Transcript Highlights:

• I was a teacher myself.
• That's how I see it as a teacher.
• As a former teacher, I feel that I'm going to be a teacher till the end.
• That's how I think, as a teacher.
• We want to help our teachers. I think our teachers are doing amazing. Our ESC teachers are great.

Transcript Highlights:

• “No, this would be for licensed teachers. Just for teachers.”
• teachers who applied, the other 23 teachers.
• teacher fellowship.
• teachers who applied, the other 23 teachers.
• We have probably 45 teachers, and out of that 45 teachers, I mentored one brand new teacher this year

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• Teachers are having actions forced upon them.
• In the fourth grade, I had a teacher.
• When a teacher does it, it weaponizes the entire grade level.
• And if my teacher had been protected by a similar bill...
• My father is a pastor and my mother is a teacher, and I am trans.

Bills: SB38 , SB287 , SB291 , SB292 , SB508 , SB618 , SB901 , SB1436 , SB1494 , SB1626 , SB1719 , SB1999 , SB1333 , SB 38

Committee: Senate State Affairs

Transcript Highlights:

• How do we know teachers will teach this?
• How do we know teachers will teach this?
• and checking accounts.
• Members, this bill is for teachers.
• And even though teachers are, well, teachers are the ones most responsible for making it enjoyable for

Committee: All GIRLS STATE

Summary: The meeting was a Girl State House session in which members received a brief orientation on chamber rules, decorum, voting procedures, and how to use the floor, followed by prayer, the pledge, and attendance. The parliamentarian and House leaders emphasized respectful conduct, recognition procedures, live microphones/cameras, and how motions such as immediate consideration work. After the rules overview, the chamber began considering bills in order. House Bill 1001, which would have prohibited over-the-counter diet pills from being sold or transferred to anyone under 18, drew debate over eating disorders, teen health, and whether parents or sellers would be affected. Supporters argued it would protect minors from harmful diet culture, while opponents raised concerns about medical exceptions and whether the age limit should be 21 instead. The bill failed, 42-55 with two present. House Bill 1002, allowing lottery winners to remain confidential, was amended during discussion to cover a $100,000 threshold and special rules for elected officials; supporters said it would protect winners from scams and harassment, while opponents raised transparency concerns. It passed 79-17 with one present. House Bill 1003, requiring schools to provide resources and courses on child labor/workplace laws, was debated as a workforce-readiness measure, but members questioned whether it should be a required course, an online option, or limited to older students. The bill failed 22-73 with three present. House Bill 1004, creating the Arkansas Head Injury Act and requiring helmets and face protection for motorized cycle operators and passengers, received strong support based on safety and personal testimony about motorcycle deaths; it passed 94-4. House Bill 1005, the Adult Preparedness Act, would have required a year-long personal finance course before graduation; members debated whether the material was already covered in existing classes and whether schools had time and staffing to implement it. It failed 35-60 with four present. House Bill 1006, increasing the teacher classroom investment tax deduction from $500 to $1,000, was broadly supported as a way to help teachers pay for classroom supplies and student needs, and it passed 97-0 with one present. House Bill 1008, aimed at encouraging entrepreneurial businesses by limiting national franchises in local economic zones, sparked debate over how to define zones, whether existing chains would be affected, and the impact on jobs and affordable shopping options; it failed 23-69 with six present. The session then moved to House Bill 1009, establishing a blue envelope program for people with intellectual disabilities during police interactions; the sponsor explained it would be optional and included in law-enforcement training, and supporters said it could reduce confusion and improve safety. The transcript cuts off before the bill’s final action.

Transcript Highlights:

• I am a past teacher.
• So this could actually help teachers in that way. It also could help teachers.
• make a lot of money as teachers.
• I always felt like I was more valuable than the music teacher or the PE teacher.
• It's just teacher jobs.

Committee: House Professional Registration and Licensing

Summary: The committee first met in executive session and adopted a House Committee Substitute for House Bill 2300 by a unanimous roll call vote of 18-0. The substitute combined a number of previously approved professional registration items, including emergency suspension authority, chiropractic and massage therapy provisions, accountant regulations, the athletic trainer compact, social worker regulations, a speech-language pathologist fix, telehealth, nonprofit pharmacies, and the physician assistant compact. Members noted that work was still ongoing on bell bondsman language before the committee moved into public hearing. The main public hearing was on House Bill 2897, which would expand optometrists’ authority to perform certain laser and in-office procedures. Representative Farnan and optometry supporters argued the bill is about patient access, especially in rural areas, and said it would allow three laser procedures—YAG capsulotomy, laser trabeculoplasty, and laser iridotomy—plus clarify other already-performed office procedures, while still excluding major surgeries such as cataract surgery, LASIK, and corneal transplants. Supporters said optometrists already receive relevant training, that a 32-hour certification course would serve as a safeguard, and that patients often face long waits or long travel times for care. Opponents, including ophthalmologists, argued the bill would blur the line between optometry and surgery, create safety risks, and rely on insufficient training and ambiguous language. They cited complications from laser procedures, questioned emergency care claims, and said optometrists should not be regulated as surgeons unless placed under the State Board of Healing Arts. No vote was taken on HB 2897, and the chair recessed the hearing for later continuation. The Committee on Elementary and Secondary Education then took up House Bill 3239 and adopted Amendment 0.01H, which capped the program at $4 million to keep it from becoming an open-ended cost. The committee then adopted the House Committee Substitute and voted the bill do pass by 11-7. The committee also combined House Bills 2913 and 3228 into one substitute and voted that combined measure do pass by 19-0. Finally, the committee heard House Bill 2195, which would create the Missouri Integrated Safe Driving Program and encourage school districts to incorporate driver-safety content into existing courses without adding a fiscal note or mandating a standalone driver’s ed class. Sponsor Representative Reedy and supporters from AAA Missouri and the Missouri Driver Education Coalition said the bill would address teen crash rates, improve access to driver education, and help schools use existing curriculum time more flexibly. The hearing remained in discussion with testimony continuing.

Transcript Highlights:

• teachers, too.
• teachers, too.
• teachers, too.
• teachers, too.
• teachers, too.

Committee: Senate Education Policy

Transcript Highlights:

• . accounts. accounts.
• . teachers. teachers.
• </c> accountability issue. accountability issue. &gt;&gt; Accountability. &gt;&gt; Accountability.
• So how we going to hold them accountable? accountable? accountable?
• accountable? accountable?

Transcript Highlights:

• So these three teachers, I was saying earlier, I think saying three of the best teachers in the state
• , a chemistry teacher.
• It doesn't matter if you're a band teacher. It doesn't matter if you're a PE teacher.
• teachers who applied, the other 23 teachers, and we meet once every couple of months.
• school, we have probably 45 teachers, and out of those 45 teachers, I mentored one brand new teacher

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• Teachers led that work, but they did not do that alone.
• Since then, Georgia has signed a $2,500 teacher raise.
• Since then, Georgia has signed a $2,500 teacher raise.
• So we also need to take that into account.
• You know, food banks are all about accountability.

Committee: House Appropriations

Transcript Highlights:

• This is a teacher teaching, I believe it was 8th grade social studies.
• This is a teacher teaching, I believe it was 8th grade social studies.
• So that means the teachers have got to give a little bit more.
• from the California Federation of Teachers.
• from the California Federation of Teachers.

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals on universal school meals, the Expanded Learning Opportunities Program (ELOP), and community schools, with the Kitchen Infrastructure and Training Grants Program also discussed. For universal meals, the Department of Education supported continued investment, citing high student meal need, reported gains in meal participation and service efficiency from prior kitchen grants, and concerns that federal changes and underreporting could affect funding. The Department of Finance outlined $1.8 billion Proposition 98 General Fund for universal meals and an additional $100 million for a fourth round of kitchen grants, while the LAO recommended rejecting the new kitchen grant round because prior rounds are still being spent and the allowable uses are broad. Members raised questions about federal matching requirements, Summer EBT, and whether immigration-related federal policy changes could reduce meal counts and state/federal reimbursements. For ELOP, the Department of Finance described $4.7 billion ongoing Proposition 98 General Fund plus $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended modifying the proposal to fully fix Tier 2 at the current $1,579 rate and tie future changes to program requirements, while CDE supported the Governor’s approach and said the added stability would help districts plan. Committee discussion focused on whether ELOP should remain a standalone before- and after-school program or be folded into LCFF, with some members and witnesses arguing for more local flexibility and clearer outcome measures, while others emphasized the value of guaranteed expanded learning access, especially for elementary students and working families. CDE noted new CalPADS reporting will provide more data beginning with the 2025-26 school year. For community schools, the Governor proposed $1 billion ongoing Proposition 98 General Fund to expand the model to thousands more schools and sustain existing ones, along with stronger technical assistance and future accreditation/self-certification. The LAO recommended continuing the current one-time grant approach instead of creating a new ongoing categorical program, citing concerns about scalability, administrative burden, and the need for earlier planning and clearer accreditation timelines if ongoing funding is adopted. CDE strongly supported the ongoing investment, saying community schools have improved attendance, suspensions, and achievement, and that technical assistance and county office support are essential for expansion. Members and public commenters largely supported community schools, with some urging stronger accountability, more support for county offices and MTSS, and debate over whether non-classroom-based charter schools should be excluded from eligibility. No formal votes were taken in the portion provided; the committee heard testimony and moved through the agenda items and public comment.

Transcript Highlights:

• that DCYF monitored and held accountable, but also monitored and held accountable the 35 school districts
• the Office of Fraud and Accountability fraud line.
• So this process fosters a level of transparency and accountability.
• Now this creates duplicative work for special education teachers like myself.
• So that partnership is critical in general education. teacher to do that work.

Bills: SB5952 , SB5961 , SB5969 , SB5841 , SB5943

Committee: Senate Early Learning & K-12 Education

Keywords: physical education, school districts, student requirements, education policy, high school, early literacy, childhood literacy, book distribution, Imagination Library, Dolly Parton Imagination Library, preschool, pre-K, reading readiness, school readiness, birth to age five, young children, nonprofit contract, OSPI, Office of Superintendent of Public Instruction, DCYF

Transcript Highlights:

• School districts aren't just teachers.
• </c><00:36:16.320><c> We've</c> development for our teachers. We've development for our teachers.
• </c> increase our salaries for our teachers. increase our salaries for our teachers.
• It That helps us attract new teachers.
• Uh, a retaining our great teachers.

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met for an information-gathering session and opened by clarifying that the subcommittee would not be voting on budget requests. Because there was no quorum at first, the committee did not take up approval amendments. The first presentation focused on a budget request to incentivize national certification for school social workers and school psychologists. Rep. Vanessa Gracal, along with Amy Oats and Leslie Gilpin, argued for a $500,000 annual appropriation to provide $2,000 salary supplements to nationally certified school social workers and school psychologists working primarily in their certification areas. They said the stipend would help recruit and retain professionals amid shortages, noted that current Kentucky certification numbers are low, and explained the rigorous certification and renewal requirements. In response to questions, they said there is currently no appropriation for this purpose in HB 500 and none they were aware of in HB 6 in 2024. The next topic was school facility funding needs, led by Rep. Bob McCool, Johnson County Superintendent Tom Cochran, Commissioner of Education Robert Fletcher, and other district representatives. They described the “gap funding” issue for school construction projects that had already started before COVID-era inflation sharply increased costs. Johnson County and Harrison County were highlighted as examples of districts that had already committed local funds, passed nickel taxes, and begun construction but now need additional state support to finish projects. Speakers emphasized that many projects were audited and approved, that the state has already funded about half of the gap, and that roughly $130 million more is being sought in HB 500 to complete the remaining work. They stressed that unfinished projects would leave districts with half-built schools and that completing them would bring long-term savings and better facilities for students. The committee then turned to testimony from KASA representatives on the impacts of HB 500 as introduced. The witnesses discussed the importance of school psychology and school social work certification, the benefits of advanced training for student services, and the need to recognize and support highly qualified staff. A member asked whether HB 500 or HB 6 included an appropriation for the certification stipend, and the witnesses answered no. The meeting also included a motion to approve the minutes from the prior meeting once a quorum was present, and the minutes were approved by voice vote.

Transcript Highlights:

• substitute teacher program.
• Um, it modifies the teacher rate of pay and how long a short-call substitute teacher under the program
• </c><00:03:10.000><c> program</c> short call substitute teacher program short call substitute teacher
• </c> how long a short call substitute teacher how long a short call substitute teacher under<00:03:41.599
• </c><00:09:30.880><c> mentorship</c> requirement for the teacher mentorship requirement for the teacher

Bills: HF1306

Committee: House Education Policy

Transcript Highlights:

• Teachers have those standards.
• Teachers have those standards.
• Doctors, lawyers, and teachers don't carry weapons.
• Doctors, lawyers, and teachers don't carry weapons.
• I'm going to break this bill into two general accounts...

Summary: The House Committee on Community Safety held public hearings on House Bill 2220, which would change Criminal Justice Training Commission (CJTC) certification hearings for peace and corrections officers. The bill would raise the standard of proof for suspension or revocation from a preponderance of the evidence to clear and convincing evidence, expand the hearing panel from five to six members by adding another law enforcement representative, and require biennial reporting by law enforcement agencies and the CJTC on officer certification, training completion, and decertifications. Sponsor Rep. Mari Leavitt and supporters argued the bill would improve fairness, transparency, training compliance, and recruitment/retention, while CJTC staff said they support objective hearings but opposed the burden-of-proof change and parts of the definitions, especially probation. Opponents, including police accountability advocates and several CJTC commissioners, argued the current system is working, there is no demonstrated problem, and the bill would weaken civilian oversight and make decertification harder. No vote was taken on the bill during the hearing. The committee then heard House Bill 2362, which would lower Washington’s per se blood alcohol concentration threshold for impaired driving from 0.08 to 0.05, require a public information campaign, and direct an evaluation of the policy’s impacts by the Washington State Institute for Public Policy. Rep. Brandy Donaghy said the bill is intended to reduce traffic deaths and improve public safety. Supporters, including several prosecutors and victims’ family members, said lower BAC limits can deter impaired driving and save lives, and argued the change would educate the public and reduce crashes. Opponents from the hospitality, brewing, and wine industries said the bill would not address the main causes of fatal crashes, would burden businesses and responsible consumers, and pointed to Utah’s experience as evidence the policy may not reduce fatalities. Prosecutors also raised concerns about the toxicology lab backlog, though some said the bill could eventually reduce cases and improve safety. The hearing on HB 2362 ended with public testimony; no committee action or vote was taken in the transcript provided.

Transcript Highlights:

• Teachers were wearing masks, right?
• Three, the teacher shortage is real.
• And I want to thank the teachers for coming and giving their perspectives.
• It's a stress on teachers, first and foremost.
• What is the accountability piece for the parents?

Committee: House Education & Employment Committee

Summary: The Education and Employment Committee heard and passed HB 921, which adds cursive writing to required instruction for grades 2 through 5 and requires students to demonstrate proficiency by the end of fifth grade. The bill sponsor argued cursive is important for historical literacy, everyday signatures, and possible early identification of learning differences. Opponents and several members supported teaching cursive but objected to the testing/proficiency requirement, saying students and teachers are already overburdened and that reading cursive is not currently part of the standards. Some members also raised concerns about fairness to charter schools and the bill’s application only to public schools. Despite those concerns, the bill passed 21-0 and was reported favorable. The committee then took up PCS for HB 1405, a major rewrite of Florida’s juvenile prevention and truancy statutes in Chapter 984, covering children in need of services/families in need of services. The bill updates definitions and procedures, strengthens truancy intervention, requires earlier and more detailed school reporting, adds parent involvement through child study teams, allows virtual participation, and sets review timelines for shelter placement. Sponsors said the goal is prevention and family support rather than punishment, with court involvement only after school-based intervention. Members asked about school compliance, court capacity, parent accountability, and whether all counties have child study teams; the sponsors said the bill expects CSTs in every school and can escalate cases to court and, if needed, to prosecutors for noncompliant parents. Public testimony on the juvenile justice bill was supportive, including from the Department of Juvenile Justice, youth services groups, and juvenile justice advocates. In debate, members praised the modernization effort and the emphasis on early intervention and family participation, while also noting the bill’s size and suggesting further attention to attendance thresholds. The PCS for HB 1405 was then approved unanimously and reported favorable. The committee adjourned after completing its agenda.

Transcript Highlights:

• That is also tied to the teacher pay raise at $26.6 million, the teacher stipend that was removed. pay
• We hired our French teachers to teach two grade levels, and we've asked Cota Field to give us a teacher
• teacher certification.
• Parish and you have to send a teacher up there, so how long will that teacher last up there typically
• That college savings program has 90,000 accounts, almost $2 billion—$1.9 billion in the account.

Committee: House Appropriations

Summary: The committee met on March 17 to review the FY27 budgets for the Department of Education and several special schools and commissions. Fiscal staff outlined the Department of Education’s roughly $6.4 billion budget, noting that most funding goes to the Minimum Foundation Program and subgrantee assistance. Major changes discussed included the removal of one-time teacher pay stipends, increases for the LA GATOR scholarship program, and projected adjustments in early childhood funding. Members also reviewed the constitutional amendment proposal tied to using about $2 billion to pay down teacher retirement obligations and provide future teacher pay raises. Dr. Cade Brumley testified that Louisiana’s education outcomes have improved and answered questions on math performance, charter school funding, the LA GATOR scholarship, and the special education Choice program. Members pressed the department on the sustainability and balance of funding between LA GATOR and Choice, the number of applicants and current recipients, and outreach efforts. Brumley said charter schools are funded through the MFP like other public schools, that LA GATOR currently serves about 5,500 students with applications recently reaching about 17,000, and that the Choice program serves about 500 students with a waiting list of about 700 applicants. He also said the department would implement whatever funding levels the legislature approves. The committee then heard the special schools and commissions budget, including the Special School District, Louisiana School for Math, Science, and the Arts, Thrive Academy, École Pointe-au-Chien, Louisiana Public Broadcasting, and BESE. Testimony focused on facility needs, enrollment, and program outcomes. LSU? No—LSM leaders described urgent roof and ceiling repairs estimated at about $800,000, while Thrive Academy highlighted student achievement, community service requirements, and economic impact. LPB said it is facing a federal funding loss of about $2.5 million and is responding with higher Passport fees, underwriting, and private fundraising. BESE’s small staff and administrative role were also explained, with members asking about board operations and the use of statutory dedication funds.

Transcript Highlights:

• That's accountable.
• The result was not accountability,<04:03:24.399><c> but</c> accountability, but accountability, but justification
• The teachers know it.
• The same teacher. That's hardly the kid? The same teacher.
• on teacher.

Summary: The committee first heard Senate Bill 102, which would make informational materials about type 1 diabetes available on the Department of Education website. Senator Ward said the bill is intended to help parents, teachers, and school staff recognize early symptoms such as thirst, frequent urination, fatigue, and weight loss so children can be referred for care before they develop diabetic ketoacidosis. He noted that a newer blood test can identify some children at risk earlier than in the past. Members asked how people would be directed to the website, and Ward said the information would be posted online and also distributed in handouts, with school personnel helping spread awareness. He emphasized the bill is informational only and not a diagnostic or treatment tool. Several supporters testified in favor, including representatives from the Dartmouth Diabetes Link and students with type 1 diabetes who described delayed diagnoses, emergency hospitalizations, and the difficulty of having symptoms misunderstood as stress, athletics, or normal teenage changes. They said the bill could help parents, teachers, and peers recognize warning signs earlier and reduce the risk of life-threatening ketoacidosis. One witness noted that New Hampshire ranks high in childhood type 1 diabetes, and another said even a single person seeing the information could make a difference. A retired diabetes educator and state representative also testified in support. The hearing on SB 102 was then closed. The committee then opened the hearing on Senate Bill 211, which would require school sports teams to be designated as male, female, or co-ed, bar biological males from female-designated teams and locker rooms, and create a cause of action for violations. Senator Avard said the bill responds to constituent concerns and is meant to protect fairness, safety, and privacy for biological females. In questioning, he said girls could still play on boys’ teams, but boys could not play on girls’ teams, and he said he would be open to changes. Opponents, including an attorney from LGBTQ Legal Advocates and Defenders, argued the bill is substantially the same as a law passed the previous year that was already challenged in federal court and found likely unconstitutional under equal protection and Title IX; they urged the committee to mark it inexpedient to legislate. The transcript cuts off before any committee vote or further action on SB 211.

Transcript Highlights:

• for the A through F accountability system.
• With the same accountability, the fair and objective accountability tests of a...
• It's not just trust in the accountability system. That's gone.
• The frustrations as a teacher are, here is the bar.
• The House Business Office debits the account, and it will flow back into the General House account, I

Bills: SB 1 , HCR20 , HR131 , HR133 , HR135 , HR136 , HR137 , HR144 , HR145 , HR146 , HR149 , HR150 , HR151 , HR152 , HR158 , HR161 , HR162 , HR163 , HR165 , HR166 , HR168 , HR169 , HR170 , HR175 , HR178 , HR127 , HR129 , HR130 , HR132 , HR134 , HR138 , HR139 , HR140 , HR141 , HR142 , HR143 , HR153 , HR154 , HR155 , HR156 , HR159 , HR160 , HR164 , HR167 , HR172 , HR173 , HR176 , SB1 , HB8 , HB15 , HB27 , SB5

Transcript Highlights:

• Your teacher perspective.
• What do those teachers do?
• . 500 special education teachers at a time when we're already facing a severe teacher shortage.
• But we have heard from our own teachers that they are not learning it in teacher prep school.
• schools accountable to make sure they are teaching our teachers in the science of reading.

Transcript Highlights:

• landmark that we have more uncertified teachers being hired than certified teachers.
• teachers.
• you think of as teacher preparation, which I think most people think of as teacher preparation.
• teachers in the state.
• Also, teachers were let go, who were training teachers on how to do this.

Committee: House Appropriations