Transcript Highlights:

• This is a teacher teaching, I believe it was 8th grade social studies.
• So that means the teachers have got to give a little bit more.
• trying to rehab to a degree and get them prepared to go back or to prepare to graduate.
• from the California Federation of Teachers.
• from the California Federation of Teachers.

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals for universal school meals, the Expanded Learning Opportunities Program (ELOP), and community schools. On universal meals, the Department of Education supported continued funding for the Universal School Meals Program and a fourth round of Kitchen Infrastructure and Training Grants, citing meal-count growth, improved meal service, and the need to offset federal uncertainty, inflation, and reduced direct certification tied to immigration-related policy changes. The LAO recommended rejecting another kitchen grant round, arguing prior rounds are still being spent and the state has not clearly defined unmet need. Members also raised concerns about the state’s ability to backfill federal meal funding and about how federal requirements affect programs like Summer EBT/SUN Bucks. Public commenters largely supported school meals and kitchen investments, with some urging support for plant-based milk options and continued infrastructure funding. For ELOP, the Department of Finance proposed $4.7 billion ongoing Proposition 98 funding, including $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended going further and fully fixing the Tier 2 rate, saying rate uncertainty complicates district planning. CDE supported the proposal and said the program has improved attendance and academic outcomes, while noting new CalPADS reporting will provide more data soon. Senators discussed whether ELOP should remain a standalone program or be folded into LCFF, and whether the state should require stronger outcome reporting. Public testimony generally backed stabilizing Tier 2 funding, but some speakers urged more support for older youth and more timely, user-friendly reporting. On community schools, the administration proposed $1 billion ongoing Proposition 98 funding to expand the model to thousands more schools and to support existing grantees, along with stronger technical assistance, statewide alignment, and an accreditation/self-certification framework. The LAO recommended continuing the current one-time grant approach instead of creating a new ongoing categorical program, warning about reduced flexibility, administrative burden, and the state’s capacity to support a much larger cohort. CDE supported the ongoing investment but asked for additional county office and technical assistance funding. Senators and public commenters were broadly supportive of community schools, emphasizing improved attendance, graduation, and student engagement, while also debating accountability, accreditation, and whether non-classroom-based charter schools should be eligible. Public testimony strongly favored ongoing funding and highlighted community schools’ role in mental health, family engagement, and wraparound supports.

Transcript Highlights:

• Us better prepare and frame our questions.
• Candidates will be paid during the school year that the teacher the student teacher is teaching.
• , we need to reduce the financial... obstacles to becoming teachers, and we need to pay teachers more
• preparation through the Golden State Teacher Grant Program as well as the incentivizing our teachers
• They would be a student teacher in their preparation program working at an LEA, but not an employee.

Keywords: 988, house, all

Transcript Highlights:

• And I would say we're very excited here in the state for teachers, right?
• very little cost to... ...provide additional teachers and to do so with very little cost to the teacher
• During your presentation, one of the slides, I think it's talking about grow your own teacher, the teacher
• And so they had teacher-approved preparation programs that were recognized by the Division of Public
• How are we going to pay for the teacher?

Committee: Senate Appropriations Committee on Higher Education

Summary: The Appropriations Committee on Higher Education received an overview of Florida’s career and technical education (CTE) system from Chancellor Kevin O’Farrell, who described the state’s CTE pathways, program types, enrollment and completion growth, quality audit metrics, and the Master Credentials List used to identify credentials of value. He highlighted record postsecondary CTE enrollment and completions, strong statewide performance in talent attraction, and several funding tools supporting expansion, including Open Door, the Florida First Responder Scholarship, Workforce Development Capitalization grants, Perkins funding, CAPE performance incentives, and apprenticeship grants. Senators asked about eligibility for Open Door and first responder aid, top industry certifications, and the teacher apprenticeship initiative. A panel of college and technical school leaders then described how state and federal funding has supported local program growth and facility expansion. Santa Fe College, Palm Beach State College, North Florida Technical College, Lake Technical College, Florida Gateway College, and Manatee Technical College each cited increases in enrollment, high placement or licensure pass rates, and new or expanded programs in nursing, welding, CDL, automotive, manufacturing, public safety, and apprenticeship. Several speakers emphasized partnerships with hospitals, employers, school districts, and local governments, and noted that grants helped fund equipment, renovations, and new training hubs. Palm Beach State also raised a request to broaden line funding beyond nursing to other health science fields, and multiple presenters asked for more flexibility, multi-year support, and continued or increased funding to sustain growth. Members discussed broader challenges, including the difficulty of sustaining grant-funded growth after initial awards, the lag between enrollment growth and funding formulas, and alignment problems for dual enrollment and technical programs with high school schedules. Senators also noted the need to balance support for high-demand core programs like nursing and welding with the ability to respond quickly to emerging industries such as AI and space. The meeting ended with no formal action beyond adjournment after Senator Davis moved to adjourn.

Transcript Highlights:

• It requires teacher preparation programs to upgrade the level. of math required for individuals entering
• or graduating from those teacher preparation programs.
• , but also will be Working with the higher education and the teacher preparation programs towards what
• The state occurs, and so before that, each individual teacher—and I, as I've worked with teachers at
• It occurs at the teacher, individual classroom level.

Transcript Highlights:

• Residency programs for teachers, which we know have been proven to be effective at growing teachers and
• maintaining teachers.
• teacher workforce shortages.
• Increased one-time investments for the Golden State Teacher Grant help address teacher workforce shortages
• Michelle Worshaw on behalf of the California Teachers Association.

Summary: The Assembly Budget Committee met to consider the 2026 Budget Act, which leaders said was the negotiated compromise with the Senate and was expected to move to the floor that evening. Opening remarks emphasized that the plan balances the budget over two years, reduces the structural deficit, and builds reserves, while also protecting core services in the face of federal cuts. Jason Sisney outlined the legislative budget framework and the likely floor bills, including AB 109, SB 110, SB 122, and SB 125. Department of Finance representative Eric Khali said the administration appreciated the two-year balanced approach and supported the modification in SB 122, while noting the package uses additional revenues and new spending to soften or reject some proposed cuts. Most of the discussion focused on major spending areas. Members and subcommittee chairs highlighted protections and additions for health care and human services, including rejecting the proposed Medi-Cal asset limit change, delaying premium increases, restoring clinic and dental funding, supporting distressed hospitals and county indigent care, and expanding county eligibility staffing to handle H.R. 1-related workload. Education members described record or expanded support for TK-12 schools, child care, special education, community colleges, teacher recruitment, and higher education, including a change to extend Cal Grant eligibility to age 30 for some community college students. Housing and homelessness funding was increased for HAP, multifamily housing, and the low-income housing tax credit, while public safety members pointed to investments in victims’ services, restorative justice, and prison closure savings. Several members also raised concerns or priorities tied to the budget deal. Some praised the package as a moral document that protects vulnerable Californians, immigrant communities, LGBTQ residents, seniors, and people with disabilities. Others noted unresolved issues, including the MCO tax’s impact on districts, the need for more support for local journalism, arts, biotech R&D incentives, transit and GGRF-related concerns, and the need for continued work on Prop. 98 and long-term fiscal resilience. The vice chair cautioned that despite the current progress, the state remains vulnerable to revenue volatility and warned that the budget should build more resilience against a possible downturn. No formal vote was taken in the portion provided, but the committee was preparing the budget package for floor action and final negotiations.

Transcript Highlights:

• </c> redesign our teacher education program. redesign our teacher education program.
• ,</c> engineers, 50% of all black teachers, engineers, 50% of all black teachers, 70%<00:27:24.480><c
• </c> to do is to truly train these teachers to do is to truly train these teachers to<00:31:38.480><c
• </c> added uh bachelor of science in teacher added uh bachelor of science in teacher education.<00:48
• Uh we for that teachered program.

Keywords: This meeting is taking place on location at the Kentucky State University Cooperative Extension Building Room 238 using on site equipment., 958, all

Summary: The interim Commission on Race and Access to Opportunity met at Kentucky State University and heard a presentation from President Kofi Aapo and Vice President Michael Dorsy on the university’s role as an HBCU and its current priorities. They emphasized Kentucky State’s impact on Black student outcomes nationally, its focus on workforce development, civic leadership, innovation, and economic mobility, and its efforts to grow enrollment, expand dual-credit partnerships, and launch a prison education program. They also described House Bill 250’s role in prompting program review and the creation or expansion of market-aligned offerings, including manufacturing engineering, agricultural engineering, biological and agricultural engineering, social work, criminal justice, and expanded online programs through “Thoroughbred Global.” A major topic was Kentucky State’s move toward STEM and applied programs. President Aapo said the university is diversifying beyond liberal arts to meet workforce demand and cited plans for a PhD in agroecology, which he said would help farmers adapt to climate conditions and would be federally funded. He also discussed the nursing program as the fastest-growing on campus, partnerships with health systems that pay tuition and guarantee jobs, and the need for a new nursing facility. He said the current nursing space is inadequate and that a new building could double or triple enrollment in the program. He also described a mobile health initiative intended to bring preventive care and health education to underserved areas of the state. Members asked questions about the nursing building, STEM strategy, teacher preparation, dual credit, prison education, and student readiness. Senator Bledsoe asked about the shift toward STEM, and Aapo said the strategy is based on student demand and data from House Bill 250. Senator Berg requested a list of dual-credit partners and encouraged long-term tracking of prison education participants to study outcomes such as recidivism; Aapo said the university has not yet begun that research but intends to. Senator Tidner asked about remedial needs, and Aapo said KSU found more than 100 students with zero GPAs when he arrived and is using co-requisite support and tutoring to address English and math deficiencies. Representative Brown and others highlighted the historical and ongoing value of HBCUs, and no votes or formal actions were taken during the meeting.

Transcript Highlights:

• The third point is that the teachers that teach for Florida Virtual School are school teachers.
• They're Florida employees of the state, just like our regular teachers, and have access to Florida retirement
• Karen Missoula, representing the Florida Parent Teacher Association, waves in support.
• On the preparation side, this bill ensures certification requirements reflect how school counselors are
• On the preparation side, this bill ensures certification requirements reflect how school counselors are

Committee: House Education & Employment Committee

Summary: The Education and Employment Committee heard and voted on several education-related bills. HB 129 on Florida Virtual School was presented as a cleanup bill responding to audit-related statutory updates; it would remove priority language, allow all Florida students and eligible overseas military dependents access, clarify teacher employment/retirement status, permit local schools to administer required exams, and authorize direct support organizations. The bill drew support from Seminole State College and Florida Virtual School and was reported favorably 15-0. HB 423 on student elopement, sponsored by Reps. Eskamani and Tramont, would require schools to establish safety teams and procedures to prevent and respond to elopement by students with autism or similar needs. Testimony from the Autism Society of Greater Orlando and a student advocate emphasized safety risks and the need for clear school protocols. Members spoke strongly in support, and the bill passed unanimously 16-0. CS for CS for HB 753 on school counselors removed two certification barriers, kept the master’s degree requirement, and aligned evaluations with Florida school counseling standards; school counselor groups and several members argued it would help address counselor shortages and workload issues. It also passed unanimously 16-0. The committee also approved CS for CS for HB 1253, which would let school-employed coaches use up to $15,000 per team per year of personal funds to support student-athletes with items like food, transportation, therapy, and rehabilitation, with an amendment requiring written parental consent. Several members raised concerns about liability, fairness, and guardrails, but the bill passed 17-0. PCS for CS for HB 833 on private school facilities would allow small private schools of 150 students or fewer to locate in commercial or mixed-use zoning without rezoning and to use certain existing buildings if fire and life-safety standards are met; members discussed traffic, school zones, and proximity to dispensaries, and it passed 15-0. PCS for CS for HB 1325 on the Linking Industry to Nursing Education Fund clarified matching contributions, allowed use of funds for expansion or modernization of existing space, and permitted two-year awards; it passed 16-0. Finally, CS for HB 1437 on conversion charter schools created dispute-resolution options over facility maintenance and, via amendment, allowed capital outlay funding if the charter assumes full maintenance responsibility; despite some opposition, it passed 13-3. The committee then adjourned.

Transcript Highlights:

• It takes a little bit to get teachers and teachers colleges at the level we want, and then it's, you
• And the idea of professional development, getting teachers up to the level, introducing into our teachers
• So it's just an idea of making sure that our teachers... ...accountability for that.
• Obviously, a junior high math teacher would be a little more training than a third grade teacher, so
• On this, and she's been a teacher for 20 years.

Committee: House Appropriations

Keywords: 908, all

Summary: The committee first heard Senate Bill 2271, which would formally place adult residential facilities in code and rebase their Medicaid reimbursement rates. Sponsor Chairman Ruby and HHS staff explained that these facilities, often serving people with dementia or acquired brain injury, are reimbursed at a much lower rate than skilled nursing care and help reduce bottlenecks in higher-level facilities. Members questioned how the program differs from basic care and nursing facility memory care, and the bill was referred to the HR section for deeper review before possible action on Monday. The committee then took up Senate Bill 2396, as amended, which would authorize an independent third-party performance audit of the Department of Commerce and the North Dakota Development Fund, with findings shared with the state auditor. Sponsors said the proposal was prompted by concerns raised in testimony and that a private audit could begin faster than a state audit. The committee adopted an amendment adding an emergency clause and directing the report to the Legislative Audit and Fiscal Review Committee, then passed the bill 20-0 with 3 absent. Next, Representative Clemine presented Senate Bills 2226, 2036, and 2037. SB 2226 would presume an incarcerated person indigent at initial appearance so counsel can be provided at that critical stage; the commission said the appropriation would fund contract attorney hours, and the bill was sent to HR for further review. SB 2036 would create procedures for determining juvenile fitness to proceed in delinquency cases, with a $500,000 appropriation for mental health evaluations, and SB 2037 would begin a juvenile criminal code framework and include a $300,000 appropriation for fitness-to-proceed evaluations; both were also referred to HR, with some concern raised about staffing and overlapping functions. After a short break, the committee heard education-related appropriations bills. SB 2234 would replace expired ESSER funding for Choice Ready grants, but members noted the program was not included in the K-12 budget and sent it to E&E for comparison with existing appropriations. SB 2286, a University of North Dakota request for a new nursing school facility, drew extensive discussion about the age and condition of the current building and the size and scope of the project; the committee ultimately adopted a do-not-pass motion 22-0. SB 2213, the “science of mathematics” bill modeled on the science of reading initiative, would fund math professional development and implementation; it was also referred to E&E for further review. The committee then briefly passed the Racing Commission budget, SB 2023, and began discussion of the Trust Lands budget, SB 2013, including a proposed retention increase for investment-related positions.

Transcript Highlights:

• So why would you teach a class to prepare students to go make 300% what you're making?
• Massachusetts Teachers Association.
• Teachers Association.
• of the Boston Teachers Union.
• I love preparing the next generation of teachers, but I also do not want to continue sacrificing my family's

Committee: Joint Joint Committee on Ways and Means

Keywords: 1212, all

Transcript Highlights:

• </c><01:09:51.600><c> eligible</c> helping local producers prepare eligible helping local producers prepare
• </c> of both district and national teachers of both district and national teachers of<01:20:04.800><c
• </c><01:20:33.360><c> of</c> on and compete for national teacher of on and compete for national teacher
• We don't have enough teachers.
• Yes, sir. teachers in doing best practices is when teachers in doing best practices is when you<01:37

Keywords: 958, all

Summary: The task force met with a quorum, approved the minutes from the August 20 meeting, and then heard testimony from Representative Steven Doan on House Bill 439, a school nutrition bill aimed at restricting certain ultra-processed foods in schools. Doan said the bill was inspired by his own health journey and his work in agriculture, and he described the measure as targeting specific chemical additives in foods served during the school day, not concession sales or after-hours activities. He said the bill would phase in later to give schools time to adjust and noted that the list of restricted additives was drawn from efforts in other states and advocacy groups. Members asked about the chemical abstract numbers, fiscal impact, summer meal programs, fundraisers, and whether the bill would affect parent-provided items; Doan said he had not done a fiscal note and explained that the bill was intended to apply only during instructional time on school property. Committee members generally reacted favorably, with some raising practical concerns about cost and implementation. One member asked about high fructose corn syrup, which Doan said was not included because it is too pervasive in the food system. Another member noted that schools already limit some homemade items and asked about the line between school-provided and parent-provided food. Doan also said the list was based in part on Turning Point USA materials and similar laws in other states, and he referenced federal efforts to define ultra-processed foods. The committee then heard from Kentucky Department of Education officials Matt Ross, Lauren Moore, and Katie Embry on school meals and nutrition programs. They outlined Kentucky’s school lunch, breakfast, summer meals, and other USDA child nutrition programs, including participation and reimbursement figures, and explained how community eligibility provision schools, meal patterns, offer-versus-serve, smart snacks, and local wellness policies work. They said USDA and FDA are currently seeking public input on a uniform definition of ultra-processed foods, that there are no current USDA requirements specifically on ultra-processed foods, and that schools already operate under federal and state rules governing competitive foods, including a state time restriction on smart snacks. They also discussed local purchasing, noting its benefits but also the procurement and staffing challenges schools face. No votes or final actions on the bill were taken in the portion provided.

Transcript Highlights:

• So if we asked teachers, not special education teachers, but just elementary school teachers or secondary
• So if we asked teachers, not special education teachers, but just elementary school teachers or secondary
• Of those teachers, there was 112 K-12 sped teacher, 115.
• prepping for their class, they are preparing, should be preparing lessons, preparing individualized lessons
• But since they've already been a teacher, Just for new teachers, but since they've already been a teacher

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• </c><00:09:45.120><c> thoughtful</c> My team has prepared thoughtful My team has prepared thoughtful
• studying to be a teacher.
• </c> to be a teched teacher. to be a teched teacher.
• [applause] ask them who their favorite teacher was. ask them who their favorite teacher was.
• </c> Act 73 is not an attack on teachers. Act 73 is not an attack on teachers.

Keywords: 927, senate, all

Transcript Highlights:

• The Office will prepare more energy.
• The clerk will prepare the machine. Is every member voting?
• The clerk will prepare the machine. Clerk, prepare the machine. Is every member voting?
• The clerk will prepare the machine.
• The clerk will prepare the machine.

Keywords: 994, senate, all

Transcript Highlights:

• They are powerful opportunities that prepare our students for meaningful careers, lifelong learning,
• It includes teacher training, model car kits, new computer software, and other program expenses.
• These learning experiences prepare students for post-secondary education and careers.
• : aiding the teachers in the classroom with lessons, interacting with the children, and observing.
• I attribute a lot of that to my teachers, because I'm in Ms. Rowan here and Ms. Murphy upstairs.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education held an informational hearing at Quincy Public Schools focused on career and technical education (CTE). Committee members said the visit was intended to gather input for statewide CTE legislation, including efforts to expand awareness and access, improve middle school exposure, invest in equipment and facilities, and strengthen ties to workforce boards and labor pathways. Quincy officials described their CTE system as integrated with academics and highlighted support from district, city, and state partners. School leaders outlined Quincy’s CTE offerings, including 15 Chapter 74 programs at Quincy High School and four at North Quincy High School, with about 1,360 students enrolled. Presenters emphasized curriculum aligned to DESE frameworks, work-based learning, industry-recognized credentials, safety training, business electives, dual enrollment and articulation with Quincy College, and grant funding such as Skills Capital and Perkins. They also discussed support liaisons for nontraditional careers and military pathways, advisory committees, and plans to seek Chapter 74 approval for an engineering program at North Quincy, along with new computer science and business offerings. Testimony from MassHire South Shore described workforce partnerships, YouthWorks, job fairs, resume workshops, and the Credit for Life Fair, while the assistant superintendent explained Quincy’s MyCAP planning grant and efforts to build a student-driven college and career readiness system. Three students testified about their pathways in welding, early education and care, and healthcare technology, describing hands-on learning, certifications, clinical or co-op experiences, and future plans for college and careers. Committee members praised Quincy as a model for combining CTE with general education, and the meeting ended with a motion to adjourn and unanimous adjournment.

Transcript Highlights:

• Whereas Lorelai Chavez, a Native American Studies teacher...
• Whereas Lorelai is the first Native American Teacher of the Year.
• American to be recognized as a New Mexico Teacher of the Year.
• the Year and Teacher of the Year.
• Force**, creating the wildfire... ...Prepared Program, creating the **Wildfire Prepared Fund**, reconciling

Transcript Highlights:

• The Sergeant at Arms will prepare the chamber and bring in the absent members.
• I've come to know that even if we have months to prepare for the loss of someone we love, when that time
• comes, deep in our hearts, we know there is no preparing for what we never wanted to come to pass.
• , their Head Start teacher, Thank you, Mr.
• , their head star teacher, Kids will run out and see their teacher, their Head Start teacher, and just

Summary: The Assembly met with a quorum present after a roll call and prayer, then proceeded through routine journal, procedural, and guest-introduction business. Members recognized several guests, including local district officials, Japanese business leaders, and students/interns, and the chamber also observed remarks about the Texas flooding tragedy during the prayer. The body then moved through the daily file, including second-reading items and concurrence votes on AB 390, which expands the slow-down/move-over law to stationary vehicles, and AB 1478, which allows retailers to absorb mattress recycling fees; both measures had Senate amendments concurred in by recorded vote. The Assembly adopted AJR 12, a bipartisan resolution recognizing Head Start Month and urging Congress and the President to protect and increase Head Start funding. Multiple members spoke in support, emphasizing the program’s role in early education, health, nutrition, and family support, especially in rural and low-income communities; the resolution received 70 ayes and no noes after 69 co-authors were added. The chamber also adopted ACR 96, designating a portion of Highway 101 in Humboldt County as the Patty Berg Memorial Highway, and SCR 50, which calls for state review of climate adaptation and maladaptation criteria to improve climate resilience planning; both measures passed without opposition. On the consent calendar, the Assembly added co-authors to ACR 81 and adopted the second-day consent calendar and remaining consent items, all by unanimous or near-unanimous votes. The body also approved a motion to return AB 529 from engrossing and enrolling to the Senate for further action. The session concluded with numerous adjournment-in-memory tributes, most notably for Rincon Tribal Council Chairman Bo Mazzetti and former legislative secretary George Steffes, followed by a moment of silence for each and adjournment until Monday, July 14 at 1 p.m.

Transcript Highlights:

• education teachers special education teachers<00:25:07.720><c> a</c><00:25:07.880><c> District</c><00
• </c> very informative I can see the teacher very informative I can see the teacher in<00:36:05.000><c
• ><c> shrug</c> special ed teachers just kind of shrug special ed teachers just kind of shrug their<00
• We're hearing the thousands of teachers, special ed teachers, that you're speaking on behalf of today
• has duties similar to a regular education teacher, including preparing lesson plans and teaching students

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• or CTE teachers.
• When we compared CTE teachers to non-CTE teachers, we found that on average, CTE teachers were paid $467
• When we compared CTE teachers to non-CTE teachers, we found that on average, CTE teachers were paid $467
• When we compared CTE teachers to non-CTE teachers, we found that on average, CT teachers were paid $467
• a CTE and non-CTE teacher.

Keywords: 989, all

Summary: The committee met by Zoom with Representative Redman joining remotely after his flight was canceled. Members approved the minutes, formally approved a Medicaid study, and voted to release a follow-up report on state oversight of children’s residential care for public discussion. OPE staff then presented the follow-up, explaining that the original report had identified major gaps in oversight, but that substantial progress had since been made through agency changes and House Bill 723, which codified several recommendations into law. The children’s residential care discussion focused on remaining gaps that still require legislative action: extending licensing authority to include treatment oversight, requiring public reporting of restraint and seclusion data, and creating a clearer process for investigating abuse by facility staff and placing substantiated abusers on the child protection registry. Department of Health and Welfare and licensing officials said they had already implemented many operational changes, including unannounced surveys, a new incident protocol, a public dashboard, and improved placement tracking. The ombudsman reported increased complaints, more site visits, and stronger collaboration with licensing, and said his office could potentially take on more oversight if given authority and staffing. Members discussed whether to keep the report open, but ultimately voted to close it while noting the legislature would need to act on the remaining issues. The committee then released a report on career technical education funding and teachers. OPE presented data showing 1,103 approved secondary CTE programs, 151,500 enrollments, and significant differences in access by region and district size, with larger and more urban districts offering more diverse programs. The report found that many LEAs struggle to recruit CTE teachers, especially in high-demand areas like health professions, public safety, engineering, and technology, and that the largest dedicated CTE funding stream cannot currently be used for base teacher salaries. Members discussed whether allowing that flexibility would simply shift shortages elsewhere, the competitiveness of CTE pay compared with industry, and policy options such as changing funding formulas, adjusting credential pathways, or targeting incentives to hard-to-fill fields. Department and board representatives were expected to respond further after the presentation.

Transcript Highlights:

• Unfortunately, many regular ed teachers and even some special education teachers are not familiar with
• DESE to amend their teacher licensure regulations as needed to make sure teachers know how to include
• go to get their teacher licensure, those teacher prep programs would know that they have to make sure
• This is for newly licensed teachers. This is for teachers who are getting their new license. Okay.
• will be adequately prepared.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with most testimony focused on two main topics: improving access to augmentative and alternative communication (AAC) for students with disabilities, and raising educator pay statewide. On the AAC bills (House 514/Senate 418), parents, advocates, and attorneys described how AAC devices and communication books help nonverbal or minimally verbal children communicate, participate in class, and reduce frustration and behavioral issues. Testimony emphasized that while districts are generally required to provide devices, many teachers and school staff lack training to use them effectively; the bill would direct DESE to update licensure and training requirements so newly licensed teachers are prepared to support AAC users. Committee members asked about current teacher-prep practices, implementation, and whether DESE could act without legislation, and witnesses said the proposal was intended as a long-term solution and had previously received some support and compromise language. The committee also heard extensive testimony on House 733/Senate 370, which would set a statewide minimum salary of $70,000 for teachers and $55,000 for education support professionals (ESPs/paras), with inflation adjustments and a phase-in structure that would shift costs over time from the state to municipalities. Supporters, including the bill sponsor, MTA leaders, and school employees from several districts, argued that current pay is not a living wage, contributes to staffing shortages and turnover, and forces many educators to work multiple jobs or rely on public assistance. They said the bill would help recruit and retain staff and better reflect the importance of the work. Committee members raised questions about how the state would fund the mandate, how it would interact with Chapter 70 school aid and local budgets, whether other states have similar mechanisms, and whether the proposal could create disincentives for districts already paying above the floor. Witnesses pointed to the Student Opportunity Act, the Fair Share Amendment, and the need for a broader school funding formula review as possible parts of the solution. The committee also briefly heard and discussed Senate Bill 435/House Bill 736, which would require de-escalation training for school bus operators, with the training paid for by employers. The sponsor and a parent advocate said the bill was prompted by a school bus incident involving a child with cerebral palsy and epilepsy and would improve safety and reduce reliance on law enforcement. Members asked whether the bill should also cover bus monitors and other transportation staff, and whether private contractors and public operators currently provide similar training. At the end of the hearing, the chairs closed testimony on the full list of bills and adjourned the hearing without taking any votes.

Transcript Highlights:

• </c> shelves and the prepared meals program. shelves and the prepared meals program.
• </c> have trained and experienced teachers have trained and experienced teachers and<00:53:56.720><c>
• 57:01.680><c> the</c><00:57:01.920><c> exact</c> teachers less would have the exact teachers less would
• <c> supported,</c> need teachers to feel supported, need teachers to feel supported, emotionally,<00:
• </c><01:00:47.760><c> in</c> support and supervision of teachers in support and supervision of teachers

Bills: HF2436

Committee: House Children and Families Finance and Policy

Keywords: child welfare, economic assistance, child care, grant program, video security cameras, 1183, house