Transcript Highlights:

• We're going to need people who are able to teach the certificate programs, associate's degree, bachelor's
• So, um, and part of the problem is that we don't have any teachers to teach those programs to get those
• So, um, and part of the problem is that we don't have any teachers to teach those programs to get those
• <00:21:41.679> those have any teachers to teach those have any teachers to teach those programs
• To make sure you're teaching career and technical education, and we were able to come up with a language

Keywords: 1183, house

Transcript Highlights:

• She said she is teaching people to teach others so they will internalize it, and that they also meet
• She said she is teaching people to teach others so they will internalize it.
• She said she is teaching people to teach others so they will internalize it.
• She said she is teaching people to teach others so they will internalize it.
• She said she is teaching people to teach others so they will internalize it, and that is what she is

Bills: HF1392, HF2233, HF695, HF2228, HF1289

Keywords: consumer protection, restitution, attorney general, consumer enforcement, unclaimed funds, victim compensation, settlement funds, special revenue fund, general fund, restitution account, consumer fraud, state treasury, eligible consumers, distribution of funds, tax subtraction, income tax, refund, unpaid compensation, Minnesota Department of Revenue, consumer redress

Transcript Highlights:

• . >> Okay, the next one we have is our contract with Teaching Strategies.
• Teaching Strategies is the statewide assessment tool that we use in First Class Pre-K and P3 and in the
• Our first contract is going to be also with Teaching Strategies. Teaching Strategies.

Keywords: 924, joint, all

Transcript Highlights:

• with retirement options available to them as educators, including CalSTRS, which requires years of teaching
• For individuals that have elected to give back to their communities through teaching, AB 2417 provides
• For individuals that have elected to give back to their communities through teaching, AB 2417 provides
• The first: how do we teach the next generation of Californians to be more understanding, caring, and
• I teach at the University of Southern California.

Summary: The Assembly Appropriations Committee met on May 6, 2026, with a quorum present and began by approving a large consent calendar of bills on two unanimous-support motions. The committee then heard a series of individual bills, with authors and sponsors generally describing low or absorbable state costs and asking for aye votes. Topics included AI/digital safety education for students (AB 1792), hepatitis C treatment access (AB 1843), rent-now-pay-later consumer protections (AB 2350), retirement information for community college faculty (AB 2417), cannabis regulation changes including tribal commerce, drive-through sales, and beverage labeling (AB 2506, AB 2697, AB 2532), emergency equipment training for law enforcement volunteers (AB 1913), cannery law modernization (AB 2706), child care planning in local governments (AB 1914), EV charger permitting fees (AB 1820), election-record notice requirements (AB 1664), nursing home discharge notices (AB 2135), a San Diego energization-delay pilot (AB 2518), mental health training for school coaches (AB 1665), and education governance and oversight changes (AB 2117). Several bills were described as committee or sponsor measures with technical or clarifying changes, including AB 2780, AB 2615, AB 2121, and AB 2771. Testimony was largely supportive, often from sponsor groups, industry representatives, labor, or advocacy organizations. Notable support included TechNet for AB 1792, the California State Sheriffs’ Association for AB 1913, California Dairies and food manufacturers for AB 2706, the Low Income Investment Fund for AB 1914, EV and environmental groups for AB 1820, the Attorney General’s Office for AB 1664, long-term care ombudsman advocates for AB 2135, and the California State Association of Psychiatrists for the cannabis and mental-health-related bills. Some bills drew limited opposition or “opposed unless amended” positions, including AB 2350, AB 1820, and AB 2506, while AB 2697 and AB 2532 were presented as efforts to support the legal cannabis market and consumer safety. The committee also heard a presentation-only item, AB 2541, creating a lowrider specialty license plate, which drew enthusiastic bipartisan comments and co-author requests from members. Most bills were reported out with due pass recommendations, many on roll call and several with specific members not voting or voting no. AB 1664 was reported out as due pass as amended and placed on call before later being moved out on a B roll call. AB 2350 and AB 1914 were also later reported out from call on B roll calls, with AB 1914 noted as passing despite some Republican no votes. The suspense calendar was then deemed approved without individual action, and the meeting concluded after a brief public comment period in which members of the public voiced positions on unrelated bills, including support for AB 2497, AB 1729, AB 2189, AB 1575, AB 2170, and opposition to AB 1603, AB 2447, AB 2411, AB 2492, and AB 1952.

Transcript Highlights:

• Social-emotional learning is as simple as teaching students to hold the door open for somebody whose
• It's as simple as teaching them to say please and thank you.
• Teaching them to say please and thank you. That's social-emotional learning.
• Those are complex human skills, and they are social-emotional skills that we should be teaching our students
• They're afraid that we might teach students that people who are different from you are okay.

Keywords: 1182, all

Summary: The Senate convened with prayer and the Pledge of Allegiance, recorded attendance, approved the journal, and announced a recess at 11:30 a.m. for a proclamation honoring the University of Arizona men’s basketball team. The chamber then moved into Committee of the Whole to consider several bills, mostly on education and finance topics, including school assessment accountability, mental health instruction, public education, accumulated sick leave payments, tax administration, depository state money, dental board regulation, environmental quality, and competitive bidding. On the education calendar, HB 2032 and HB 2033 dealt with school assessment accountability. An Angius amendment to HB 2032 changed a testing timeline from four to six weeks and was adopted; HB 2032 later passed 26-0. A Diaz amendment to HB 2033 would have limited written statewide assessments to grades 3-8, but after debate over testing uniformity and local control it failed 15-10, and HB 2033 passed without it. HB 293, relating to mental health instruction requirements, drew extended floor debate, with senators arguing it was important for student well-being and social-emotional learning; the bill passed 16-10. HB 4033, relating to education bond elections, also passed. On the finance and regulatory calendar, HB 2812 on accumulated sick leave payments was amended and recommended do pass in committee, but later failed final passage on the floor 15-11 after concerns were raised about a provision affecting Attorney General representation. HB 2016 and HB 2140 were amended and recommended do pass in Committee of the Whole, HB 2308 and HB 2439 also received do-pass recommendations, and HB 2320 was retained on the calendar. HB 2873, a competitive bidding bill, became the subject of extensive debate over an emergency clause and a strike-everything amendment tied by opponents to a Marana data-center referendum; supporters argued it restored the ability to withdraw referendum petitions. The amended bill ultimately received a do-pass recommendation. The Senate then adopted the Committee of the Whole report, heard the University of Arizona proclamation, and adjourned until Monday, April 13, 2026.

Transcript Highlights:

• It shifts focus away from teaching and learning toward policing walls instead of improving outcomes for
• complaint-driven laws disproportionately impact LGBTQ-plus educators, educators of color, and those teaching
• Patriotism cannot be mandated through decor; real civic education is developed by teaching students how
• Patriotism cannot be mandated through decor, real civic educations developed by teaching students how
• Daniel Aqua from Teach Florida waves in support.

Summary: The Education Administration Subcommittee met with a quorum and considered several education-related bills. CS/HB 1085 on local government cybersecurity was presented as a measure to codify an existing grant program that has helped secure more than 200 local governments, especially rural and fiscally constrained ones; Florida League of Cities supported it, and it passed 15-0. PCS/HB 371 on patriotic displays at public schools would require, subject to appropriation, display of portraits of George Washington and Abraham Lincoln in school common areas for America’s 250th anniversary; one opponent argued it would create complaint-driven enforcement and pressure educators, but the sponsor said the PCS narrowed the original classroom requirement, and the bill passed 16-0. PCS/HB 833 on private school facilities would deem small private schools of 150 students or fewer a permitted use in commercial and mixed-use zoning districts and allow use of certain existing buildings if fire and occupancy standards are met. Supporters said it would reduce local red tape and expand school choice, while opponents warned it would divert public resources and weaken public education; several members raised concerns about local traffic and safety authority. The sponsor said she was open to further amendments, and the bill passed 13-3. PCS/HB 1147 on school district unimproved real property would require districts to submit annual inventories of vacant, unimproved land to the Department of Education for transparency and planning; some members and a Monroe County school board member questioned the need for a state registry, while supporters said it would improve data and accountability. The bill passed 12-3. The committee then considered HB 615 on individualized education plans (IEPs), which would strengthen parent notification and access to service logs, require individualized orientation for newly eligible students, and standardize district service logs. An amendment removed notification requirements when a missed service was due to student absence, and it was adopted. The bill drew emotional testimony from a student and parent describing missed accommodations, along with support from Disability Rights Florida and several members who emphasized parent partnership and accountability; one ESE teacher said the bill was a good start but more staffing and support are needed. The bill passed unanimously 15-0, and the meeting adjourned after all agenda items were completed.

Transcript Highlights:

• great deal of these scholarship programs. ...as far as the locale of where they are, quote unquote, teaching
• question, how are we ensuring that these children who we’re paying taxpayers’ money to and we’re teaching
• them in areas that is not conducive for a learning environment, and the individuals teaching them, quote
• unquote, we don’t know if they’re actually teaching those children?
• not receive the basic skills, because the individuals, whether qualified or not, weren’t actually teaching

Summary: The Senate convened with a prayer, pledge, doctor-of-the-day introduction, and several recognitions, including a Founders’ Day tribute to Alpha Kappa Alpha Sorority, Inc. and a welcome to a nationally ranked student debater in the gallery. The chamber then took up a committee report on 52 gubernatorial executive appointments; after explanation by the Ethics and Elections chair, the Senate adopted the report and confirmed the appointments by a vote of 39-0. The first major bill was SB 250 on rural communities. Senator Simon described it as a broad “Rural Renaissance” package creating an Office of Rural Prosperity, a Renaissance Grant Program, housing and transportation investments, education funding, and rural health care improvements. Two amendments were adopted to remove overlapping health-care provisions in light of new federal rural health funding and to update hospital funding amounts. Senators from both parties spoke in support, emphasizing the bill’s focus on rural infrastructure, health care access, and local flexibility. The bill passed 39-0. The Senate then considered CS/SB 318 on educational scholarship programs. Senator Gates explained that the bill responds to Auditor General concerns by separating scholarship funding from public-school funding, tightening enrollment verification, reducing administrative fees, requiring student identification numbers, improving reimbursement processes, and directing the Department of Education to develop a business plan for scholarship funding organizations. Three amendments were adopted, including removal of a declining-enrollment provision from the bill, with that issue expected to move elsewhere. Senators discussed transparency, accountability, and protections against overpayments and unverified enrollments, while also noting the need to preserve support for school districts. The bill passed 38-0. After both bills passed, the Senate waived rules to immediately certify SB 250 and CS/SB 318 to the House. The chamber also heard announcements recognizing Palm Beach County Day at the Capitol and scheduled a group photograph for the following Thursday before adjourning until January 22 or upon the President’s call.

Transcript Highlights:

• The HOWL classes that they have, we teach cooking, we teach all about relationships and all the things
• We also have a full-fledged kitchen that we also teach in. We do social skills.
• plan for students that need remedial help, but this is different, even though one of the ladies that teaches
• plan for students that need remedial help, but this is different, even though one of the ladies that teaches

Summary: The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives. Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff. The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.

Transcript Highlights:

• slide, in South Minneapolis, and also at Hennepin County Medical Center, Minnesota's flagship public teaching
• Teaching residents requires real-time, hands-on instruction, whether at 2 a.m., assisting in a delivery
• Teaching residents in family medicine is a 24/7 commitment by our dedicated faculty who embody Hennepin's
• The appropriation from the Office of Higher Education is specifically used to support the teaching portion
• We buy out clinical FTE for the faculty to teach.

Transcript Highlights:

• But anyway, I had to teach him how to use his left hand and left side to do whatever he did to rewrite
• I had to teach him how to walk with the walker.
• I had the distinction of, I got so good in teaching him, I had him where he could walk.
• Okay, so being a therapist, I didn't have to give her therapy, but just being that, teaching them how
• to do that, teaching them how to study and eat with it and just the whole nine yards, I really was..

Bills: SCR 5, SCR 13, SB 3, SB 6, SB 10, SB 12, SB 13, SB 15, SB 17, SB 18, SB 19, SB 24, SB 35, SB 57, SB 65, SB 112, SB 284, SB 290, SB 388, SB 400, SB 402, SB 412, SB 495, SB 499, SB 502, SB 509, SB 621, SB 706, SB 740, SB 815, SB 842, SB 854, SB 875, SB 893, SB 917, SB 974, SB 1025, SB 1061, SB 1073, SB 1106, SB 1268, SB 1281, SB 1300, SB 1362, SB 1379, SB 1447, SB 1451, SB 1555, SB 1902, SJR 36, SJR 12, SCR 13, SCR 25, SCR 5, SCR 22, SCR 12, SCR 24, SB 495, SB 412, SB 10, SB 18, SB 565, SB 372, SB 842, SB 765, SB 62, SB 19, SB 666, SB 707, SB 888, SB 687, SB 706, SB 847, SB 290, SB 13, SB 1248, SB 740, SB 14, SB 1006, SB 504, SB 917, SB 925, SB 388, SB 1902, SB 1121, SB 995, SB 857, SB 305, SB 296, SB 284, SB 35, SB 6, SB 815, SB 3, SB 1281, SB 1379, SB 1300, SB 1497, SB 1499, SB 1498, SB 1451, SB 1061, SB 15, SB 65, SB 241, SB 304, SB 402, SB 499, SB 621, SB 974, SB 1023, SB 1024, SB 1025, SB 1106, SB 686, SB 112, SB 371, SB 204, SB 400, SB 609, SB 1447, SB 670, SB 502, SB 427, SB 850, SB 854, SB 413, SB 1555, SB 1362, SB 1346, SB 1033, SB 1220, SB 1073, SB 810, SB 987, SB 1539, SB 893, SB 447, SB 875, SB 406, SB 509, SB 985, SB 965, SB 17, SB 1119, SB 1505, SB 12, SB 24, SB 57, SB 1194, SB 1253, SB 1215, SB 1532, SB 1268, SB 1302, SB 856, SB 650, SB 583, SB 673, SB 840, SJR 57, SCR 8, SB 213, SB 681, SB 1172, SB 1252, SB 378, SB 610, SB 918, SB 1343, SB 608, SB 487, SB 955, SB 957, SB 988, SB 990, SB 1019, SB 1021, SB 1120, SB 251, SB 958, SB 535, SB 761, SB 1, SB 541, SB 315, SB 379, SB 1018, SB 1737, SB 266, SB 1415, SB 3, SB 6, SB 15, SB 35, SB 290, SB 706, SB 842, SB 917, SB 1281, SB 1451, SB 1902, SB 12, SB 13, SB 17, SB 19, SB 388, SR 261, SR 265, SR 276, SR 277, SR 281, SR 286, SR 293, SCR 5, SCR 13, SB 2425, SB 2880, SB 10, SB 12, SB 13, SB 17, SB 18, SB 19, SB 388, SB 412, SB 495, SB 2425, SB 2880

Keywords: SCR 5, Senate Concurrent Resolution 5, Texas School for the Deaf, TSD, Robert Rives, gymnasium naming, building naming, honorary resolution, commemorative resolution, deaf education, hard of hearing, Gallaudet University, alumni hall of fame, football coach, school facility naming, education K-16, State Affairs, Texas Legislature, public school tribute, water rights

Transcript Highlights:

• >> So, the 306s refer to the standards in that the minimum standards require that schools teach math,
• for example, and require that school districts teaching math are in some way using the state adopted
• standards require that schools teach standards require that schools teach math,<00:36:58.160>
• you how to read, but not really teaching you how to read, but the<00:45:59.839> comprehension.
• district and a few others who teach district and a few others who teach child<01:51:28.880> development

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• <00:20:33.120> young what I really enjoy is teaching young what I really enjoy is teaching
• <00:37:49.760> And<00:37:49.920> they're my son teaches, it's 180.
• And they're my son teaches, it's 180.
• <00:52:46.319> your ones in the classroom teaching your ones in the classroom teaching your
• > something Um, substitute teaching is something Um, substitute teaching is something that<02:

Keywords: 1183, house

Transcript Highlights:

• We aim to foster broad-based economic prosperity through research, teaching, and public-facing extension
• It’s not that we don’t have the faculty to teach them, it’s not that we don’t have the space, but we
• At the heart of all this economic activity is our academic mission, the teaching, the research that not
• I'm delighted to share information today about MIT's fundamental mission of teaching and research and
• You can imagine teaching people at a place like that.

Keywords: 995, all

Summary: The committee held an informational hearing on the economic impact of Massachusetts higher education institutions, with opening remarks noting the significance of September 11 and the role colleges and universities play in the state’s economy, workforce, and research ecosystem. UMass leaders testified first, describing UMass as a major employer and economic driver that educates large numbers of Massachusetts residents, supports thousands of jobs, and generates billions in annual economic activity. They emphasized the importance of research funding, warned that federal grant cancellations, suspensions, and slowdowns were harming research operations and talent retention, and voiced strong support for Governor Healey’s proposed DRIVE initiative as bridge funding to protect research capacity and jobs. Committee members focused heavily on workforce preparation in emerging fields such as AI, cyber, quantum computing, and engineering. UMass leaders said AI is being embedded across curricula and research, but also warned that financial constraints forced reductions in PhD admissions, especially in computer science and engineering, which could weaken the future workforce pipeline. They also described the practical effects of grant uncertainty, including reduced graduate admissions and concerns about losing researchers to institutions abroad. Members asked for more detailed data on grant timing, funding gaps, and where students and researchers were going. A second panel from private colleges and universities, including AICUM, Suffolk, Smith, and Clark, highlighted the broad economic and civic contributions of private higher education. Testimony cited large annual economic impacts, job creation, tax revenue, community service, legal clinics, dual enrollment, entrepreneurship support, sustainability investments, and access programs. Speakers also discussed enrollment pressures, COVID-related social and mental health challenges, student visa and federal policy concerns, and the need to preserve liberal arts alongside career-focused training. The committee then heard from MIT, where testimony focused on research commercialization, biotech spinouts, and the role of federal, philanthropic, and industry funding in sustaining innovation; members pressed for more data on funding sources and asked what state policy could do to keep talent and businesses in Massachusetts. The hearing continued with additional public higher education testimony, including Bridgewater State, Bristol Community College, and Northeastern, which emphasized workforce-aligned programs, social mobility, apprenticeships, co-op education, and the need for better coordination between higher education, employers, and state workforce systems.

Transcript Highlights:

• I believe that Jesus teaches me to love my enemy, even if my enemy on that.
• I believe that Jesus teaches me to love my enemy, even if my enemy is violent.
• I believe that Jesus teaches me to visit the sick, to visit the imprisoned, the hungry, etc., etc.
• I teach history at Hivs Academy, grade 6 through 11th. I am Jewish.
• This is my ninth year teaching in Islamic schools in Florida, Missouri, a choice I've made because the

Bills: S0002, S0006, S0018, S0026, S0028, S0050, S0178, S0326, S0538, S0786, S1004, S1096, S1178, S1366, S1632, S1634

Keywords: negligence, settlement, appropriation, highway safety, damages, law enforcement, child welfare, injury compensation, Department of Children and Families, compensation, law enforcement accountability, personal injury, motorcycle accident, Department of Transportation, legal claim, police negligence, monetary compensation, civil rights, city liability, veterans

Summary: The committee heard a series of bills, most of them claims or civil-law measures, and reported each favorably. Among the bills approved were SB 326 on curators of estates, SB 1096 clarifying filing deadlines under the Florida Civil Rights Act, SB 28 and SB 26 on claims against the City of Lakeland and the estate of Mark Legata, SB 6 involving a DCF-related claim for Layla Estrada/Sapphire Williams, SB 786 creating a nonjudicial process for closing trusts, SB 18 and SB 2 on claims involving the estate of McKenzie Navarre and Daniel Mosley, and SB 50 expanding veterans’ courts statewide. The committee also approved SB 538 on extracurricular activities, SB 1004 on pet sales and financing disclosures, and SB 1366, the sovereign immunity bill, which was presented as a starting point for negotiations with the House over higher claims caps and related provisions. Most of these bills were explained by sponsors as clarifying existing law, modernizing procedures, or resolving uncontested claims, and several had support from affected organizations or individuals; some also drew opposition or concerns from speakers, especially on trust notice issues, sovereign immunity, and the scope of the extracurricular and pet-sale bills. Several bills were amended before passage. SB 326 was narrowed by removing a section and changing reporting language for curators. SB 786 received a technical clarification amendment, while SB 18 removed an unneeded Medicaid-related section. SB 50 on veterans’ courts drew broad support from veterans’ groups and criminal-justice organizations. SB 538 on extracurricular activities was amended multiple times to address home education eligibility, activity fees for homeschool participants, technical cross-references, and compensation for extracurricular sponsors. SB 1004 was supported by animal-welfare advocates and consumer-protection interests. SB 178 on athletics in public K-12 schools was amended to limit the bill to head coaches, require personal funds, and allow similar bylaws by other athletic associations; it passed after discussion of a Miami Northwestern coaching controversy. The committee also took up two major policy bills with substantial testimony and questions. SB 1178 on foreign influence would create a state framework for foreign-agent registration, restrict gifts and contracts tied to foreign countries of concern and designated foreign terrorist organizations, limit certain sister-city and university linkage activities, and increase penalties for crimes committed to benefit foreign governments or terrorist groups; supporters framed it as a national-security and transparency measure, while the sponsor withdrew one amendment before passage. SB 1632 on ideologies inconsistent with American principles generated the most extended questioning, especially about its domestic-terrorism designation process, references to Sharia law, notice and due-process protections, and potential effects on students and speech; supporters argued it targets conduct, not belief, while opponents warned it could chill protected activity and unfairly target Muslim communities. The committee heard many public speakers on both sides, but no floor debate followed before the bill was moved forward.

Transcript Highlights:

• We also offer Triple P parenting, but we teach our, um, PBIS teams to look at variable screeners whether
• Um, best teaching experience I ever had would never go back into another classroom again because I don't
• And every year, right, when we're talking about initial first teach core instruction.
• So imagine doing 13 years of college and your professor's not teaching you what you signed up for on
• How we prepare the teachers, how the teachers are teaching to requirements and students and assessments

Transcript Highlights:

• Does it give you pause that we're asking more from graduate teaching... assistance than sitting U.S.
• President and members, SB 1871 seeks to reform school discipline back to where the Teachers can teach
• with the knowledge that they're safe in that teaching environment.
• Making sure it's the teach at one. So amendment number one, Senator Perry.
• consent. what can be done through teach at process in the in the disciplinary now.

Keywords: legislation, Senate Joint Resolution 40, Senate Bill 871, constitutional amendment, emergency powers, governor authority, legislative oversight

Summary: The meeting focused on several crucial pieces of legislation, notably Senate Joint Resolution 40, which proposed a constitutional amendment to clarify the powers of the governor, the legislature, and the Supreme Court during emergencies. Senator Birdwell presented the resolution, emphasizing the need for legislative involvement during prolonged crises. It garnered broad support, passing with 29 votes in favor and only 1 against. Following this, Senate Bill 871, considered the enabling legislation, was also moved for discussion, with the aim of reinforcing the legislature's authority during emergencies while establishing clear guidelines for the governor's powers.

Transcript Highlights:

• They teach you how, if your respirator comes off, how to put it back on, because naturally when you run
• out of air, you panic, so it teaches you those skills.
• you those skills panic so it teaches you those skills right<00:10:30.120> that's<00:10:30.320
• The class that you go through mostly teaches you how to respond to emergencies that you might come on
• The class mostly teaches you how to respond to emergencies that you might come on while diving.

Keywords: 1183, house

Transcript Highlights:

• someone's teaching someone's teaching credential<01:00:46.720> it<01:00:46.839> is
• Black History Month, what are they teaching in Women's History Month?
• Black History Month, what are they teaching in Women's History Month?
• Black History Month, what are they teaching in Women's History Month?
• Black History Month, what are they teaching in Women's History Month?

Keywords: 928, house, all

Summary: The House Judiciary Committee met to hear House Bill 520, which would authorize the Department of Education to issue subpoenas in investigations and hearings involving the code of conduct for New Hampshire educators. Representative Lynn, the bill sponsor, said the measure was intended to give the department standard subpoena power during investigations and in later adjudicatory proceedings, with a process for challenging overbroad subpoenas. He argued that agencies with investigative and hearing authority should also have the power to compel witnesses and documents, and said the bill was narrowed from an earlier broader draft to focus on teacher credentialing and address concerns about scope. Members raised several concerns about whether the department already has enough authority, whether the Attorney General could handle subpoenas instead, and whether the bill creates an imbalance by giving subpoena power mainly to the investigating side. Representative Burroughs said she did not feel she had enough information and was uncomfortable with the bill, especially regarding who bears subpoena costs. Representative Biron questioned the trial analogy and whether both sides truly have equal subpoena rights. Lynn responded that the investigative stage is like a grand jury process, where only the investigating body subpoenas witnesses, while the adjudicatory stage allows both sides to seek subpoenas through the hearing officer. Other questions focused on the bill’s scope. Representative Andreos asked what investigative authority the Department of Education already has, and Representative Organ questioned why the bill is limited to educators rather than also covering vendors, charter school boards, or the EFA scholarship organization. Lynn said the limitation to educators was deliberate, because earlier broader versions drew objections for being too expansive. Representative Tur asked whether the Attorney General could already handle such matters, and Lynn said that while the AG might be able to pursue some investigations or court subpoenas, agencies should be able to conduct their own internal investigations. No vote or final action was taken in the portion of the hearing provided.

Transcript Highlights:

• Think about that: getting some language in and some education into a health curriculum to teach kids
• Think about that: getting some language in and some education into a health curriculum to teach kids
• <00:43:25.040> rules exempt from additional teaching rules exempt from additional teaching
• background to meet traditional teaching background to meet all<01:26:25.520> the<01:26:25.760
• Um, and the same thing with um, you know, the requirements to teach science and to have that replacement

Keywords: 1183, house

Transcript Highlights:

• It is important that we teach civics and important that we teach history.
• IT IS IMPORTANT THAT WE TEACH CIVICS AND IMPORTANT THAT WE TEACH HISTORY, IT IS IMPORTANT THAT, OUR YOUNG

Keywords: 993, senate, all

Summary: The Senate convened, approved the prior journal, and then took up a Rules Committee report advancing several bills directly to third reading, including Senate Print 9630, an appropriations extender for government operations, and Senate Print 9631, an extender related to Part U1 of Chapter 61 of the Laws of 2023. The chamber then moved to the controversial calendar and debated the first extender, with Senator O’Mara questioning what the bill covered, how much funding it extended, and the status of budget negotiations. Senator Krueger said the extender covered about $1 billion for payroll and certain payments for agencies including Health, Law, OPWDD, and Veterans Services through April 7, and described the budget talks as still unresolved, with no announced follow-up Joint Budget Conference Committee meetings or table targets. She also discussed utility affordability proposals, including a three-year moratorium on A.I. and crypto data/storage facilities and support for green energy and low-income ratepayer relief. O’Mara argued the lack of urgency and absence of written proposals on climate and utility costs was concerning. Both extender bills were then passed, with the first receiving 59 ayes and the second passing 46-13 after debate over its two-year duration. The Senate then adopted the resolution calendar, excluding two items initially, and took up two resolutions. Resolution 1821, sponsored by Senator Ramos, recognized Farmworkers Day and highlighted the essential role of farmworkers, the history of organizing for farmworker rights, and concerns about immigrant workers facing fear and retaliation; Senator May added support, noting the importance of farm labor to dairy production and food supply and the impact of deportation fears on farms in her district. The resolution was adopted. Resolution 1823, sponsored by Senator Zellner, proclaimed March 20, 2026 as Behavior Analysis Day in New York, recognizing applied behavior analysis and its benefits for individuals with developmental disabilities, autism, education, healthcare, and other fields; it was also adopted. The chamber also welcomed a group of students from Queens visiting Albany, with Senator Comrie speaking about the importance of civics education and government engagement. After the introductions and acknowledgments, there was no further business, and the Senate adjourned until Wednesday, April 1, at 11:00 a.m.