Transcript Highlights:

• three weeks of school every student three weeks of school every student grades<00:14:28.720>
• Our student body of around 5,400 students is approximately 61% students of color, approximately 60% of
• <00:57:59.799> is student body of around 5,400 students is student body of around 5,400 students
• our<00:58:04.880> students approximately 60% of our students approximately 60% of our students
• <01:15:27.920> to<01:15:28.199> stay students and get more students to stay students

Keywords: 1183, house

Transcript Highlights:

• time with the students who are struggling when I have 35 students each hour, see a cot talk classroom
• <00:04:33.759> in balance getting to every student in balance getting to every student in
• who are struggling when I have students who are struggling when I have 35<00:04:38.520> students<
• classroom with the majority of students classroom with the majority of students with with with IEPs
• This change will empower students.

Keywords: 1183, house

Transcript Highlights:

• But those are also courses that are important for our students as students of Navajo Tech.
• . learning for our students.
• We have 543 full-time and 957 part-time students, along with two international students.
• We have students in Navajo Prep.
• We have one student who's doing her full-time student teaching in Cuba, New Mexico this year.

Transcript Highlights:

• , maybe seven students, group of students, maybe seven students, they<00:32:02.480> all<00:32:
• writing and placed in the students writing and placed in the students record.
• I believe each student in the school has a student record, a file of student information.
• student<01:13:08.320> record a student record a student record uh<01:13:10.800> a<01
• Students needs not in the benefit of the student.

Keywords: 928, house, all

Summary: The committee took up Senate Bill 206, which requires public schools to adopt policies limiting student cell phone use. Supporters argued that cell phones and personal devices contribute to student mental health problems, bullying, distraction, and disruptive behavior, and said teachers and administrators want a clear statewide rule rather than having to enforce policies themselves. Opponents raised concerns about local control, the breadth of the term “personal communication device,” and whether the bill would interfere with instructional uses of devices, especially in schools that rely on bring-your-own-device or have limited access to school-issued laptops. Members debated Amendment 2249H, which added an exception for teacher-led instruction and clarified that superintendent-approved exceptions could still apply for medical, disability, or language-proficiency needs. After discussion about whether the amendment was too restrictive or too broad, the committee adopted the amendment on a 9-8 vote, with one member not voting. The committee then voted 9-8, with one not voting, to recommend Senate Bill 206 ought to pass as amended. The committee then moved to Senate Bill 96, concerning mandatory disclosure by school district employees to parents. The sponsor offered Amendment 2199H to replace language that would have required referral to DCYF whenever an educator withheld information due to concern about possible abuse at home. The amendment instead allows a district to withhold information if a reasonably prudent person would believe disclosure would result in abuse, abandonment, or neglect, and requires the decision to be documented in the student record. The amendment was discussed as a narrower, more workable safeguard, and the committee was still in discussion on the bill at the end of the transcript.

Transcript Highlights:

• So we don't have any information about those students who are their online students currently.
• So not just growth, but whether or not those students should count As students in the next fiscal year
• And, student, the statewide student information system budget is in all the budgets Just in different
• Want any student left behind.
• They Engage our middle school students, our high school students.

Keywords: 996, all

Transcript Highlights:

• I don't, I don't track data related to my students or any students in my program.
• This particular student was at. placement in a school and she was a white student, bright student, she
• These are college students.
• My students do not know.
• I mean, do we need to control the minds of our students or protect our students?

Bills: SB37, SB1489, SB452, SB724, SB1067, SB1741, SB1273

Keywords: higher education, curriculum review, governing board, faculty council, ombudsman, faculty governance, decision-making, transparency, public meetings, department head, employment approval, public institutions, institutional oversight, education, funding, accountability, state budget, school performance, employment, Texas legislation

Transcript Highlights:

• . that and then working with students.
• The next one is the National Student Clearinghouse.
• We would support those students also.
• Students have to understand fractions to...
• That pilot is not a student—I know she looks young enough to be a student, but she is the instructor.

Keywords: 924, joint, all

Transcript Highlights:

• <00:03:08.120> at free School meals for all students at free School meals for all students
• income and it's not only for students income and it's not only for students that<00:43:23.839>
• reflect the diversity of our student reflect the diversity of our student body<00:48:26.920>
• in the student day.
• And one student was also puzzled.

Keywords: 1187, senate, all

Transcript Highlights:

• And when we have events on our campus where we have high school students or junior high students come
• But in conversation, it is—I mean, these potential students or students know the three programs, or two
• Our freshmen included 52 students and then 22 students for their sophomores.
• Our freshmen included 52 students and then 22 students for their sophomores.
• I am a student, a third-year atmospheric science student at the University of North Dakota.

Keywords: 908, all

Transcript Highlights:

• In these roles, I've had the privilege of representing the voices of student athletes and student performers
• And a con of mental health, especially someone who's a student and an athlete: a student-athlete has
• Great representation of students, high school students, and even more of an excellent representation
• for student athletes.
• My first day as dean of students, I disarmed a student that had a Glock 9 with hollow tips.

Summary: The Education Pre-K through 12 Committee heard a presentation from Florida High School Athletic Association Executive Director Craig Damon, joined by student athletes Sydney Daniel and Taylor White. The students spoke about the value of education-based athletics, leadership, and the need for safe, equitable opportunities. Damon then discussed FHSAA issues including rising sportsmanship problems, ejections, violent incidents, recruiting allegations, transfers, mental health pressures on student athletes, and the need for qualified coaches. He said the association tries to be proactive, work with schools on discipline, and emphasize that school changes should be for academic reasons rather than athletics. Senators asked about mental health, transfer rules, and a recent Jacksonville incident; Damon explained the current transfer exceptions and said the association lacked authority over the Jacksonville football game because the schools were not in FHSAA football. The committee then heard a panel on high school coaches’ compensation led by Florida Coaches Coalition Executive Director Dr. Andrew Ramgett, with Coach Mike Hickman, Coach Charlie Ward, and superintendents from Okaloosa and Walton counties. Ramgett argued that coaching supplements are outdated, have not kept pace with the expanding year-round demands of coaching, and amount to very low hourly pay in many sports. He also said Florida’s restrictions on booster club funding and minimal certification requirements contribute to turnover and difficulty retaining qualified coaches. Hickman and Ward described coaching as a demanding, year-round profession that affects students beyond athletics, including academics and mental health. The superintendents said they value coaches but must balance compensation against limited district funds and other staffing needs; one noted Walton County uses a dedicated administrative lane for football coaching and athletic administration. Senators discussed whether booster club funding should be allowed, whether compensation should be tied to performance, and whether any increase in base student allocation would actually reach coaches. Public commenters, including Florida Athletic Coaches Association Executive Director Shelton Cruz and former coach Tyrone McGriff, urged support for coaches and emphasized their broader impact on students’ lives and school safety. At the end of the meeting, the committee took up confirmation hearings for appointments on tabs 3 through 6 and, with no appearance forms filed, voted unanimously to recommend confirmation. Senator Burgess then moved to adjourn, and the committee concluded the meeting.

Transcript Highlights:

• <00:04:42.759> faculty coming days and weeks students faculty coming days and weeks students
• we then work to keep those students here in Minnesota and have the students, the fewer students that
• we then work to keep those students here in Minnesota and have the students, the fewer students that
• > academic student mental health student academic student mental health student academic supports
• students are struggling in the student students are struggling in the student mental<01:42:55.560

Keywords: 1183, house

Transcript Highlights:

• We talked about the health of students and how important it was to make sure that students have a full
• administration and there was students administration and there was students that<00:37:04.599>
• that came to test there were students that came to test there were students that<00:37:06.200>
• It helps students accelerate their pathway to college and/or career, helps students gain confidence in
• <00:51:51.599> can take four courses a year students can take four courses a year students

Keywords: 1191, senate, all

Transcript Highlights:

• students.
• We have right about 70,000 students, a mix of undergraduate We have right about 70,000 students, a mix
• We are about, in terms of housing of our students, we have close to 70,000 students, but interestingly
• students at around 480.
• Wellness includes the student health services for the support of our students on campus.

Summary: The Higher Education Budget Subcommittee met to hear an overview of State University System finances from the Board of Governors and detailed budget presentations from Florida State University, the University of Central Florida, and the University of North Florida. The witnesses explained how university budgets are organized into fund categories such as education and general, contracts and grants, auxiliaries, local/designated funds, capital projects, and component units such as direct support organizations. They also described carry forward funds, the statutory reserve and spending-plan requirements, the PICO/HECO capital outlay process, and how universities use investment accounts, audits, and board oversight to manage restricted and unspent funds. The universities emphasized that most operating dollars are restricted to specific uses and that state support helps keep tuition low. Members asked about differences in funding levels among institutions, especially why FSU receives more funding than UCF despite lower enrollment. Officials said preeminence funding, performance funding, and special legislative appropriations explain much of the difference, and the Board of Governors noted that Florida now has four preeminent universities, with UCF nearing that status. Questions also focused on what happens to unspent carry forward money, how it is invested, and whether the Board of Governors or Legislature can require funds to be returned; officials said the money is invested conservatively, subject to board and audit oversight, and can roll forward under a detailed spending plan, though the Legislature can change funding levels. The committee also discussed capital projects, with members asking about delays, inflation, and whether more projects should be phased or funded faster; witnesses said PICO funds remain with the state until needed and are reimbursed as construction proceeds. A substantial portion of the discussion covered athletics, research, student fees, and endowments. The universities said athletics is generally expected to be self-supporting, though limited use of auxiliary or carry forward funds may be allowed for projects benefiting the broader student body. They also described the financial pressures from name, image, and likeness changes and new NCAA-related costs, and said institutions are planning for those changes now. On research, the universities explained sponsored research funding, indirect cost recovery, compliance obligations, and tech transfer, but did not provide specific commercialization revenue figures and said they would follow up. Members also asked about student fee increases, student input, counseling and wellness funding, and how housing costs affect affordability; the universities said student committees and boards review fees, and aid packaging is intended to keep student debt low. Endowments were described as being held in separate foundations/DSOs with independent investment committees and used mainly for scholarships, faculty support, and research.

Transcript Highlights:

• We have more students coming in.
• , students like me, and students like us.
• From unique backgrounds and stories to tell... ...that harm students, students like me, and students
• Trust our students to think critically.
• We built a movement led by students, for students, demanding a seat at the table.

Keywords: student advocacy, SB12, SB13, public education policy, youth engagement, marginalized communities, legislative representation

Summary: Students Engaged in Advancing Texas (SEAT) held an advocacy event at the Texas Capitol focused on youth participation in policymaking and opposition to recent education-related legislation. Speakers, including student organizers and SEAT leaders, argued that students should have a direct voice in decisions affecting public schools, curriculum, and school governance. Representative Donna Howard briefly attended to support the group, praised their advocacy, and referenced the idea that if young people are not given a seat at the table, they should “bring your own chair.” Several student speakers criticized the newly passed school vouchers bill as a threat to public education and said it would divert resources from public schools. Others opposed bills such as Senate Bill 12 and Senate Bill 13, describing them as harmful to LGBTQ+ students and inclusive education. One speaker also condemned book bans and library censorship, arguing that students need access to diverse books and truthful, inclusive curricula. The speakers framed these issues as matters of student rights, belonging, and free expression. SEAT executive director Cameron Samuels closed by describing the organization’s history of student-led activism against book bans and exclusion from school policymaking. Samuels said the group had distributed challenged books, pursued legal action over blocked internet resources, and delivered a Student Bill of Rights to superintendents and legislators. The event ended without any formal legislative vote or committee action, serving instead as a press conference and advocacy rally urging lawmakers to listen to students.

Transcript Highlights:

• students.
• more students stacked on to 22. more students stacked on to 22.
• So then that cost is offset by seven students, and it's a cost per student per day.
• All of our special education students are all general ed students first.
• faculty, not necessarily the students. faculty, not necessarily the students.

Keywords: 928, house, all

Summary: The subcommittee opened its second meeting on House Bill 742, which would require catastrophic special education aid to be drawn from the education trust fund, and discussed whether to also examine differentiated aid within the adequacy formula. The chair said the committee had previously heard from HHS/Medicaid officials and now wanted to hear from local special education directors about how the aid system works in practice, including billing, training, data collection, and whether districts handle claims consistently. Members also referenced Arkansas as a possible comparison state and said they hoped to develop ideas by November to address the current funding process. Committee members focused on the current special education aid thresholds and the impact of proration. The chair described the existing formula as requiring districts to absorb costs up to 3.5 times the state average per student, with the state paying 80% from 3.5 times through 10 times and paying above that, and said FY25 appropriated about $34 million while actual claims were about $50.1 million, leaving roughly a $16 million shortfall that caused proration. Members also raised the possibility of lowering the threshold to 2.5 times and asked how that would affect the number of eligible students and costs. Another member asked about how districts decide whether services are education-related or medical-related and how Medicaid or private insurance reimbursement affects later state aid claims. District representatives from Boothby Therapy Services, Bedford, and Guilford introduced themselves and described their roles. Guilford’s director said the district tracks students with paraprofessional support, nurses, transportation, or specialized programming, uses a data system to log every service touchpoint, and tries to maximize both Medicaid and special education aid; she said a lower threshold would likely capture all students with paras or nurses and that rising staffing and service costs would increase the number of students over the cap. Bedford’s assistant director said the district uses a different system, tracks roughly 60 to 80 students a year, and pursues Medicaid and special education aid simultaneously but does not pursue private insurance if it would affect FAPE; she said reducing the threshold to 2.5 times would likely double the number of qualifying students. Members asked follow-up questions about software, data entry, and how districts decide whether to bill Medicaid or seek state catastrophic aid, and the directors explained that their systems log services by staff type and student, with some districts using the same data for both Medicaid and state reimbursement claims.

Transcript Highlights:

• athletes and students in of our student athletes and students in general<00:25:36.799> that<00
• <00:42:50.160> will every student so all 500 students will every student so all 500 students
• they taking from the students? they taking from the students?
• . students. students.
• NIL students? NIL students?

Keywords: 912, senate, all

Summary: A joint informational briefing of the House and Senate higher education committees focused on how the University of Hawaiʻi athletics department plans to remain competitive in the new NIL era, including the effects of the House v. NCAA settlement, direct institutional payments, and the need to balance competitiveness with the university’s educational mission. Senators and committee members introduced themselves, and the briefing featured remarks from women’s basketball coach Laura Beeman, football coach Timmy Chang, and Athletic Director Matt Elliott. Coach Beeman said NIL has already affected recruiting and retention in women’s basketball, estimating the program has lost six to 10 student-athletes because it lacks the funding to keep comparable talent. She emphasized that the issue is not greed but retention, culture, and keeping student-athletes who value the university and community, while also using NIL as a way to teach financial literacy, privacy, and adult responsibilities. Coach Chang described similar pressures in football, including transfer portal volatility and competing offers from other programs, and gave examples of players whose personal and family circumstances made NIL support important for staying at Hawaiʻi. Athletic Director Elliott said the department’s vision is to create an outstanding student-athlete experience, recruit and retain elite athletes, compete at the top of the Mountain West, and strengthen community ties. He said the department wants to preserve the educational focus while adapting to a system in which student-athletes can share in revenue. Elliott explained that UH is seeking a $5 million annual NIL fund, is fundraising through the community and the “Boost the Bose” account, and is also pursuing individual NIL deals, corporate sponsorship-related deals, and licensing opportunities. In response to Senator Kim’s question, he said NIL compensation can come through two tracks: institutional payments within the department’s discretion and outside deals that must be reviewed for market value under the new reporting system. No votes or formal actions were taken; the meeting was informational only.

Transcript Highlights:

• <00:03:59.159> opportunities reduced limiting students opportunities reduced limiting students
• pupil at approximately 1,200 students pupil at approximately 1,200 students that<00:07:38.160>
• you do for your own students.
• you do for your own students.
• you do for your own students.

Bills: HF51, HF1161, HF2201, HF2786, HF1053

Keywords: HF51, Sibley County, State-Aid Highway 21, capital investment, bonding bill, general obligation bonds, transportation infrastructure, road improvements, sanitary sewer, water main, storm sewer, local infrastructure, county grant, Minnesota Department of Transportation, bond proceeds fund, public works, utility infrastructure, education finance, school district funding, tax base adjustment

Transcript Highlights:

• <00:21:58.960> like ways to get some of the students like ways to get some of the students
• So in this case, are you looking at this helps current students or helping potential students, or both
• that not necessarily relates to students that not necessarily relates to students directly<00:37
• No, it would be students, but it would just be current students. That answers my question.
• but it would just be would be students but it would just be current<00:42:03.160> students<00

Keywords: 912, senate, all

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

Transcript Highlights:

• education budget that targets students education budget that targets students who<00:03:58.959><
• the best education for their students. the best education for their students.
• Or to our CA. about 550 students. That's a big part of about 550 students.
• like these students like um test scores. like these students like um test scores.
• <01:21:47.040> Thank students. Thank you for your time. Thank students.

Bills: HF1048, HF1049, HF745, HF2210

Keywords: charter schools, education funding, revenue calculation, general education revenue, special education, school library aid, education finance, school districts, funding eligibility, compensatory revenue, task force, free meals, school funding, education equity, HF2210, school unemployment aid, Minnesota Department of Education, general fund appropriation, unemployment insurance, unemployment claims

Transcript Highlights:

• <00:02:54.959> to and many others CTE exposes students to and many others CTE exposes students
• CTE students earning approved dual credit and 13,448 students earning valid industry certifications.
• students complet completed approved students complet completed approved Co-op<00:03:21.000> or
• and Technical student organizations.
• . 13,5 448 students earning valid industry 13,5 448 students earning valid industry certifications<00

Keywords: 958, all

Summary: The committee heard testimony on several education bills and first received a presentation from Paige Cash of Kentucky FFA/Kentucky Association for Career and Technical Education. She described the reach of CTE in Kentucky, saying more than 143,000 secondary students are enrolled in CTE courses, and highlighted work-based learning, dual credit, industry certifications, and student organizations such as FFA, DECA, FCCLA, HOSA, TSA, and SkillsUSA. She said CTE funding has helped update lab equipment, support teacher training, fund field trips, and expand participation in career and technical student organizations. Representative Wilson presented House Bill 132, which would address home hospital instruction reimbursement in cases involving short stays, particularly mental health placements that are often under five days. He said schools continue providing instruction even when they are no longer reimbursed under current rules. The committee advanced the bill unanimously after a motion and second, with the measure passing with an expression of opinion that it should pass. The committee then heard House Bill 272 on dyslexia, sponsored by Representative Heavrin. The bill would require KDE to annually update the dyslexia toolkit, require local boards to adopt policies for identifying and assisting K-3 students with dyslexia, require KDE to report district implementation data to LRC, and require teacher preparation programs to include dyslexia instruction. Members discussed whether the bill would require teacher diagnoses, how it would interact with existing IEP/504 and RTI processes, and concerns about added reporting and district burden. Supporters said many students are falling through the cracks and that earlier identification is needed; Representative Willner noted a shortage of school psychologists. The committee passed HB 272 with a motion and second, though several members voted pass and explained concerns about reporting burdens, red tape, and district costs. Finally, the committee began hearing House Bill 193, a dual credit cleanup bill presented by Joe Carol Ellis of KHEAA. She said the bill would consolidate the statutes governing general education dual credit and CTE/work-ready dual credit scholarships to match current funding practice and reduce confusion for K-12 schools and postsecondary institutions. The presentation was underway when the transcript ended.