Transcript Highlights:

• Many of our faculty are implementing that in their classroom as a teaching agent and as a support for
• We're trying to introduce AI into the classroom, but in a way that it doesn't interfere with students
• So, creating quick guides on how to emerge—or how to incorporate—AI tools into the classroom, and doing
• We’re also thinking about how to recognize that the conversation about AI extends beyond the classroom
• have a stand and have a point and understanding how AI works for us within our operations in our classroom

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• to have a teacher or an educator committee... ...We definitely think that most of that should be classroom
• There should be some other folks within the education system, but most should be classroom teachers.
• The pressure will remain in classrooms, and intentionally or not, our children will continue to feel
• And I think we're seeing something similar in our classrooms.
• I think of it more as a black hole that sucks all the joy of learning out of the classroom.

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Transcript Highlights:

• So many of our KRS 156 teachers come directly out of industry and go into the classroom.
• You know, there's more emphasis on the trades now, but just like in a regular classroom, we've got to
• You know, there's more emphasis on the trades now, but just like in a regular classroom, we've got to
• You know, there's more emphasis on the trades now, but just like in a regular classroom, we've got to
• , >> but just like in a regular classroom, >> but just like in a regular classroom, we've

Keywords: 958, all

Summary: The committee heard an Office of Education Technology presentation on the Kentucky Education Technology System (KTS) and a request to increase its annual budget from $15.4 million to $30 million, including an additional $14.6 million. The witness described KTS as a statewide service model that provides districts with student information and financial systems, internet bandwidth, regional support, cybersecurity, online registration, learning management and email services, and collaborative instructional technology support. He argued the state’s centralized purchasing saves districts 40% to 60% compared with buying services individually, and said federal internet discounts and district matching funds create a strong return on investment. He also said KTS has faced long-term funding cuts, has not received a cost-of-living increase since 1992, and is now at a “breaking point” where some services may have to be shifted to districts at higher cost. The request was broken into six main items: restoring funding for the computer science and information technology academy; strengthening cybersecurity defenses in response to sharply rising attacks on K-12 systems; funding online registration through Infinite Campus; stabilizing ongoing support costs for Infinite Campus; providing cost-of-living increases for KTS services; and increasing the KTS financial assistance sent to districts, which requires local matching funds. Members asked about the current appropriation, and the witness said it is $15.4 million. One member praised the office’s work and support for districts, while another noted the district had been an early adopter of one-to-one technology. The committee then received an overview of the KRS 156 salary schedule and step-and-rank system for state-operated career and technical education staff at area technology centers. Officials explained that salaries are set under statute and regulation based on years of service and educational rank, with annual calculations tied to statewide teacher salary averages and retroactive adjustments to July 1. They said the current ABR request is $325,000 over the biennium to cover step and rank increases. The presentation noted that KRS 156 salaries are generally comparable to local districts but are less competitive with business and industry, making recruitment and retention difficult, especially for instructors coming from the trades. Members agreed that trade instructors are underpaid relative to the market and said the issue deserves further review, with department officials indicating they are considering possible statutory revisions and a delayed implementation in a future biennium.

Transcript Highlights:

• 54.640> the the number of students that are in the the number of students that are in the classroom
• 56.559> They<00:23:56.880> don't<00:23:57.280> see<00:23:57.520> the classroom
• They don't see the classroom are down.
• Anything we can do when all the districts around Gtown, for example, have empty seats in their classrooms
• , they have capacity because classrooms, they have capacity because enrollment's<00:46:30.000> down

Keywords: 1191, senate, all

Transcript Highlights:

• The program combines classroom instruction hands-on training and dealership experience to build expertise
• education of these teachers, you know, to get the credential so we can get more. teachers in the classroom
• But this is a classroom and I hope that they're enjoying this.
• You hear about that revolving door and having that stability in the classroom is just so critical.
• Creating community, helping them address any of the issues that they face in the classroom, updating.

Keywords: 1184, house, all

Transcript Highlights:

• And we continue to add classrooms each year.
• So next year we'll go for a fifth classroom, looking for a fifth teacher.
• So we obviously want to keep our Tier A students 80% of the time in the classroom.
• So we obviously want to keep our Tier A students 80% of the time in the classroom.
• So that 80% of these learners are in their classroom, but still getting their support.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• Examples of such unofficial records are surveys given in a classroom, demographics collected and shared
• When change happens in the cafeteria change happens in the classroom.
• IP or struggling with ADHD or whatever it is, and they're working so hard in the classroom, and then
• I rely upon our well-trained workforce in the classrooms to make sure that our children stay safe.
• Would love to see that all of our educators in our classrooms have a voice at the table.

Keywords: 988, house, all

Transcript Highlights:

• 11.880> the out other curriculum to bring into the out other curriculum to bring into the classroom
• that is then approved for by classroom that is then approved for by the<00:18:14.080> school<
• classroom, the town would need to reimburse the state for that space.
• Representative Daniels said that, in other words, if you had a 10,000-square-foot classroom and wanted
• to expand that to a 20,000-square-foot classroom, the town would need to reimburse the state for that

Keywords: 1191, senate, all

Transcript Highlights:

• The issue is that the school after the 10 days stops getting money for them being in the classroom.
• It's about 3 to 4 weeks of classroom time and the traditional schedule.
• time and the traditional of classroom time and the traditional schedule. schedule. schedule.
• I don’t think we realized fully at that time the impact on minutes in the classroom.
• uh in grading curriculum, classroom uh in grading curriculum, classroom management<01:33:58.480>

Keywords: 916, all

Transcript Highlights:

• yesterday for maintaining a superior grade point average, demonstrating leadership and knowledge in his classroom
• and knowledge demonstrating leadership, and knowledge in<00:20:13.920> his<00:20:14.040> classroom
• > and<00:20:14.960> going<00:20:15.400> beyond<00:20:16.120> the in his classroom
• , and going beyond the in his classroom, and going beyond the standard<00:20:16.600> requirements.

Bills: HB2241, HB1163, HB1514, HB1696, HB2021, SB2135, SB2466, SB2727, SB3082, SB3097, SB2861, SCR100, SB3096, SB99, SB2138, HB2289, HB2319, HB1711, HB2270, SB3138, SB3076, HB1642, HB2338, HB2171, HB1785, SB2881, HB2505, SB2552, HB1518, HB1815, SB3125, SB3234, SCR162, SB2614, SB3118, SB2053, SB2494, SB2851, SB3073, HB1678, HB1721, HB2475, HB2246, HB1667, HB1516, SB2532, SB3131, SB3154, HB2297, HB1737, SB2143, SB2398, SB2623, HB1740, HB1920, HB1682, SB2153, SB3140, HB2158, HB1718, HB2207, HB1801, SB3229, SB2338, SB3069, SB2600, HB2300, HB1800, HB1960, SB2999, SB2060, SB2866, SB2239, HB1741, HB1713, HB2023, HB2417, SB2877, SB2598, SB2921, SB2645, HB2547, HB2275, HB2452, HB2329, HB2339, HB1838, HB1509, HB1661, HB2271, HB2272, HB2344, HB1888, HB1707, SB2340, HB2474, HB1576, HB1853, HB1804, HB1854, HB2095, HB2050, HB472, SB3215, SB2247, SB2400, HB1618, HB1802, HB1969, HB1541, HB2310, HB2498, HB2443, HB2218, HB649, HB2104, HB1710, SB2802, HB1973, HB1974, HB1894, HB1891, HB1890, SB177, SB2101, SB3320, SB2487, HB2429, HB1870, HB1839, HB2583, HB1391, HB2094, SB2671, SB2673, SB2892, SB2057, SB3245, HB306, HB2592, SB3157, SB3204, SB3324, SB2580, SB2074, SB411, SB3025, SB2934, SB2567, SB2125, SB3238, SB2367, SB2599, SB3007, SB2001, SB2756, SB3029

Keywords: renewable energy, income tax credit, solar energy, wind energy, low-income households, energy policy, commercial drivers license, non-domiciled, federal regulations, commercial learner's permit, citizenship, lawful residency, Department of Transportation, workers' compensation, vocational rehabilitation, injury recovery, employment services, return to work, commercial driving, driver's license

Transcript Highlights:

• student would need to have in order to become a licensed teacher, to receive a license to go into our classroom
• other entity that we've created other than the adjunct teachers where anybody can just go in the classroom
• That we've created other than the adjunct teachers where anybody can just go in the classroom.
• We just want to fill up classrooms rather than give our students the best so that they can challenge

Keywords: 964, all

Transcript Highlights:

• one often encounter administrative delays that prevent qualified individuals from returning to the classroom
• This bill balances efficiency with accountability by enabling experienced educators to re-enter classrooms
• one often encounter administrative delays that prevent qualified individuals from returning to the classroom
• This bill balances efficiency with accountability by enabling experienced educators to re-enter classrooms

Summary: The committee heard and advanced several education-related measures. CS/SB 1062 on speech and debate, sponsored by Senator Brodeur, was amended with a delete-all and rewritten to create a Speech and Debate Hall of Fame, designate Florida Speech and Debate Week, authorize a teacher endorsement and FLVS institute, direct statewide coursework and credentials, and require annual district reporting. Supporters, including parents, the Florida Debate Initiative, and school representatives, praised the bill’s funding and statewide expansion of debate opportunities. The committee adopted the amendment and reported the bill favorably. The committee also heard and reported favorably SB 1718 on educator preparation and certification, which aims to reduce administrative delays for initial certification and reinstatement while maintaining standards; an Orange County school administrator suggested adding language to allow educators to bank professional learning hours. SB 1646 on educational facilities was presented as revising the funding formula and priorities for school capital projects, with added attention to safety, maintenance, and planning, and it was reported favorably. CS/SB 564 on student volunteers at polling locations was amended to clarify that pre-registered or registered high school students may volunteer at polling places and count the hours toward graduation or postsecondary financial aid; election officials and civic groups supported the bill, and it was reported favorably. SB 1340 on coordinated screening and progress monitoring was also reported favorably. It requires school districts to screen students for characteristics of dyslexia and dyscalculia, place identified students on support plans, and use evidence-based interventions, with the sponsor emphasizing early identification and intervention. The committee then recommended confirmation of Laila Collins to the State Board of Education, and the meeting concluded after a birthday recognition and adjournment.

Transcript Highlights:

• definitely a game changer for design professionals and us, providing some space to create adequate classrooms
• Public Schools have potentially benefited the whole state with the increase in special education classrooms
• from 150 square feet to 800 square feet, and the larger CTE classrooms from 650 square feet to 800 square

Transcript Highlights:

• Now, that works for classrooms.
• Now, that works<01:03:43.800> for<01:03:43.920> classrooms.
• See, you can add works for classrooms.
• . classrooms. classrooms.
• <01:09:09.440> Um, guardrails on classroom sizes. Um, guardrails on classroom sizes.

Keywords: Meeting Start 00:00:00 Budget Process 00:02:28 Allotment Process 00:10:30 School Facilities Construction Commission 00:29:10 Role of KDE in School Facilities Funding 00:47:00 Kentucky School Boards Association 01:13:25 Elementary and Secondary School Construction 01:20:40 Perkins V Funding 01:35:32, 958, all

Transcript Highlights:

• <00:22:03.240> And teachers to use in the classroom.
• And teachers to use in the classroom.
• be<00:22:09.680> better<00:22:09.880> in<00:22:09.960> the<00:22:10.040> classroom
• ,<00:22:10.440> but<00:22:10.680> to<00:22:10.800> for be better in the classroom
• , but to for be better in the classroom, but to for them<00:22:11.080> to<00:22:11.200> help

Keywords: 924, joint, all

Transcript Highlights:

• This is going to help preserve because they're seeing in their classrooms in frontline battles, right
• belief in this, and they understand why their belief is going to help preserve what they see in classrooms
• <00:52:40.240> in<00:52:40.480> frontline in their classrooms in frontline in their
• classrooms in frontline battles,<00:52:41.680> right?
• <00:52:57.359> is preserve what they see in classrooms is preserve what they see in classrooms

Bills: HB541

Keywords: PFAS, drinking water, public health, environmental management, liability, 923, senate, all

Transcript Highlights:

• You need them in the classroom every day.
• <00:13:08.160> them<00:13:08.480> in<00:13:08.720> the<00:13:08.959> classroom
• <00:13:09.360> every You need them in the classroom every You need them in the classroom every
• 29:55.200> the uh that they bring back to either the uh that they bring back to either the classroom
• or to the community, uh we're classroom or to the community, uh we're also<00:29:58.559> able

Keywords: Finance - Room 216, 2 February, 2026; 3:00 PM, 925, all

Summary: The committee first heard a bill concerning tax increment financing (TIFs). The sponsor explained that the measure would not change the existing financing structure, but would add an optional arrangement cities could negotiate with developers: a revenue bond guaranteed by taxes generated from the development. The goal was to let developers guarantee the bond and access funds sooner on the front end of a project rather than waiting to see whether tax revenues meet projections. After no questions, the committee adopted a motion that the title was sufficient and reported the bill out do pass as a committee substitute. The next bill, Senate Bill 2873, came from the Department of Revenue and dealt with enforcement of the state’s vape registry law. The sponsor said the bill fills a gap left by prior legislation by creating a statutory forfeiture process for seized products valued at $20,000 or less, including notice, a right to contest, and rules for disposition of forfeited property. The committee then moved the bill title sufficient and do pass, and it was reported out. Senate Bill 2894 addressed local improvement projects funded in 2021 through 2024 that had not been executed or had unspent money remaining. The bill would require return of certain funds after a memorandum of understanding was not signed or after three years with unspent balances, require remittance of unspent interest, allow withholding of some city diversion or state aid road funds for noncompliance, and require periodic status reports to the Legislative Budget Office. The sponsor also offered an amendment giving entities 60 days from the bill’s effective date to request a one-time six-month extension; the amendment and the bill both received favorable votes and were reported out. Senate Bill 2910 would require employers in the PERS system to settle the books if a unit of government or other employer terminates participation. Senate Bill 2911 proposed a new return-to-work option for PERS retirees, shortening the separation period from 90 days to 30 days and allowing certain retirees to return to public employment at up to 80% of the stated salary, with employer-paid retirement contributions and possible health insurance support. The sponsor said the bill would exclude elected officials, K-12 superintendents, and IHL/community college administrators, and he discussed the bill’s expected effect on PERS funding with questions from members about actuarial impact and whether the proposal would affect existing retirement rules. Both bills were discussed but the transcript excerpt does not show final committee action on Senate Bill 2911.

Transcript Highlights:

• You know, we have these communications that used to be in the hall or in the classroom about homework
• You know, we have these communications that used to be in the hall or in the classroom about homework
• You know, we have these communications that used to be in the hall or in the classroom about homework
• You know, we have these communications that used to be in the hall or in the classroom about homework
• You know, we have these communications that used to be in the hall or in the classroom about homework

Keywords: Roll Call – 00:11 Discussion on SB 181 – 01:05 Vote on SB 181 – 24:16 Discussion on HB 242 – 31:00 Vote on HB 242 – 32:14 Discussion on HB 164 – 33:26 Vote on HB 164 – 39:55, 958, all

Summary: The Senate Standing Committee on Families and Children heard Senate Bill 181, which would require school districts to use only traceable forms of communication for staff, coaches, and volunteers when contacting students, require reporting of known private direct communication, notify parents, protect minors’ anonymity in EPSB investigations, and extend the investigation period for sexual misconduct cases to 120 days. Senator Lindsay Tichenor said the bill is meant to restore safeguards for children and families and address inappropriate private communications between school personnel and students. The committee also heard testimony from Stacy and Brad Brisco, who described allegations that an Anderson County guidance counselor had communicated privately with their daughter, encouraged her to pursue emancipation and CPS involvement, and used school channels to facilitate contact; they said the resulting abuse report was unsubstantiated and that the school system and EPSB had not acted promptly. Ashley Nation also testified in support as a survivor of educator sexual abuse, arguing that traceable communication policies are needed to prevent grooming and misconduct and that the bill does not stop communication, only makes it transparent and accountable. Members asked questions about what counts as traceable communication and whether schools already have policies. Tichenor said traceable communication could include paper notes, email, and apps such as ClassDojo or Google Classroom, and said the bill requires a trail parents can access. She also said some districts have ethical standards but they are not consistently followed, and that state-level action is needed. Senator Denine suggested the bill should allow districts more flexibility to choose among trackable platforms, noting that some systems already use tools like Dojo and Remind; Tichenor said a floor amendment would address that concern. Senators Williams, Meredith, Mills, Wise, and others voiced support, emphasizing child safety and the need for timely EPSB action. The committee then voted 9-0 to pass SB 181 with a favorable recommendation to the Senate floor. Afterward, the committee took up House Bill 242, sponsored by Representative Samara Heavrin, which would increase transparency in the child welfare system by making Kentucky child welfare data available to researchers while preserving privacy protections. With no questions, the committee approved HB 242 as well, also by a favorable vote, and members briefly noted support for the bill and the need for better data to inform child welfare policy.

Transcript Highlights:

• work that we put forward around policy and finance to ensure that the dollars are getting to the classroom
• where they need them most. >> Well, to that point, you have a plan to get more dollars into the classrooms
• 00:20:17.520> dollars<00:20:17.920> into<00:20:18.080> the<00:20:18.160> classrooms
• <00:20:18.720> and get more dollars into the classrooms and get more dollars into the classrooms
• That difference can be an additional teacher or two in the classroom depending on the population.

Keywords: 1187, senate, all

Transcript Highlights:

• And, you know, this is all an extension of our classroom. And that's not really what it's about.
• And, you know, this is all an extension of our classroom. And that's not really what it's about.
• They are an extension of a classroom.
• They teach these lifelong skills that are probably more important than the classroom.
• As an extension of the classroom, you don't necessarily get them in a social studies or a math class,

Keywords: 994, senate, all

Summary: The committee met, approved the prior minutes, and removed House Bill 5537 from the agenda. It then took up three House bills. House Bill 4002, creating the West Virginia Collaboratory at Marshall University to connect higher education research with state and local government, was explained by counsel and advanced to the full Senate with a do pass recommendation after brief supportive discussion. House Bill 4573, requiring the Department of Human Services to share information with the Department of Education and county boards about post-secondary transition programs for students with foster care experience, was also reported to the full Senate with a do pass recommendation. The most extensive discussion centered on House Bill 4425, which would repeal the current code section allowing students one transfer during their four years of secondary school while retaining athletic eligibility. Counsel explained that the repeal would return transfer eligibility decisions to the West Virginia Secondary School Activities Commission (SSAC). Several athletic directors, principals, and coaches testified in support of repeal, arguing the current rule has led to recruiting, instability, competitive imbalance, and harm to school communities and team culture. They cited examples of transfers affecting rosters, community support, and competitive balance, and said the rule has created a “free agency” atmosphere in high school sports. SSAC director Wayne Ryan testified that the legislature’s current code has limited the association’s ability to address the issue, and said the SSAC wants the rule repealed so it can adopt an emergency rule and then work with its membership to craft a better system. He said bona fide residential moves remain eligible and described the waiver process for hardship cases. After discussion from senators on both sides about school choice, fairness, and the need for a better long-term solution, the committee voted to report House Bill 4425 to the full Senate with a do pass recommendation, then adjourned.