FY20 to $1.6 billion in FY24, with projections near $2 billion by 2027. She said much of the growth is driven by wage increases and older adults using more services, and compared PCA costs with other LTSS programs. The discussion also covered overtime spending, the role of federal financial participation, and how Massachusetts’ PCA program differs from other states because it has no hard caps on hours or activities. Several members emphasized the program’s value for independent living and community participation, while also acknowledging the need to control growth without undermining services. Members asked about undocumented immigrants and MassHealth funding, and Darcy explained that some eligibility categories are state-funded only and do not receive federal matching funds. Another member asked about workforce recruitment and wage pressures; Darcy said recent collective bargaining agreements raised PCA wages, with some workers eventually reaching $25 per hour and the entry wage reaching $20. The group also discussed whether IADL hours are disproportionately high compared with ADL needs, and reviewed data suggesting potential savings if IADL hours were limited relative to ADL hours, though no consensus recommendation was made on that point. The meeting ended with approval of the prior minutes by roll call vote, an update that the next health equity informational hearing is scheduled for May 19, and a motion to adjourn carried unanimously.

Transcript Highlights:

• feeds, which are professional standards for effective teachers can serve as the foundation for teacher Prep
• The State Board will also consider these work group recommendations to update the teacher Prep Program
• courses will align with the new practices and teacher exam beginning 8/1/2027, all approved teacher prep
• The goal here is to help address our teacher shortage in also help improve our teacher prep programs.
• We are working to find a place where we can take our teacher prep programs and in reform them and improve

Transcript Highlights:

• ABC Prep and ABC Spotlight was founded by Coach Brandon Mason, who is the architect of ABC Prep.
• an official Albuquerque Prep Charter School.
• Give it up to ABC Prep.
• an official Albuquerque Prep Charter School.
• Give it up to ABC Prep.

Summary: The Senate met with a quorum, opened with an invocation, pledges, and a series of announcements recognizing West Side Day, School Board Appreciation Day, Sierra Club Climate Solutions Day, Gallup-McKinley County Day, and New Mexico Athlete Trainer Day. Members also agreed to allow cameras on the floor and a relaxed dress code for guests. Numerous student and community groups were introduced, including West Side Day students, ABC Prep basketball students, Bernalillo High School AP students, MANA del Norte Hermanitas, honorary lieutenant governors, Taos Municipal Schools leaders, Classical Conversations homeschool students, Bloomfield school board members, and others. A major portion of the session was devoted to honoring Bueno Foods with a Senate certificate recognizing February 5, 2026, as Bueno Foods Day in the Senate and celebrating the company’s 75th anniversary. Senators praised the Baca family’s multigenerational business, its role in New Mexico’s chile industry, its jobs and community support, and its national reach. Several members spoke in support, sharing personal stories about Bueno products and the company’s help during COVID and over decades of family and community life. The Senate also adopted a condolence certificate for Kayla Reagan Van Landingham, a 19-year-old bicyclist killed in Albuquerque, with remarks emphasizing her life, advocacy, and the need for stronger pedestrian and bicycle safety. Her mother and family were recognized, and members observed a moment of silence. Senators spoke about the importance of traffic safety reforms and the local ordinance changes already pursued in her memory. On legislation, the chamber received House and governor messages and adopted several committee reports. The main floor debate was on Senate Bill 38, concerning the spay and neuter program funding stream. Senator Block offered a floor substitute to restore a sunset clause for review and transparency; supporters argued the program should be periodically evaluated and that the funding functions like a tax rather than a fee. Opponents argued the program is important and should continue without a sunset. The floor substitute failed by roll call, 15 in favor and 22 against, and the Senate returned to the underlying bill for further debate.

Transcript Highlights:

• So, we are doing a lot within our teacher prep programs.
• So, we are doing a lot within our teacher prep programs.
• And so, Representative Keeler, you're spot on when you talked about teacher prep because that's where
• So, I do hope that we'll continue to work on teacher prep and, even throughout my teaching career, I
• Reading and math are just so critical, educator licensing, teacher prep, and so on.

Bills: HF60 , HF3067 , HF3730 , HF3638 , HF3401

Committee: House Education Policy

Keywords: interchange, bond issuance, transportation, infrastructure funding, Sherburne County, paraprofessional, paraprofessional qualifications, education support staff, teacher aide, teacher assistant, special education, Title I, federal personnel qualifications, Minnesota Department of Education, school district, charter school, cooperative unit, Read Act, reading instruction, math instruction

Transcript Highlights:

• </c> practicums to give teacher prep practicums to give teacher prep candidates<00:18:28.480><c> authentic
• </c> and working at the teacher prep and working at the teacher prep institution<00:29:42.480><c> and
• </c><01:06:28.960><c> programs</c> read by linking educator prep programs read by linking educator prep
• , of course, review how their teacher prep programs are providing math instruction.
• </c> course review how their uh teacher prep course review how their uh teacher prep programs<01:28:58.400

Bills: HF3421

Committee: House Education Policy

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

Transcript Highlights:

• But in the elementary schools, it's block schedule a prep period.
• But in the elementary schools, it's block schedule a prep period.
• But in the elementary schools, it's block schedule a prep period.
• But in the elementary schools, it's block schedule a prep period.
• <00:26:21.600><c> periods</c> prep periods prep periods uh<00:26:23.679><c> so</c><00:26:24.240><c> so

Committee: House Education Funding

Transcript Highlights:

• There's another program that was signed by President Bush in 2005 called the PREP Program, and that program
• the PREP Program, and that program has another provision in it for countermeasure injury compensation
• And then there's the PREP Act, which was passed also with actually unanimous support, signed by George
• lawsuit brought on this bill involving a vaccine that's covered by either the VICP program or the PREP
• By the PREP Act either. For those vaccines, a person can already bring a claim under Florida law.

Bills: S0408 , S0986 , S0678 , S0800 , S1050 , S0484 , S1118

Committee: Senate Regulated Industries