Transcript Highlights:

• Instead, we’re going to teach that.
• So what’s already supposed to be in the civics standards or in the social science standards?
• We should be teaching young people how to navigate social media.
• And these are lifelong skills that we teach that last forever.
• For example, teaching them about...

Summary: The joint Senate and Assembly Education Committee hearing featured opening remarks from legislators welcoming students from the California Association of Student Councils and SABLE, with members emphasizing student voice and noting that several past student proposals had become law. The hearing then moved through multiple student panels presenting policy ideas, with members responding in a mix of support, technical questions, and cautions about cost, implementation, and tradeoffs in instructional time. The first panel proposed an annual civic engagement day for grades 7-12 to increase civic literacy and participation through flexible school-based activities. Members asked about costs, flexibility for sixth grade, voter registration, and how the proposal would fit within existing curriculum and standards. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added motioning rights and training on budgeting and LCAPs; members raised concerns about mandate costs, board size, and the scope of motioning authority. The third panel proposed middle school financial literacy instruction, potentially embedded in existing classes like math, with a 10-year phase-in for teacher training and curriculum updates; members questioned whether the state should wait for the already-approved high school financial literacy course to be implemented first. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice materials in discipline processes; members discussed prior legislation, confidentiality in expulsion hearings, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12, but members expressed skepticism that brief classroom sessions could meaningfully address mental health needs and suggested wellness centers or student-led awareness efforts instead. The hearing then began panel six on AI implementation in classrooms, with students arguing that districts need clearer guidance on AI use and that education must adapt rather than ignore the technology.

Transcript Highlights:

• You're teaching history, this law? No. You're teaching history, right?
• </c> be teaching that you want to teach be teaching that you want to teach current<01:22:19.440><c> context
• </c> teacher free to teach that? teacher free to teach that?
• So um teaching teaching white privilege.
• </c> operating this way as as a standard up? operating this way as as a standard up?

Keywords: 928, house, all

Summary: The committee heard testimony on Senate Bill 34, which would require parental consent for each new service provided to a student through the Medicaid to Schools program and require reports to legislative policy committees. Senator Ruth Ward said the bill was intended to increase transparency, protect parental involvement, and ensure continuity of care, especially for students with disabilities. She also noted a proposed amendment she received shortly before the hearing that would change the bill’s focus from a “new service” to a “new care plan.” Representatives from the New Hampshire Primary Care Association and Amoscake Health testified that they opposed the bill as written but would support it with the amendment. They explained that tying consent to individual diagnosis codes or services could be burdensome, could delay care, and could create compliance problems if a diagnosis changes during a visit. They said the amendment would better align consent with the overall care plan and avoid interrupting treatment mid-appointment. Committee members raised questions about how the bill would interact with IEPs, individualized health plans, homebound services, telehealth, billing, and whether the amendment would still require parental involvement after a care plan changes. The deputy Medicaid director from the Department of Health and Human Services testified that the amendment was more operationally feasible because Medicaid billing involves many ICD-10 codes that can change or overlap, and consent should be tied to the care plan rather than to each code. He said the current law already requires parental consent for participation in the Medicaid to Schools program and annual consent for billing, but the bill would make explicit consent for care-plan changes. No vote was taken during the portion of the hearing provided, and the committee appeared to continue discussion with DHHS after the testimony.

Transcript Highlights:

• Hawaii teacher Standards Board and I'm Hawaii teacher Standards Board and I'm here<00:29:52.440><c> on
• </c> goal is of the white teacher Standards goal is of the white teacher Standards Board<00:40:20.920
• </c> high schools who don't have a teaching high schools who don't have a teaching as<00:40:26.319><c
• As Hawaii Teacher Standards Board mentioned, we are looking at teaching as a profession and learning
• standard for state authorizers.

Keywords: 910, house, all

Transcript Highlights:

• So if we teach AI in schools and we teach students how to use it as a tool, then we'll dissuade them
• AI is very good at teaching students how to code.
• So we might as well go ahead and teach kids how to use it.
• It's the Center for Teaching in Excellence, but we have a lot of AI teaching trainings for professors
• The Woodson Center teaches about lesser-known African Americans.

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• To my knowledge is the only CSU in this state that has an online teaching credential program.
• And so when I got the news of that, I immediately started teaching online.
• I started teaching through Facebook and creating my own means to do that.
• I started teaching through Facebook and creating my own means to do that.
• And the thing is, it teaches physics. I mean, we can do all the arts and science. They're one.

Keywords: 988, house, all

Transcript Highlights:

• We enjoy being out, not only teaching to our students, but not teaching to our elderly and to our constituency
• I teach at the LSU Lab School. I teach AP government and business management. Mr. D'rato.
• They started to teach it less and less.
• teaching it.
• All of this is standards-aligned.

Summary: The Louisiana Commission on Civic Education met with a quorum, approved the minutes from its prior meeting, and unanimously approved the 2026–27 membership slate for the Legislative Youth Advisory Council after hearing that more than 300 students applied. The commission also approved LIAC’s budget and mileage reimbursement guidelines, which were updated to reflect the IRS rate increase. Members thanked the Legislature for continuing to fund LIAC after earlier years of sponsor-based support. The meeting featured several civic education presentations tied to the nation’s 250th anniversary. Brandon Burris of the Lieutenant Governor’s office described state parks, museums, library backpack programs, Keep Louisiana Beautiful, and Homework Louisiana as civic and educational resources. Liam Julian of the Sandra Day O’Connor Institute discussed national trends in civics education, teacher discomfort with controversial topics, and the institute’s teacher training, student camps, debate programs, and civics app. Louisiana Public Broadcasting’s Katie Stark and Nancy Torren presented America 250-related materials, including a PBS Kids feature on a Louisiana child and a PBS Learning Media series on Bernardo de Gálvez and Spanish Louisiana, along with teacher training events. LIAC members John Parker and Brandon Routon reported on their work over the year, including school safety efforts, digital service-hour tracking, AP self-study access, minor work permits, AI-generated harassment of minors, and school advisory councils. The Louisiana Center for Law and Civic Education reported on Law Day and Constitution Day programming reaching thousands of students, its summer institute, student and teacher awards, and a proclamation marking the 250th anniversary of the American Revolution. Barry Irwin also reported that legislation to clean up the commission’s membership and quorum provisions had passed the House and been heard in Senate Education. The commission adjourned after thanking staff for managing the meeting during severe weather.

Transcript Highlights:

• That's actually very similar to the way that the state curriculum standards work. I used to teach.
• And the state standards are kind of like that: the state standards are you have to teach about...
• And the state standards are kind of like that.
• The state standards are you have to teach about World War II, but you could choose how you teach about
• You've got to teach about this. You've got to teach about this. And you've got to teach about this.

Summary: The committee heard and advanced several education-related bills. HB 2395 would create a voluntary Arizona School Fitness Program in ADE to recognize schools that participate in nationally recognized fitness testing, allow schools to note the designation on report cards, and direct ADE to issue guidelines and best practices. Supporters argued it would encourage student activity and improve health and achievement without penalties; it passed with a due pass recommendation on a 6-0 vote, with two members not voting. HB 2409, the Getting Arizona Ready for AI Act, would create an Arizona Artificial Intelligence Program in ADE to offer voluntary summer AI courses around the state, including digital hygiene/civic integrity and small-business/entrepreneurship components, with optional facility use and possible academic credit. The sponsor said the bill was meant to prepare students for AI-driven job disruption while keeping the program voluntary and low-cost. It passed 4-2 with one not voting. HB 2203 would require ADE to review school and agency reporting requirements, identify duplicative or obsolete reports, and recommend consolidation or repeal; a technical amendment was adopted and the bill passed unanimously by those voting. HB 2008 would bar school libraries from using public funds to pay professional associations for libraries and librarians; opponents called it unnecessary and constitutionally problematic, while supporters framed it as limiting public spending. It passed 4-2 with one not voting. The committee also heard HB 2075, which would require school districts to submit superintendent and CFO contracts to ADE, post them online, and maintain a searchable database and annual compensation report. Supporters said it would improve transparency and prevent excessive or hidden compensation, while opponents argued it unfairly targeted district schools and should, if anything, apply to all publicly funded schools. After extended debate over transparency and comparisons to charter schools and ESAs, the bill received a due pass recommendation on a 4-2 vote with one not voting.

Transcript Highlights:

• We also teach digital citizenship.
• We also teach digital citizenship. We We also teach digital citizenship.
• </c> library media specialists say they teach library media specialists say they teach digital<00:19:
• </c> media specialists report teaching media specialists report teaching technology<00:19:58.480><c>
• </c> industry standards, and peer libraries. industry standards, and peer libraries.

Keywords: 1187, senate, all

Transcript Highlights:

• It’s that we need to have a standard throughout the country.
• And I think that as the... ...standard throughout the country.
• One nation under God, that's what we teach our children.
• However, like implementing standards for teaching our youth about other health topics, ensuring information
• Starting care within three minutes is the gold standard.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• So if we teach AI in schools and we teach students how to use it as a tool, then we'll dissuade them
• AI is very good at teaching students how to code.
• So we might as well go ahead and teach kids how to use it.
• It's the Center for Teaching Excellence, but we have a lot of AI teaching trainings for professors and
• The Woodson Center teaches about lesser-known African Americans.

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• If we do a good job of teaching our K-12 and college...
• So if we teach AI in schools and we teach students how to use it as a tool, then we'll dissuade them
• AI is very good at teaching students how to code.
• So we might as well go ahead and teach kids how to use it.
• It's the Center for Teaching Excellence, but we have a lot of AI teaching trainings for professors and

Keywords: 1204, all

Transcript Highlights:

• It was up to us to teach them.
• We must teach them to take control of their future.
• This cueing method became the gold standard to teach reading.
• Standard. They could do it in one of these ways.
• And third, we're not telling teachers how to teach.

Keywords: 995, all

Summary: The House took up several procedural orders early in the session, including extending the reporting deadline for the Housing Committee on H.4655 and suspending Joint Rule 12 for a petition seeking to rescind prior Article 5 constitutional convention applications. It then advanced three Ways and Means bills on education-related topics: personal financial literacy education (H.4670), expanded access to the state seal of biliteracy (H.4671), and teacher preparation and student literacy (H.4672), each moving through amendment adoption and third reading or engrossment procedures. A major portion of the meeting focused on H.4670, which would require personal financial literacy instruction in middle and high school and establish a financial literacy trust fund for curriculum and teacher training. Members spoke in support, emphasizing budgeting, credit, student loans, and long-term financial planning, and the bill passed to be engrossed by a 154-0 roll call. H.4671, which broadens access to the seal of biliteracy for students in public and private schools, also drew support and passed to be engrossed 155-0. The most extensive debate centered on H.4672, a literacy bill requiring evidence-based reading instruction, DESE-approved curricula or approved local alternatives, screening and progress monitoring, professional development, and related implementation measures. Members described concerns about declining reading scores and argued for a shift away from three-cueing toward phonics-based, science-of-reading approaches. Several amendments were considered: a proposal to change intervention language from “significantly” to “at risk of falling behind” failed, while amendments adding funding language, stakeholder collaboration, and other implementation details were adopted. One amendment clarifying that pictures may be used as a supplement in literacy curricula was also adopted, and the bill ultimately passed to be engrossed 155-0. The House also observed moments of silence for former Judge Leslie Harris, former Representative Mark Carron, and former Representative Dennis Rosa, and adjourned to meet the next day at 11 a.m.

Transcript Highlights:

• And when I was teaching, citizenship grades existed.
• So our current end-of-year tests demonstrate how well teachers are teaching standards, but this bill
• how well students are learning the standards by providing the deep standard-based report that can inform
• Below the line, it'll show every standard that they have not.
• Teachers are teaching to the standards. This just simply tests to the standards.

Keywords: 985, all

Transcript Highlights:

• Marie Mullen would Teach for America. Geron.
• I am with Teach for America here in Greater Baton Rouge. She is.
• They can't get people to come and teach.
• They can't get people to come and teach.
• I'm teaching them to read. I was a product of Ms.

Keywords: 965, house, all

Transcript Highlights:

• </c><00:40:18.480><c> math</c> We decided we were going to teach math We decided we were going to teach
• </c> meeting the standards of that district. meeting the standards of that district.
• In this system, the state establishes minimum standards for public school approval and academic standards
• ><c> academic</c><00:59:37.119><c> standards</c> school approval and academic standards school approval
• </c><05:00:29.360><c> them</c><05:00:29.600><c> English</c> there to teach them English there to teach

Keywords: 1189, house, all

Transcript Highlights:

• And wait, you said $123,000 for everybody to become standardized?
• As a parent working a standard 40-hour week, 20 hours of support does not As a parent working a standard
• Marie Mullin with Teach for America. Geron.
• They can't get people to come and teach.
• I'm teaching them to read. I was a product of Ms.

Summary: The committee heard public testimony on several budget requests tied to health and human services. Louisiana Children’s Advocacy Centers asked for continued support and a supplemental appropriation of $1.173 million for infrastructure and standardization, explaining that the money would expand use of the Guardify digital evidence system, improve chain of custody, and reduce reliance on DVDs. Baton Rouge and statewide CAC leaders said prior funding helped eliminate a therapy wait list and speed services for abused children. Members asked detailed questions about the digital system, MDT coordination, and how the request related to SB 237, which would strengthen multidisciplinary review of child abuse cases. The Alzheimer’s Association sought $824,000 to sustain the dementia care specialist program, saying it helps families navigate services, keep loved ones at home longer, and reduce Medicaid costs. AARP and the Live at Home Coalition also testified for 750 additional Community Choice waiver slots at a state cost of $3.3 million, arguing that home- and community-based care is cheaper than nursing homes and that the current wait list is more than 11,000 people. Legislators discussed the size of the need, the state’s long-term care spending mix, and whether more support should go to family caregivers and community-based options. Testimony also focused on disability support services, substance use treatment, and developmental disability provider rates. A parent and direct support worker described the Children’s Choice waiver’s 20-hour cap and low pay, saying it makes it hard to retain caregivers and meet the needs of medically fragile children. Odyssey House and O’Brien House asked for higher Medicaid reimbursement rates under ASAM 4, warned that removal of room-and-board payments and weak Medicaid eligibility pathways are reducing access, and called for more oversight of sober living homes; members questioned outcomes data, length of stay, and links to homelessness. Finally, the Arc of Louisiana said the LDH rate study confirmed underfunding and supported a $53.6 million increase in state general funds, with local ARC leaders describing the services they provide and the need for higher direct support professional wages.

Transcript Highlights:

• </c><00:10:04.240><c> that</c> publish a set of minimum standards that publish a set of minimum standards
• . standards. standards. and<00:10:13.279><c> it</c><00:10:13.519><c> makes</c><00:10:13.839><c> two</
• I know we teach it in elementary, teach it in middle school, but if it's in a high school level, you
• </c> going to teach this in? going to teach this in?
• , teach it in know we teach in elementary, teach it in middle<00:12:56.240><c> school,</c><00:12:57.360

Keywords: 1136, house, all

Transcript Highlights:

• I also teach homeschool enrichment classes.
• I also teach. I teach homeschool support classes and I strongly oppose AB 84. Hi.
• It's to teach children.
• But number two is to teach kids to read.
• We teach the whole child.

Keywords: 988, house, all

Transcript Highlights:

• , so we don't want to not have safety standards.
• I'm just talking about a standard routine type of care.
• to that level, that standard of care for the lasers.
• To clarify that, all of the schools have to maintain certain standards, and those standards are written
• And again, all the schools teach to that already.

Keywords: 959, house, all

Transcript Highlights:

• Instead, we’re going to teach that.
• So what’s already supposed to be in the civics standards or in the social science standards?
• And these are lifelong skills that we teach that last forever.
• For example, teaching them about... ...in classes.
• For example, teaching them about how to manage your time.

Keywords: 987, senate, all

Summary: The joint Senate and Assembly Education Committees held their annual hearing with the California Association of Student Councils and SABLE, featuring student-led policy proposals. Opening remarks from legislators emphasized the importance of student voice and noted that student ideas have previously become law. Committee members also explained hearing procedures and framed the students as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for schools, with flexible activities by grade level to build civic literacy, discussion skills, and participation in voting and local government. Members asked about cost, flexibility for sixth grade, possible voter registration components, and how to measure effectiveness. The second panel proposed requiring at least one student board member in every unified and high school district, with added training and motioning rights. Legislators raised concerns about whether districts would need additional board seats, the fiscal impact of making the requirement statewide, and how to define student motioning authority. The third panel proposed expanding financial literacy into middle school, potentially by embedding it into existing classes such as math, with teacher training and curriculum updates over a 10-year timeline. Members questioned how the content would fit into existing courses and whether the state should wait for the new high school financial literacy course to be fully implemented before designing middle school instruction. The fourth panel proposed strengthening restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials and participate in discipline processes; Senator Cortese discussed prior legislation, confidentiality concerns, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12. Members, including a licensed therapist and other legislators, questioned whether brief classroom lessons could effectively address mental health needs, suggested wellness centers and student-led awareness efforts as alternatives, and expressed skepticism that the proposal would achieve its intended outcomes as a state mandate.