Transcript Highlights:

• There's a teaching with AI and there's the teaching about AI.
• to the state standards.
• to the state standards.
• , but we have no standards.
• , but we have no standards.

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• We still want our folks in the classrooms teaching based upon a certain standard that our State Board
• based upon a certain classrooms teaching based upon a certain standard<00:04:33.280><c> that</c><00:
• You have to meet those standards for who teaches the course.
• </c> standards for what this how who teaches standards for what this how who teaches this<00:46:21.200
• </c> teaching my math class or I'm teaching teaching my math class or I'm teaching about<04:17:25.720

Keywords: 928, house, all

Summary: The committee first heard House Bill 362, which would grant the Department of Education rulemaking authority related to educator licensure and testing requirements, including passing scores on professional education assessments. Representative Ladd said the bill is intended to preserve New Hampshire’s standards for classroom teachers and CTE instructors, while allowing DOE flexibility through rulemaking. He emphasized maintaining high standards, including for career and technical education, and said he was open to DOE clarifying the language further. Committee members raised concerns that the bill, as written, could remove language recognizing industry-recognized credentials for CTE instructors. Department of Education Director Steven Appy said DOE had drafted an amendment to clarify that the requirement applies to an initial New Hampshire license, to exempt CTE teachers from content exams, and to preserve current administrative practice allowing basic academic skills testing and industry-recognized credentials as substitutes. The committee discussed the distinction between basic academic skills tests and content assessments, and Appy said the amendment was meant to avoid conflating those requirements. The chair said the committee would take up executive session on HB 362 and related bills later. The committee then took up House Bill 90, which narrows and defines the rules for part-time teachers, especially in concurrent enrollment settings. Representative Ladd explained that the bill is meant to allow qualified college faculty or adjuncts from the University System or Community College System to teach high school concurrent-enrollment courses when local schools lack a teacher with the needed master’s-level credentials, particularly in math and STEM subjects. He said the bill is intended to expand student access to college-level coursework, save money, and preserve standards, while still requiring background checks and adherence to ethics and conduct rules. Members began asking questions about how the bill would work in practice, including certification and endorsement issues, but the hearing was not concluded in the portion provided.

Transcript Highlights:

• So my question is, and I think you touched upon it too, is how do we teach parents how to teach math
• But if I didn't have a teaching degree and I wanted to go and teach, and I think that that is— —have
• a teaching degree and I wanted to go and teach, and I think that that is allowed if you have a degree
• This is not a standardized test, and standardized tests are not good for individuals.
• teach teachers how to do it...

Summary: The committee met with a quorum and heard three measures: H.J.R. 5 on legislative compensation, Senate Bill 29 as amended on math instruction, and Senate Bill 37 on literacy instruction. H.J.R. 5 was presented as a constitutional amendment to create a paid legislature tied to New Mexico’s median household income, with supporters arguing it would broaden access to public service, reduce conflicts of interest, and better reflect the realities of modern legislative work. Public testimony was overwhelmingly in support, including from advocacy groups, civic organizations, faith groups, and veterans; one member raised concerns about fairness, attendance, and whether outside employment would still be allowed. The committee adopted an amendment to move the ballot question from 2028 to 2026, then approved H.J.R. 5 on a 5-1 vote. Senate Bill 29, endorsed by the Legislative Education Study Committee, would strengthen math instruction by improving teacher preparation, requiring PED to set up statewide math supports, and creating early screening and family engagement for students. Supporters, including educators, business groups, and education nonprofits, said New Mexico’s math outcomes are too low and that early intervention and better teacher preparation are needed. Members asked about teacher licensure requirements, parent support, standardized testing concerns, and district implementation. The committee heard that the bill’s screenings are intended to be developmental rather than high-stakes tests, and that parents would be supported through school-based guidance. The bill passed unanimously. Senate Bill 37 would codify a science-of-reading framework, require high-quality instructional materials, add literacy coaches and assessments, and expand support for bilingual and dual-language instruction. Supporters said the bill builds on recent gains in reading proficiency and strengthens teacher preparation and early intervention. Opponents, including tribal leaders, bilingual education scholars, and advocacy groups, argued the bill was too English-dominant, could conflict with existing bilingual and tribal language laws, and did not go far enough to protect indigenous languages and community-based approaches. Sponsors said amendments were being developed to clarify biliteracy, culturally responsive instruction, and protections for native language learning, and the committee advanced the bill on a vote with several members noting their support was contingent on those promised amendments.

Transcript Highlights:

• So, the Eddie Eagle is the gold standard for teaching children how to be safe in homes with firearms.
• So, the Eddie Eagle is the gold standard for teaching children how to be safe in homes with firearms.
• Hunter education is the NRA’s gold standard for hunter education that teaches all kinds of things that
• Uh, and also, uh, I believe the Eagle program is the gold standard for teaching young children how to
• </c><01:14:43.280><c> how</c> standard for teaching young children how standard for teaching young children

Keywords: 1189, house, all

Transcript Highlights:

• </c> commissioner for the office of teaching commissioner for the office of teaching and<00:04:48.120
• </c> coaching supports needed to teach coaching supports needed to teach foundational<00:07:59.520><c
• but why they are teaching it.
• , was vital in teaching reading—but is there any work in the READ Act on the art of teaching, you know
• ><c> is</c> was vital in in teaching reading but is was vital in in teaching reading but is there<00:

Keywords: 1187, senate, all

Transcript Highlights:

• certificate of license to teach entitling them to teach in their particular position.
• They're able to teach, but they're not fully certified yet.
• I learned a lot during student teaching.
• And would they be able to teach before that time is done?
• We did not change our standards at all.

Keywords: 959, house, all

Summary: The House Committee on Elementary and Secondary Education held an informational meeting focused on teacher certification, recruitment and retention, literacy, and school transparency/accountability. Chair Lewis opened by outlining the committee’s priorities for the session and emphasizing decorum, then heard testimony from DESE officials, Missouri State University, and an Eldon School District superintendent about ways to strengthen the teacher pipeline. Assistant Commissioner Paul Katnick gave a detailed overview of Missouri’s teacher certification system, explaining the traditional route, reciprocity for out-of-state certificates, provisional and temporary authorization options, doctoral and ABCTE routes, Teachers of Tomorrow, visiting scholars, and career technical education pathways. He said Missouri has many routes into certification, but the teacher shortage is not mainly caused by access barriers; instead, he pointed to recruitment and retention supports such as Grow Your Own grants, teacher candidate scholarships, MLDS principal training, and MTDS teacher development as more effective levers. Members asked about shortages, substitute certificates, certification timelines, and whether Missouri should consider expanding access for more candidates, including noncitizens. Dr. Travis Plum and Dr. Mike Pantleo then described career and technical education certification, including occupational and professional pathways, the cost and time required for pedagogy training, and the Fast Track grant used to help candidates complete coursework. They noted that CTE teachers often come from industry and face pay cuts and tuition costs, and discussed a bill to raise Fast Track income limits. Missouri State University’s Dr. Barry Tinkler and Dr. Risha Adamson presented their “Pathways for Paras” apprenticeship model, which lets paraprofessionals with associate degrees work while completing a bachelor’s degree and certification; they said the model has expanded to more than 200 districts, produced nearly 400 graduates over four years, and improved access and retention without lowering standards. Finally, Eldon Superintendent Matt Davis described a proposed community-college-based Associate of Applied Science in Teaching Education pathway that would let students begin preparation after high school, work in districts as paraprofessionals or substitutes, and earn certification through district mentoring and recommendation; members raised concerns about content knowledge, certification standards, and salary schedule impacts. No votes were taken, and the meeting adjourned after the informational presentations and questions.

Transcript Highlights:

• standards, to fully understand the Arkansas academic standards that we have today, we can look back at
• academic standards, but again, the actual phrase academic standards is not defined explicitly.
• bigger overhauls of these standards included the removal of those specific content standards, and so
• Other waivers, as far as because the standards for accreditation include more than academic standards
• Emergency and provisional credentials refer to temporary teaching licenses allowed to someone to teach

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• Here's the bottom line: If we can teach how frogs develop, we can teach how a human being is developed
• If we can teach how frogs develop, we can teach how a human being is developed.
• I think that any good teacher doesn't teach it directly; they teach it as part of just, this is how we
• It is a double standard. The bill fundamentally restructures how teaching is done in Arizona.
• Educators don't just teach lessons.

Summary: The committee heard testimony on House Bill 2076, which would create a program and fund within ADE, in consultation with AZPOST, to reimburse eligible schools and employees for approved training, certification, and school safety equipment, and would allow schools to adopt policies permitting certain employees to carry concealed firearms on campus if they meet training, notification, and confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure focused on bleeding control and emergency preparedness, not a mandate to arm schools. Supporters said the bill adds guardrails, expands access to training, and could help staff respond in emergencies. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued it would normalize firearms in classrooms, create confidentiality and law-enforcement concerns, expose students and staff to new risks, and divert attention from prevention, mental health, and other school safety investments. After debate, the committee voted 6-5-1 to give HB 2076 a do-pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the content is not sex education. Supporters, including the sponsor, a school board president, and a biology teacher, said the bill is about age-appropriate, medically accurate science, parental rights, and clear statewide guidance. Opponents, including the AEA and Reproductive Freedom for All, said it fragments science instruction, politicizes the curriculum, and omits the broader reproductive and public health context students need. Members debated whether fetal development can be taught without discussing reproduction, and whether the bill is an education measure or an anti-abortion effort. The committee approved HB 2830 on an 8-4 vote. The transcript also included discussion of House Bill 2093, which would repeal required mental health instruction and social-emotional learning in schools; supporters argued it restores parental control and refocuses schools on academics, while opponents said school-based mental health education saves lives and helps students who may not have support at home.

Transcript Highlights:

• This refers to teachers who are certified through the National Board for Professional Teaching Standards
• We'll start with exceptions that require a standard teaching license. The first in this group is...
• Standards.
• Standards.
• license but is teaching outside their area of standard licensure.

Keywords: 1204, all

Transcript Highlights:

• It depends how they got their license in order for the Standards Board to determine, and the Standards
• Board to determin and the Standards Board to determin and the Standards<00:58:42.880><c> Board</c><00
• </c> even though Elementary they teach even though Elementary they teach English<01:05:41.400><c> only
• The Chair shares the concerns of the White Teach Standards Board and will be deferring this measure.
• </c><01:29:24.239><c> Standards</c> concerns of the white teach Standards concerns of the white teach

Keywords: 910, house, all

Summary: The committee on Commerce and Consumer Protection met on February 20, 2025, and heard testimony on several measures. HB 850, relating to condominiums, drew support from the Community Associations Institute and the Hawaii State Association of Parliamentarians, who said it would improve owner participation, clarify voting rules, and preserve the use of proxies as a personal choice. A Zoom testifier supported the bill’s intent but warned that special meetings can be abused and suggested further amendments to address board president authority. Members asked about proxies versus electronic voting and whether the bill would reduce proxy use; no vote was taken. The committee also heard HB 48 on coffee labeling, with the Department of Agriculture in support, and HB 1370 on taxation, where a local brewery representative supported equal tax treatment for beer served from 5-gallon kegs and larger kegs when dispensed from a faucet, arguing the bill would clarify draft beer treatment and encourage sustainability. HB 1422 on motor carriers received comments from the Public Utilities Commission and the Department of State Parks, while representatives from a community-based shuttle initiative supported the bill and said nonprofit, community-led transportation solutions should not be regulated like traditional carriers. HB 874, relating to child performers, received support from SAG-AFTRA, IATSE, and individual performers, who emphasized protecting minors’ earnings, safety, and schooling. Testimony also discussed whether to include social media influencers and whether to add annual income limits or trust-account protections; the Department of Labor and Industrial Relations said the issue was outside its wheelhouse. Later, HB 799 on healthcare drew support from health plans and HMSA, with the Department of Health requesting amendments such as a sunset date, a Maui-only pilot, and a report back before changing its position. HB 1379 on health received support from Hawaii Pacific Health, but the Hawaii Medical Board raised concerns about vague language and public-safety implications for internationally trained physicians, asking for more time to study national licensing recommendations. Finally, HB 439 on education was heard, with the Hawaii Teacher Standards Board opposing the bill as drafted and warning about licensing standards and predatory third-party loans affecting J-1 teachers; the transcript ends before any action or vote on these measures.

Transcript Highlights:

• Here's the bottom line: If we can teach how frogs develop, we can teach how a human being is developed
• If we can teach how frogs develop, we can teach how a human being is developed.
• I think that any good teacher doesn't teach it directly; they teach it as part of just this is how we
• This conflicts with traditional teachings.
• It is a double standard. The bill fundamentally restructures how teaching is done in Arizona.

Keywords: 1182, all

Transcript Highlights:

• Beginning with the New Mexico Standards, GMCS has developed pacing guides where standards are taught
• These resources teach the standard while exposing students to topics and themes related to their school
• So our teachers know how to teach reading. Now we've given them the 'what' to teach reading with.
• I mean, most folks can teach addition; we can teach subtraction.
• It's not that easy to teach elementary math because you have to be aware of the continuum of the standards

Transcript Highlights:

• </c> for teacher standard board. for teacher standard board.
• </c> &gt;&gt; She did it student teaching. &gt;&gt; She did it student teaching.
• She's already teaching. these people? She's already teaching.
• </c><01:57:44.000><c> teach</c><01:57:44.400><c> student</c> she did her teaching teach student she did
• her teaching teach student teaching<01:57:45.119><c> already.

Bills: HB2185, HB2621, HB2179, HB2534, HB2168, HB2427, HB2560, HB2565, HB2172, HB2298, HB2304

Keywords: sports officials, referees, umpires, athletic directors, school administrators, league administrators, coaches, assault, first-degree assault, substantial bodily injury, temporary restraining order, TRO, private counsel, Department of Education, DOE, sports safety, school sports, amateur athletics, professional sports, public schools

Transcript Highlights:

• Based on my qualifications and years of teaching experience, I was granted an HTSB standard license.
• Based on my qualifications and years of teaching experience, I was granted an HTSB standard license.
• standards. qualifications and years of teaching qualifications and years of teaching experience<00:40
• pedagogy meets actually high teaching pedagogy meets actually high standards<00:41:47.200><c> um</c>
• I didn't take the Praxis, and I've been teaching for 19 years through Teach For America.

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• LEVEL STANDARDS.
• I THINK A PART OF IT IS JUST THE SYSTEM WE SEE AROUND TEACHING AND LEARNING.
• I'VE HEARD ONE OF THE PROGENITORS SAME TEACHING IS A COMPLEX THING AND IT IS.
• TEACHERS NEED TIME TO TEACH. KIDS TO READ. THE MOST IMPORTANT SUBJECTS THERE IS.
• AND THE STANDARDS WERE DIFFERENT FOR STUDENTS TO LEARN.

Transcript Highlights:

• standards, to fully understand the Arkansas academic standards that we have today, we can look back at
• standards that govern them.
• academic standards, but again, the actual phrase “academic standards” is not defined explicitly.
• Other waivers, as far as... ...because the standards for accreditation include more than academic standards
• Looking at the state standing, as we saw with the academic standards, the state does have academic standards

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy-related requirements. Staff reviewed the history of state curriculum and accreditation laws, the current standards for grades K-12, required high school units and graduation pathways, and recent changes such as career-ready pathways, embedded instruction requirements, and the distinction between courses required to be offered versus courses actually taken by students. Members asked for a chart comparing the 1997, 2003, 2015, 2017, and later law changes, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff summarized ESSA requirements, Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and recent data showing that 2025 proficiency rates remained well below the 80% goal, while English learner progress and graduation rates were also below long-term targets. The committee discussed school support and improvement, equitable access to educators, report cards, and the apparent lack of evidence that equity labs are currently being conducted. Members requested follow-up from the Department of Education on equity labs, report card data, and whether the ESSA plan can be changed. The presentation also covered state assessment results under the Arkansas Accountability Act, including ATLAS, DLM, ELPA 21, ACT, and NAEP data, along with teacher access measures and geographic shortage districts. Staff reported that Title I and high-poverty schools tend to have more emergency/provisional teachers and less experienced staff, and that shortage districts are concentrated in parts of the state. Members asked for additional information on test highs and lows, the number of assessments students take, dropout data, and whether higher teacher salaries have affected shortage areas. The committee also discussed district levels of support under the state accountability system, including the possibility of state intervention at the highest level of support.

Transcript Highlights:

• And I think in not really being afraid to teach what is happening in our current atmosphere.
• And I think in not really being afraid to teach what is happening in our current atmosphere.
• . ...from your district and local levels on how to teach an unbiased curriculum.
• is appropriate for their classroom level and what they're teaching.
• I think I told you that I was the one who authored the professional standards.

Bills: HB364, HB364

Keywords: film production, tax credit, Delaware, esports, video games, media projects

Summary: The Senate Executive Committee first considered several gubernatorial appointments. Heidi Gilmore was nominated to the Marijuana Appeals Commission and said her real estate and administrative-law background would help her support implementation of Delaware’s new marijuana framework. Lee Wynne Lynn and Ruth Tucker were both nominated to the Delaware River and Bay Authority Board; both emphasized long Delaware ties, public service, and experience in technology, transportation, and executive leadership, with committee members asking about modernization, cashless tolling, and potential conflicts of interest. Lindsay Alexic and Dr. Jennifer Hallman were nominated to the Professional Standards Board and described their classroom and administrative experience in Delaware public education, with discussion focused on supporting teachers, improving educator effectiveness, and helping schools address post-COVID classroom and student-support challenges. Jason Munion and F. Todd Collada were nominated to the Environmental Appeals Board; Munion cited his engineering and environmental background, while Collada noted his work as Milford’s mayor and a contractor. No votes on the nominations are reflected in the transcript excerpt. The committee then moved to legislation. House Bill 364 would create a Delaware Entertainment Production Tax Credit for film, television, e-sports, and video game production, with a $10 million annual cap, audit and reporting requirements, a 2031 sunset, and a focus on verified in-state spending and Delaware hiring; the bill was circulated after no public comment. House Bill 437 was described as a technical corrections bill affecting certain municipal charters and requiring a three-quarters vote; it also drew no public comment. The committee approved the previously circulated minutes by motion and second. House Bill 446 would reorganize the Delaware Forest Service chapter, consolidate authority in one section, and add definitions related to forests and urban forestry without creating new authority; House Amendment 1 was noted as clarifying existing authority for the Department of Agriculture. House Bill 180, the first leg of a constitutional amendment on voting, would limit felony-related voting loss to actual imprisonment or pardon, remove outdated residency and literacy provisions, update the voting age to 18, and eliminate a post-sentence voting ban; members raised a question about whether the change would apply retroactively, which was left for later clarification. No public comments were offered on the bills, and the committee adjourned after announcing written comments would be accepted for 24 hours.

Transcript Highlights:

• . standards. standards.
• </c> own standards. own standards.
• standards? standards?
• . standards. standards.
• Now, as far as standards and the teach.

Keywords: 916, all

Transcript Highlights:

• At the legislature's direction, OSPI adopted financial education learning standards in 2016.
• teach the financial education.
• Because you just spoke about the standards that are already in place, correct? Yes.
• Number two, in terms of the learning standards, you know, we have learning standards when it comes to
• I used to teach math. I was a public school teacher.

Summary: The committee held a public hearing on Senate Bill 5849, which would require all high school students to receive financial education instruction and meet state financial education learning standards to graduate, beginning with the class of 2033 unless the State Board of Education recommends an earlier date. Staff explained the bill’s relationship to existing graduation requirements, the State Board’s role in integrating the requirement into current pathways, and a fiscal note showing about $201,000 in state costs plus unknown district costs. Senators asked about how the requirement would fit different school schedules, whether teacher preparation and clock hours would be addressed, and how the standards would stay current. The bill’s sponsor said it would be embedded within existing pathways, aligned with the Future Ready initiative, and supported by OSPI, the State Board, and the financial education public-private partnership. Testimony on SB 5849 was overwhelmingly supportive, especially from students, educators, nonprofits, bankers, and advocacy groups. Supporters said many students graduate without knowing how to budget, use credit, file taxes, understand loans, or make other basic financial decisions, and argued that a graduation requirement would make financial literacy more equitable and not dependent on family background or zip code. Several students described personal experiences with W-2 forms, student loans, credit cards, and lack of exposure to finance classes, while organizations such as Junior Achievement and the Washington Bankers Association said they already provide curriculum and support and could help districts implement the requirement. One school directors association representative opposed the bill, arguing districts are already overburdened and underfunded and should not receive new mandates without removing others or providing more resources. After the hearing, the committee moved into executive action on a separate packet of bills. It advanced SB 6278 on teacher preparation program review, SB 613 on National Voter Registration Day activities in high schools, SB 6222 on surplus school technology for students, and SB 6206 on a child care pilot for first responders, adopting proposed substitutes where offered. In a second packet, the committee referred SB 6260 on school bus depreciation, adopted a substitute and advanced SB 5346 on student mobile device use and digital citizenship, advanced SB 6263 on public bid thresholds, adopted a substitute and advanced SB 6268 on public access to special education complaint decisions, and adopted a substitute and advanced SB 6247 on financial oversight and misconduct in school districts. The committee then adjourned after signing the boards.

Transcript Highlights:

• We achieve this by maintaining rigorous professional teaching license standards, ensuring equal access
• </c><01:13:00.320><c> Board</c> standards um the teacher Standards Board standards um the teacher Standards
• is that international teachers should meet the same standards as those teachers who obtain a teaching
• is that international teachers should meet the same standards as those teachers who obtain a teaching
• they also take a in teaching they also take a standardized<01:21:52.199><c> Countrywide</c><01:21:52.920

Keywords: 912, senate, all

Summary: The joint Committee on Education and Committee on Public Safety and Military Affairs heard Senate Bill 422, which would authorize the Department of Education to award a high school diploma to qualified people whose schooling was interrupted by military service or wartime practices during World War II, the Korean War, or the Vietnam War. The Department of Education testified in support, noting a prior law that created the Kono diploma program before it sunset in 2020. Several members of the public also testified in support. Both committees later recommended passage of SB 422 without amendments, and the recommendation was adopted by voice votes. The committees then heard Senate Bill 530 on Braille literacy. The bill would establish Braille literacy as state policy, require Braille-related literacy assessments for eligible blind and low-vision students, authorize DOE rulemaking, create a Braille Literacy Resource Center, and appropriate funds. DOE and the Department of Human Services supported the measure, as did the National Federation of the Blind, Hawaii Disability Rights Center, and a blind testifier who described the importance of early Braille instruction. The Attorney General’s office raised concerns about statutory language requiring yearly assessments and suggested revisions so annual decisions remain with IEP teams. The committees voted to pass SB 530 with amendments, including the Attorney General’s suggested changes, and adopted the recommendation. The next measure was Senate Bill 532, which would allow school staff and agents trained by a licensed clinician to volunteer to administer medication to students in public schools under certain conditions and clarify who may prescribe such medication. DOE and Department of Health testimony supported the bill. The Attorney General recommended replacing the term “licensed clinician” with the defined term “health care professional.” The Hawaii Academy of Physician Assistants supported the bill but asked that physician assistants be included among providers who may prescribe medications for school administration. After questions about current school health aide duties and field-trip medication procedures, the committees voted to pass SB 532 with amendments, including the Attorney General’s terminology change, and adopted the recommendation.