Transcript Highlights:

• He said the quality of teaching is the main thing, even though faculty do research.
• I learned something.<00:56:37.760> The<00:56:38.000> teaching<00:56:38.319> was<
• The teaching was of high something.
• <00:57:19.040> Our<00:57:19.680> faculty teaching is the main thing.
• Our faculty teaching is the main thing.

Keywords: 1187, senate, all

Transcript Highlights:

• I think the earlier you can teach people things, the better off we're all going to be.
• And so maybe that teacher was just bad at teaching it, but wasn't necessarily anti-Semitic.
• But is that not being able to teach it anti-Semitism? I don't know.
• But is that not being able to teach it? Antisemitism? I don't know.
• And I to teach it, anti-Semitism? I don't know.

Keywords: 959, house, all

Transcript Highlights:

• and since it was during COVID, she had to step into a classroom after nearly two years of virtual teaching
• I started teaching, and finally, I'll just say I ...
• I started teaching middle school kids in 1968, and the last 22 years of my career were spent as a school

Bills: HB 1178, HB1411, HB1441, HB1773, HB1813, HB2107, HB2598, HB2911, HB2967, HB3672, HB5263, HB3797

Keywords: education, temporary certification, out-of-state educators, teacher shortage, military spouses, personal leave, school holidays, employee compensation, overtime provisions, school safety, peace officers, mental health, de-escalation techniques, trauma-informed care, student trustee, school board, student representation, education policy, nonvoting position, school governance

Transcript Highlights:

• course, you get to teach the college-level course, not because you have a particular credential.
• course, you get to teach the college-level course, not because you have a particular credential.
• So what the teach their subject matter.
• you get to teach the level course you get to teach the college<01:36:38.719> level<01:36:39.120
• solution to decide that if you can teach solution to decide that if you can teach the<01:37:01.600

Keywords: 1191, senate, all

Transcript Highlights:

• And, uh, Representative Papovich, you could teach in a private school.
• Representative Papovich: You could teach in a private school.
• certification standards for teaching certification standards for teaching credentials<01:30:25.360
• This basically says you do not have to have teaching experience.
• This basically says you do not have to have teaching experience.

Keywords: 928, house, all

Summary: The committee met with Lottery Director Charlie McIntyre and Charitable Gaming Chief Compliance Officer Kulie Aoyo to review proposed changes in HB 2 and related amendments affecting video lottery terminals, historic horse racing, charitable gaming, and scratch tickets. McIntyre said the late-arriving amendment made revenue estimates difficult, especially because the bill would allow operators to decide when to convert from HHR to VLTs and would change the floor-space rules. He explained that the existing 70/30 floor-space split between machines and table games was negotiated to protect charity revenue, and warned that moving to a 90/10 split could reduce charity revenue, potentially by as much as $17 million, while also changing the character of the facilities. Committee members discussed whether to keep the 70/30 split, and McIntyre said he could provide updated estimates later that day, including net impacts after any offsetting gains or losses under current law. Members also asked about the governor’s proposed operator share versus the Sweeney amendment’s higher operator share. McIntyre said the governor’s 45% figure was based on his own estimate and on comparable rates in other states, and he supported it as a way to maximize revenue for the state and charities. He also described a change to high-stakes tournaments: after speaking with Rep. Sweeney, he said the amendment was clarified to apply only to those tournaments and would lower the house take from 10% to 5% to encourage participation in rare, high-buy-in events. The committee also discussed a separate proposal to raise the maximum scratch ticket price from $30 to $50; McIntyre said the change would take time to implement, would likely increase net state revenue by about $1 million in year two, and was consistent with pricing in neighboring states such as Massachusetts and Connecticut. Additional questions covered sports betting and a separate Kino-related estimate. McIntyre said March Madness is the busiest period for sports betting and that the state’s sports betting revenue has exceeded initial expectations. He also said he had estimated that removing a municipal-vote restriction for Kino could cost about $12 million total, with $2 million in the first year and $10 million thereafter. No formal votes were taken during the discussion; the chair indicated the committee would revisit the VLT amendment and other sections later, and McIntyre agreed to send updated revenue estimates to committee members.

Transcript Highlights:

• character here, an AI-generated student that could just as easily be one of my students when I was teaching
• We would never have gotten to where we got with the students that we teach if they weren't in their seats
• We're looking at, are they teaching to the benchmark, the standard?
• We're looking at, are they teaching to the benchmark, the standard?
• The connective tissue are the CTE teachers that are teaching biomedical, that are teaching, like I said

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.

Transcript Highlights:

• character here, an AI-generated student that could just as easily be one of my students when I was teaching
• We would never have gotten to where we got with the students that we teach if they weren't in their seats
• We're looking at, are they teaching to the benchmark, the standard?
• We're looking at, are they teaching to the benchmark, the standard?
• The connective tissue are the CTE teachers that are teaching biomedical, that are teaching, like I said

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• I've been a tenured faculty member for 20 years, and so I'm really a teaching dean.
• One problem that we ran into was that we were teaching the students to speak English, but we weren't
• teaching them how to write and read in English.
• teaching them how to write and read in English.
• So as part of the classes that we teach in ECE, we do not teach reading or writing in English.

Summary: The work session focused first on Washington’s apprenticeship system, especially building trades programs and support services. Labor and Industries staff explained how registered apprenticeship works in the state, including the role of the Washington State Apprenticeship and Training Council, the requirements for paid on-the-job training and classroom instruction, and the difference between apprenticeship and pre-apprenticeship. Panelists emphasized that apprenticeship is tied to actual jobs and training agents, and that many waitlists reflect a shortage of job openings and employer participation rather than a lack of interest. They also discussed youth apprenticeship, the growth of apprenticeship and pre-apprenticeship programs, and the use of Career Bridge and L&I’s database to help people find programs. Representatives asked whether the state should expand apprenticeship programs and how people can find openings. Speakers said more programs alone would not solve the backlog without more employers signing on as training agents and more apprenticeship utilization on projects. The panel also highlighted the Constructed Career Initiative, a grant-funded navigation and support program that helps people enter and stay in building trades apprenticeships through outreach, case management, and wraparound aid such as transportation, tools, and work clothes. A related nonprofit, Build Up, described similar support services, including prison-based boot and PPE programs and assistance for reentry participants. The panel said these services are especially important because apprentices often face unstable income, housing, food, and transportation barriers. The panel also discussed House Bill 2084 and the new Construction Training Pathway Oversight Committee, which is examining construction training in correctional facilities and how to create clearer pathways from prison-based training to apprenticeship, college, or work. Speakers said the committee is still in its early stages and will report to the legislature. The session ended with committee members thanking the panel and noting the importance of support services and referral networks for apprentices. The meeting then resumed at Renton Technical College, where college leaders and faculty discussed serving non-traditional students. The college reported strong enrollment growth, a median student age of 30, a diverse student body, and high job placement rates, while also noting significant budget cuts and program reductions from the prior year. Health care and early childhood education programs were highlighted, including efforts to expand access through hybrid scheduling, evening and Saturday classes, Spanish-language offerings, and in-person wraparound support for admissions, financial aid, and registration. Faculty said these changes were driven by student data and were aimed at helping working parents, English learners, and other non-traditional students complete credentials and enter family-wage careers.

Transcript Highlights:

• It teaches you nothing about an individual state's laws.
• It teaches you nothing about how you operate in a state.
• the courses and teaching our medics, whether it's intubation or...
• As you know, none of those teach you how to deal with FEMA or what to do with FEMA.
• Currently, the training center teaches JPs exactly what's in the statutes, and JPs.

Bills: HB2, HB1, HB18, HB19, HB20, HB1, HB 2, HB18, HB19, HB20

Keywords: emergency communication, interoperability, grant program, first responders, state council, disaster response, emergency management, mass fatality, justices of the peace, training programs, emergency manager license, volunteer management, justice of the peace training, criminal history checks, state health services, broadband, public safety, disaster preparedness, funding, flood disaster plan

Transcript Highlights:

• So we've been teaching these methodologies for decades. That's number one.
• get to this point where we have to rely on the CSUs to do the basics that genealogists have been teaching
• In the methodology that we teach, like we're talking about tracing ancestors back through just the federal
• Hopefully the pilot will teach us, you know, how to, you know, how to lock down the program even better
• This would continue to apply to faculty members who teach both credit and noncredit courses.

Summary: The committee heard several higher education bills. It first approved the consent calendar, which included SB 67 and SB 619. The main discussion centered on SB 437, which would direct the CSU system to develop a fair, evidence-based process for verifying whether someone is a descendant of a person enslaved in the United States, as part of the state’s reparations work. Supporters said the bill fills a gap left by the Reparations Task Force and would create a transparent, credible lineage-verification process; opponents argued genealogy methods already exist, the bill would waste money and delay action, and some raised constitutional concerns. The committee took a vote on SB 437, but the roll was left open after the initial tally showed three ayes and three noes. The committee then heard SB 790, which would allow California to join the interstate reciprocity agreement for online postsecondary education. The author and supporters said the bill would improve consumer protections for California students taking out-of-state online courses and help California institutions compete more effectively by reducing the burden of seeking separate state approvals. Opponents, including University of Phoenix and other groups, argued the bill conflicted with the existing reciprocity framework, could exclude some institutions, and might not actually secure California’s entry into the agreement. The committee voted 3-1 to pass SB 790 as amended to the Business and Professions Committee, with the roll left open. The committee also heard SB 391, which would authorize the Community College Chancellor’s Office to charge fees for research partners seeking access to data. Supporters said the office is absorbing significant unfunded workload from data requests and that fees would help recover costs; opponents, including the California Teachers Association community college association, warned the fees could create barriers for faculty and smaller researchers. Members discussed possible exemptions and implementation details. The committee voted 5-1 to pass SB 391 as amended to the Appropriations Committee, with the roll left open. Finally, the committee heard SB 685, a pilot program to provide cost-of-attendance assistance at four CSU campuses for students who experienced homelessness in high school. Supporters said it would help students cover housing, food, and transportation costs and reduce dropout risk; members asked about eligibility and implementation, and the author explained the bill would use McKinney-Vento homelessness designations and target students at risk of “summer melt” and college homelessness.

Transcript Highlights:

• taught for 11 years in the Brown County school system and into my last 4 years in the down their teaching
• The there was some time teaching and being a councillor in Alabama and then we'll move to Florida when
• Now from us Hitler standpoint, we do have classes, too, teach people how to develop IEP.
• So that is available for retirees if they are keeping their teaching certificate ballot.
• And so I partner with people to teach me. We need to be there to partner with them.

Keywords: 999, senate, all

Transcript Highlights:

• One of the most evidence-based approaches right now is to teach students how to be active bystanders.
• One of the most evidence-based approaches right now is to teach students how to be active bystanders.
• So this could be something as simple as teaching kids what to do if they witness bullying, teaching kids
• , teaching they they witness bullying, teaching kids<01:06:01.200> how<01:06:01.440> to
• ,<01:39:51.679> responsibility, measures, teaching, responsibility, measures, teaching, responsibility

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee met to hear a non-germane amendment to House Bill 131, which concerns bullying and cyberbullying prevention. Representative Glenn Cordelli, the prime sponsor, said the amendment was intended to revise and improve language from last year’s SB 210 and to incorporate measures from a cyberbullying bill previously passed by the House. He described changes to school communication requirements, mandatory reporting of bullying and retaliation, stronger investigation and collaboration requirements for cross-district cases, added safety and remediation language, a required conference with the alleged perpetrator and parents if available, updated reporting deadlines, and disciplinary consequences for harassment, intimidation, retaliation, and false reports. He also noted a later amendment would be needed to insert the words “the perpetrator” in one section, and he explained that some changes were meant to align with prior legislation and legislative drafting suggestions. Committee members raised several concerns. Representative Murray questioned the treatment of private and parochial schools, the change from gross negligence to negligence, and the removal of a definition of bullying based on imbalance of power and perceived characteristics. Representative Damon also objected to deleting that definition, arguing it would narrow the scope of bullying too much. Representative Han spoke in opposition, saying the amendment was too broad, unnecessary in parts, and not ready for final action; he criticized the removal of the imbalance-of-power language, the conference requirement when parents may not participate, and the reporting obligations for bus drivers and others. Cordelli responded that some issues were already addressed in prior law or SB 210 and that private schools have their own policies. Michelle Wongran of New Hampshire Legal Assistance testified in opposition, saying the bill was being heard without enough notice and that it does far more than the committee analysis suggests. She said the amendment adds undefined retaliation language, imposes reporting duties on school vendors and contractors, may conflict with FERPA and other federal privacy rules, and includes provisions that could have serious implications for schools and students. She said she supports parental involvement and some conference provisions in concept, but urged the committee to reject the amendment or at least send it through the normal legislative process for fuller review. No vote was taken during the hearing portion described in the transcript.

Transcript Highlights:

• What I teach my students, in fact, I'll have to change my curriculum, is that the two drug classes that
• When I teach students or anybody about sort of how to understand substance use disorder...
• When I teach students or anybody about how to understand substance use disorder, I think it's helpful
• When every time that I teach, I always say the same thing.
• And I know a lot of times these—you know, and I've worked with many of them teaching multiple, like,

Summary: The task force meeting opened with new leadership announcements, including Senator Nick Schroer thanking outgoing chair Representative John Black and naming Representative Del Taylor as vice chair. After some initial technical difficulties with audio and Zoom, members reviewed the task force’s statutory charge under Missouri law: to hold hearings on substance use, explore solutions, draft or modify legislation, and produce recommendations for prevention and treatment. The chair said the goal for this year is to develop concrete legislative ideas for the next session, with hearings focused first on field experts and later on alternative therapies and the Department of Mental Health. Dr. Rachel Winograd gave the first major presentation, describing Missouri’s overdose crisis as increasingly complex and driven primarily by fentanyl, now compounded by xylazine and metatomidine. She said overdose deaths have declined for a third straight year, with preliminary 2025 data around 1,200 deaths, and attributed the decline to a smaller fentanyl supply, wider naloxone availability, and fewer young people entering use. Her main recommendations were to focus on reducing harm rather than trying to eliminate drug use, expand evidence-based medications for opioid use disorder—especially methadone and buprenorphine—improve access to naloxone, and loosen methadone regulations, including take-home doses, the federal 72-hour rule, and broader methadone units. She also emphasized that peer support, housing, transportation, and other practical supports matter, and noted that naloxone can still reverse fentanyl overdoses even when tranquilizers are present. Dr. Heidi Miller, the state medical director, followed with two recommendations: integrate substance use disorder care into whole-person health care and follow the science when considering substance-related legislation. She argued that primary care, maternal health, workforce training, EMS, public health, and methadone access should all be part of a coordinated model, and said reimbursement should support teams rather than isolated providers. She also urged stronger enforcement of parity between behavioral health/SUD and physical health coverage, and highlighted tobacco and alcohol as major, under-addressed causes of death in Missouri. Dr. Doug Burgess then reinforced the need for a coordinated continuum of care, comparing substance use treatment to the seamless system used for heart attacks, and said patients should have standardized assessment, discharge planning from day one, transition coordinators, peer recovery coaches, and better information-sharing between levels of care. Members asked questions about relapse, treatment court, EMS referral barriers, reimbursement, and whether buprenorphine can be started in the field; no votes were taken, and the meeting ended with plans to continue hearing testimony and use it to shape future policy recommendations.

Transcript Highlights:

• understands the rationale, but for the record, if a teacher retires and wants to do a substitute teaching
• And again, if some retiree wants to go back and teach every day of the school year, they can.
• 48:33.760> and if some a retiree wants to go back and if some a retiree wants to go back and teach
• 35.280> the<00:48:35.520> school<00:48:35.680> year,<00:48:36.079> they teach
• every day of the school year, they teach every day of the school year, they can.<00:48:37.040> And

Keywords: Meeting Start: 00:00:09 Attendance Roll Call: 00:01:42 Approval of Minutes: 00:03:23 Overview of Actuarial Audit Process: 00:03:47 Overview of Reemployment After Retirement Provisions: 00:25:26 Teachers’ Retirement System: 00:25:26 Kentucky Public Pensions Authority: 00:50:32 Adjournment: 01:02:55, 958, all

Summary: The meeting began with quorum, approval of the prior minutes, and an announcement that the June meeting had been canceled and replaced by this combined May/June meeting; the next official PPOB meeting was announced for July 21 at 2:30. Staff then gave an overview of the Public Pension Oversight Board’s required actuarial audit process, explaining that House Bill 238 requires a review every five years of the retirement systems’ actuarial assumptions and methods, funded by the systems themselves. The presentation distinguished this audit from a financial or forensic audit, described the three possible audit levels (full replication, limited/spot review, or basic review), and noted that the last audit in 2021 was a level one performed by Milleman Consulting at a cost of about $190,000. Members discussed timing for the next audit cycle, with a request to LRC likely needed in July or August to target the June 30, 2026 valuation, and several members expressed interest in another level one review. Questions also addressed whether prior audits found major issues; staff said the 2021 review was generally clean but recommended more consistency in reporting and assumptions across systems. The committee then welcomed new staff and interns, including Odet Guanzi of KPPPA and Team Kentucky intern Amamira Bowman. Bo Barnes of the Teachers Retirement System presented an overview of the statutory framework for reemployment after retirement under KRS 161.605. He explained that the law is intended to let retirees return to help with staffing needs, do so in an actuarially sound way through required contributions, and keep TRS compliant with federal tax rules for a qualified plan under section 401(a). Barnes described the required breaks in service and earnings limits for retirees returning part-time or full-time, including the three-month or 12-month break depending on the employer, the 6,900-day limit, and the daily wage threshold based on years of service. He also noted a lightly used critical shortage program that allows school districts to hire retirees without a wage cap, while still observing the break-in-service rules. Members asked questions about who decides the scope and level of the actuarial audit, how the audit would treat leave balances and other benefit-related items, and whether the prior level one audit identified substantial problems. Staff said the committee would request the audit, but LRC would handle contracting, and that the audit scope could include items like sick leave and annual leave costs if requested. On the reemployment topic, Barnes emphasized that the rules are designed to avoid pre-arranged retire-and-return arrangements that could jeopardize TRS’s tax-qualified status. No formal votes were taken beyond approving the minutes, and the meeting concluded with the presentations and discussion of these pension oversight issues.

Transcript Highlights:

• intelligence and technology and how the University of Phoenix is really embracing the technologies to teach
• intelligence and technology and how the University of Phoenix is really embracing the technologies to teach
• only term—and it really has been an amazing experience to really get a full understanding of our teaching
• We keep asking schools to teach pool We keep asking schools to teach pool safety, gun safety, CPR, unsafe
• It's already an existing mandate, and we're just saying while you're teaching CPR, can you teach the

Keywords: 1182, all

Summary: The committee began with brief announcements and thanks to staff and members as this was described as the last regular House Education Committee meeting of the 57th Legislature. Chad Heinrich of the University of Phoenix invited members to an upcoming lunch-and-learn on artificial intelligence and education. The chair and ranking member both offered closing remarks recognizing staff, pages, and public testimony over the session. The committee then heard SB 1497, which requires school districts with at least 300 employees and a self-insurance program to seek quotes for health coverage and related services at least every four years, with some exceptions for certain self-insurance arrangements. The sponsor and supporters said the bill is intended to increase competition, transparency, and better benefits for school employees. There was no opposition testimony, and the bill passed 10-0 with a due pass recommendation. Members next considered SB 1711, which directs the State Board of Education to compile age-appropriate resources on preventing and recognizing inappropriate contact, including sexual conduct, and requires schools to make those resources available to students and parents. Supporters said it would provide vetted, voluntary resources without mandating curriculum; opponents argued it was too limited and should include more robust, trauma-informed, age-appropriate sex education and accessibility requirements. The bill passed 7-3. SB 1798, creating a FAFSA awareness program and school designation for schools that promote FAFSA completion, also passed after testimony from a college student and the Arizona Board of Regents in support; the vote was 8-2. The committee also heard SB 1143, which requires schools to submit federal civil rights data collection information to ADE and directs ADE to publish an annual school safety report. Supporters framed it as a transparency measure for parents and policymakers, while opponents said it was duplicative, could be misused, and should apply to private schools as well. It passed 7-3. Finally, SB 1684, as amended, creates a private right of action against public schools for serious physical injury caused by bullying after a prior report and a negligent failure to respond; an amendment narrowed the bill to on-campus or school-sponsored events and removed verbal reports from the definition of prior report. Trial lawyers and the ACLU opposed it, warning about litigation and zero-tolerance discipline, while supporters said it would hold schools accountable for serious bullying. The amended bill passed 6-3.

Transcript Highlights:

• It was, you know, he was the main milker, and he was out in the barn at the times that I was teaching
• He said he was the main milker, while she was teaching, so the kids went to daycare or school and she
• And, Jody, the fact that you continue teaching all those years probably to subsidize the farm and add
• all those years probably to um teaching all those years probably to um subsidize<00:32:30.120> the
• importantly, I'm a firm believer, and our organization is a firm believer, that the fastest way to teach

Keywords: 1187, senate, all

Summary: The committee held a Dairy Day hearing focused on Minnesota’s dairy industry, beginning with a presentation recognizing Pat and Jodi Lunneman of Twin Eagle Dairy in Clarissa as Minnesota Milk Producers’ Dairy Producer of the Year. Their farm’s history, growth from a 50-stall tie-stall barn to an 800-900 cow freestall operation, and the role of family and long-term employees were highlighted. Members praised the Lunnemans’ work, community involvement, and the collaborative nature of the video tribute. Garrett Luthin, president of Minnesota Milk Producers Association, testified on industry priorities. He said the group represents Minnesota’s 1,625 dairy farms and emphasized that dairy farmers invest in their communities and want policies that support long-term viability. He raised concerns about compliance with labor mandates such as earned sick and safe time, paid family leave, and secure retirement requirements, saying dairy work does not fit a standard schedule and that smaller farms lack HR capacity to track leave requirements. He also urged improvements to county and state permitting by allowing processes to run concurrently rather than sequentially, and he expressed support for dairy profitability and development programs. Members asked about the status of federal dairy support programs, labor mandate implementation, and the realities of dairy work. Luthin said Minnesota Milk was waiting on federal action to keep certain dairy funds in place and described labor compliance as a wage and administrative burden. Pat and Jodi Lunneman later described why they expanded their farm in the 1990s, citing labor efficiency, changing economics, and the need to remain profitable; they said they do not use robotic milkers but do use robotic calf feeders. Pat explained their double-12 parallel parlor, three-shift milking schedule, and the need to keep equipment fully utilized. No votes or formal committee actions were taken during the hearing.

Transcript Highlights:

• We also celebrate what the Corps teaches America: that excellence is a habit, that discipline beats talent
• We also celebrate what the Corps teaches America: that excellence is a habit.
• We also celebrate what the Corps teaches America: that excellence is a habit, that discipline beats talent

Keywords: 995, all

Summary: The Senate took up several final-passage matters, first adopting emergency preambles for H. 3388, establishing September 22 as Military Service Members’ and Veterans’ Suicide Awareness and Remembrance Day, and H. 4249, relative to vital statistics. It then enacted three bills: S. 23, authorizing alternate members to the Swampscott Conservation Commission; H. 1024, allowing the Massachusetts Water Resources Authority to provide sewer service to certain parcels in Sharon; and H. 1590, establishing a sick leave bank for a Trial Court employee. The Senate also advanced local bills concerning Boston district council vacancies, Arlington town clerk procedures, and a Marlborough Ward 7 council vacancy, ordering some to third reading and passing others to engrossment. The chamber considered several committee and House reports under suspension of rules, including Senate bills on public libraries and digital resource collections and on the Commission on LGBTQA+, both placed on the Orders of the Day for future consideration. It also advanced House bills on the continued employment of a Lancaster firefighter and alternate members for the Beckett Conservation Commission, and suspended Joint Rule 12 to refer several petitions to the appropriate committees. The Senate marked the 250th anniversary of the United States Marine Corps with remarks from Senator Collins and Senator Durant, a citation to the Boston Semper Fidelis Society, and brief comments from Tom Lyons on behalf of local Marines and veterans. The session concluded with an order to meet again on Thursday at 11:00 a.m., a motion to adjourn in memory of Wayne T. Laundrie of South Boston, a moment of silence, and final adjournment.

Transcript Highlights:

• since it was during COVID and she had to step into a classroom for nearly 2 years doing the virtual teaching
• They just think that, um, I started teaching in, finally, I'll just say, I, I started teaching middle

Transcript Highlights:

• the Inception of rural focused teaching the Inception of rural focused teaching hospitals<00:46:
• Mission so we Mission into the teaching Mission so we are<00:53:40.839> working<00:53:41.400>
• We don't ever want it to get to a point where we have to choose between the clinical and the teaching
• clinical and the teaching Mission uh and<01:03:23.839> that's<01:03:24.119> why<01:03:
• and learning at the there's teaching and learning at the same<01:04:01.640> time<01:04:02.240

Bills: HF2090, HF982, HF2229

Keywords: higher education, scholarship, financial aid, state grant, tuition assistance, Pell grants, student retention, education equity, disabled veterans, veterans' dependents, dependent children, college affordability, books and fees, University of Minnesota, public colleges, Office of Higher Education, veterans benefits, military families, permanent disability, 100 percent disability

Transcript Highlights:

• back to teaching because that's my job. back to teaching because that's my job.
• Um, testifying for Teach for America, Pa Kalo Vardy, not here, in support.
• Milan Akaka Manfrey for Teach for America as well, also in support. Not here.
• of America Pa Kalo Vardy for Teach of America Pa Kalo Vardy not<00:14:05.440> here.
• So, I've been teaching public title one schools for 21 years.

Bills: HB1559, HB2012, HB2297, HB2122, HB2345, HB2398, HB2534, HB2621

Keywords: telecommunication devices, student use, public schools, student engagement, educational outcomes, confiscation policy, mental health, statewide policy, community literacy, education, Title I funding, reading proficiency, underserved communities, family engagement, tutoring, literacy support, adult education, community education, literacy programs, workforce development