Transcript Highlights:

• She never made it past the eighth grade.
• I was forced to drop out of high school before completing the 10th grade.
• She never made it past the<00:03:20.720> eighth<00:03:21.040> grade.
• The instability and the eighth grade.
• When I before completing the 10th grade.

Keywords: 958, all

Summary: The Standing Committee on Veterans, Military Affairs, and Public Protection met with a quorum and heard one agenda item, Senate Bill 156, which would close remaining loopholes in Kentucky’s child marriage law and require marriage at 18. Senator Julie Rocky Adams presented the bill, joined by Donna Simmons of the Revive Collective, who gave extensive testimony about her own experience with child marriage, abuse, and the legal and institutional failures she said allowed exploitation to continue. Adams said the 2018 law setting 18 as the marriage age had been undermined by the 17-year-old exception and that the bill would simply eliminate that exception. Committee members responded sympathetically. Senator Boswell said he supported the bill but raised questions about how it would affect some 17- and 18-year-old couples, suggesting the issue might need further tightening. Senator Smith praised Simmons for sharing her story and said the committee should examine broader institutional failures that left her without protection. Adams reiterated that the bill was intended to close a loophole that had been exploited and not followed as intended. A motion and second were made, and the committee voted unanimously in favor of SB 156. The chair announced that the bill passed with a favorable expression. No other business was taken up before adjournment.

Transcript Highlights:

• , if it expands its grades, that additional grade or grades are added in that year in which that occurs
• expands its grades, that additional grade<01:03:05.839> or<01:03:06.079> grades<01:03:
• or grades are added in that year grade or grades are added in that year in<01:03:09.040> which
• uh that part of the system to work. uh that part of the system to work.
• So, I like our system. I tied to it. So, I like our system.

Keywords: 916, all

Transcript Highlights:

• our juvenile justice system from predators.
• What you're describing is not a problem with the court system or the juvenile justice system, but rather
• 12th grade.
• Grades are, they've got to fail you.
• It's a record that goes on with your school system, but it doesn't put you in the criminal system and

Bills: HB2947, HB3276, HB3513

Keywords: truancy, school attendance, parent responsibility, education code, community service, criminal record nondisclosure, juvenile board, Moore County, appointments, juvenile justice, county legislation, 1184, house, all

Transcript Highlights:

• students, mostly from low-income communities, are far below grade level in math.
• It is a... ...grade level in math. Math ability is not a personality trait.
• who enter in grades that are older.
• Recognizing that there are students who come into our school system in a variety of different grades,
• Douglas Knapp, first-grade teacher in West Sacramento, in full support. Dr.

Keywords: 988, house, all

Transcript Highlights:

• An educational system rooted in equity, access, and possibility.
• Focuses on improving reading outcomes across all grade levels.
• So it's not that low across all grades.
• We moved her from teaching fifth grade.
• She moved the fifth-grade classroom up from—or not 5th grade, I think K-5—she moved to elementary school

Transcript Highlights:

• We have about 30,000 um school system.
• So the supports within the system.
• within the school system.
• c> system.
• Um and then if the school system.

Keywords: 1187, senate, all

Transcript Highlights:

• P.E. and arts in younger grades but not so much in older grades, so we want to take a look at that.
• And for some grades, for your elementary grades, we do have funding formula components for, but then
• that goes away in secondary grades.
• It starts at 8th grade. I think we need to see if it should start at 6th grade or 7th grade.
• To, and when am I going to grade all of these 160 students? When am I going to grade?

Transcript Highlights:

• of a graduate into our education system? of a graduate into our education system?
• really fits into our education system really fits into our education system and<00:04:16.000>
• So, again, information eighth grade.
• have we have taken the education system have we have taken the education system and<00:17:23.480
• <00:52:19.280> and<00:52:19.560> did 10th grade and did 10th grade and did there<00

Keywords: 916, all

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• And because of tremendous overwhelming response, we were asked to take this through fifth grade.
• all the way up to 12th grade.
• /c><00:05:38.160> grade.
• And um the first four up to 12th grade.
• Um that's pretty the way to 12th grade.

Keywords: 1136, house, all

Transcript Highlights:

• And so we need to support systems that really bring that out in students.
• . school grade if it's counting toward a high school graduation requirement and a grade for the college
• It's limited to courses in 11th and 12th grade.
• And that would seem. to be 10th grade, rather than 11th and 12th grade. OK.
• So, these are students in their 11th and 12th grades.

Bills: HB20, HB 120, HB20, HB120

Keywords: applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, career readiness, education reform, workforce training, public schools, financial aid, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Transcript Highlights:

• So what can we do to instruct kids like grades 9 through 12?
• And they need to get on that track in 9th, 10th, or 11th grade at least to get there.
• Ninth grade now, and I guess hopefully the Department of Education is listening.
• I need to provide age- and grade-appropriate materials and information regarding this topic.
• We're adding scientifically accurate and age- and grade-appropriate materials on the website.

Keywords: 974, senate, all

Transcript Highlights:

• grade for the school.
• For example, we got a—you know, I have a system whereby parents can—” “I have a system whereby parents
• compared to first grade for literacy scores.
• Public school systems.
• So there's already a system for students to appeal if they're not allowed to play, and there is a system

Keywords: 1182, all

Summary: The committee first heard Superintendent Tom Horn’s State of Education address, which focused on school safety, academic outcomes, teacher pay, school choice, and opposition to DEI/CRT in schools. Horn argued that students cannot learn unless schools are safe, cited increased funding for school police officers and a recent Tucson charter school incident as evidence for more officers, and said the department’s academic efforts have centered on Project Momentum, tutoring, cell phone restrictions, career and technical education partnerships, and support for Native American districts. He also urged direct teacher pay increases through Proposition 123 and said the state board should revise teaching standards and school grading practices. Members questioned him about DEI compliance, cell phone enforcement, ESA accountability, teacher preparation programs, school safety funding, and literacy outcomes; Horn said the department’s role is largely advisory in a local-control state, that it tracks school practices on a website, and that it lacks academic outcome data for ESA students because private schools are not tested by the state. The committee then took up House Bill 2008, which would prohibit public school libraries from using public funds to pay dues or memberships to professional library associations that advocate for libraries and information services. Representative Cooper, the sponsor, said the bill was intended to keep school libraries politically neutral and prevent taxpayer money from supporting ideological advocacy, while arguing that membership could still be paid privately and that free professional development options exist. Opponents, including former librarian Judy Schweber, Marana board member Hunter Holt, and the ACLU of Arizona, argued the bill would undermine professional development, local control, and constitutional rights of association and petition, and that there was little evidence public funds were actually being used this way. Supporters, including Adrienne Johnson, said some library materials and associations promote political viewpoints and should not be funded with public dollars. After public comment and debate, the committee voted 7-5 to give HB 2008 a do pass recommendation. Members who explained no votes said the bill targeted a non-issue, lacked data showing a problem, and would divert attention from funding and literacy needs. Members supporting the bill said it was a reasonable restriction on public spending and a way to keep school libraries ideologically neutral. The committee then announced it would move on to House Bill 2249, the Parents’ Bill of Rights and Remedies.

Transcript Highlights:

• grade.
• grade.
• grade.
• grade.
• grade.

Keywords: 1187, senate, all

Transcript Highlights:

• It serves students in grades four through eight.
• grade level.
• Boy, that was in first grade.
• This textbook here, and we call it first-grade.
• I've talked to dozens of third and fourth grade, fifth grade teachers that say they can't even teach

Bills: SB 10, SB 11

Keywords: human trafficking, trafficking victim, compelling prostitution, affirmative defense, criminal defense, coercion, force fraud or coercion, sexual exploitation, victim protection, Penal Code, Texas criminal law, prosecution, party liability, affirmative defense statute, survivor rights, 1185, senate, all

Transcript Highlights:

• That's ninth through 12th grade. Okay. They could have... ...okay, that's ninth through 12th grade.
• But I think to grade papers on the SBOE as elected officials, but to grade those papers without giving
• But I think to grade papers on the SBOE as elected officials, but to grade those papers without giving
• As a teacher, I have taught eighth grade middle school, and I've taught sixth grade middle school.
• As a teacher, I have taught eighth grade middle school, and I've taught sixth grade middle school.

Summary: The Committee on Education K-16 heard several bills focused largely on special education transparency, school safety, and student support services. Senate Bill 1908, by Senator Zaffirini, would direct the Higher Education Coordinating Board to study the feasibility of a statewide system for coordinating clinical training placements, including regional portals for healthcare clinical slots, with a report due by December 1, 2026. A representative of the Texas Nurses Association and the Nursing Legislative Agenda Coalition testified in support. The bill was left pending subject to the call of the chair. The committee then took up Senate Bill 111, by Senator Hall, which in its committee substitute was narrowed to a reporting bill requiring school districts to disclose legal proceedings involving special education due process complaints when legal fees exceed $10,000, rather than capping spending. Several parents and advocates testified that districts spend large sums on litigation against families of children with disabilities and that greater transparency is needed; some senators raised concerns about unintended consequences, including possible pressure to settle cases. The committee adopted the substitute and left the bill pending. The committee also heard Senate Bill 1551 on automated external defibrillators in public schools, Senate Bill 865 on CPR instruction requirements for certain volunteers, Senate Bill 1032 on the Governor’s University Research Initiative, and Senate Bill 571 on school employee misconduct reporting and access to the Do Not Hire Registry; each was reported favorably after committee substitute adoption and roll-call votes. Additional bills discussed included Senate Bill 1884, which would formalize and expand dedicated staff support for the State Board of Education and give the board chair hiring authority over that staff; members questioned whether it duplicated TEA functions, while a witness argued the workload increase justified the change, and the bill was left pending. Senate Bill 625 would replace the current half-credit economics requirement with a half-credit in personal financial literacy; educators and advocates strongly supported making the course required, and the bill was left pending. Senate Bill 582 would make TEA settlement agreements in special investigations publicly available when sanctions are imposed, and Senate Bill 2600 would bar transportation fees for students living within two miles of campus unless districts do not receive state transportation funding; both were left pending. The committee also heard Senate Bill 2751, which would require TEA inspections of non-public special education programs to consider medical standards of care and crisis-prevention training; testimony from a program operator described severe student behaviors and the need for more flexibility, and the bill was left pending after the substitute was adopted.

Transcript Highlights:

• I mean, I have students in eighth grade who were missed in the system, so they need to be identified.
• The idea here is not to create separate parallel systems.
• The bill would require PUD to adopt a reading assessment system for those early grade students to measure
• And why is it just for first grade, Mr. Chair?
• And so that's why we use it in New Mexico in first grade. No, understood.

Keywords: 996, all

Transcript Highlights:

• So how much has been invested in infrastructure and grade separations?
• Again, the ultimate solution for this is grade separations.
• And, uh, in terms of grade separations, I think you're quite right.
• So, grade separations are constructed and funded by the road authority.
• A commonly recognized solution for a congested at-grade crossing is to build a grade separation, which

Bills: HB341, HB791, HB1564, HB1695, HB1722, HB1729, HB1772, HB2003, HB2954, HB2989, HB3084, HB3134, HB3135, HB3309, HB3611, HB3679, HB3727, HB3832

Keywords: affordable housing, zoning, development, community support, local regulations, bicycle lanes, traffic collisions, Texas Department of Transportation, study, public safety, bicycles, electric bicycles, scooters, road safety, transportation study, HB 791, Central Catholic High School, San Antonio, specialty license plate, specialty plates

Transcript Highlights:

• Their grades are fine. Like midterm grades, they were fine.
• Their grades are fine. Like midterm grades, they were fine.
• We do not have any information at the system level, though.
• In helping, speaking of K-16, connecting our K-12 system with our post-secondary system, and we have
• The red, of course, is our two-year system.

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

Transcript Highlights:

• In math, fourth grade scores fell by five points and eighth grade scores fell by eight points.
• The educational system is failing our children.
• In America, we must not allow our educational system to become a two-tier system.
• I'm a guy who understands the weight of a poor education system and the benefit of a good education system
• That our current education system isn't working.

Keywords: educational reform, federal grants, bureaucracy, wealth disparity, public testimony

Summary: The committee meeting engaged in discussions focused primarily on educational reform, the influence of federal grants on local education systems, and the growing disparities in wealth and access to quality education. Members expressed concerns about the bureaucracy surrounding federal funding that hampers schools' ability to obtain necessary resources for improvement. Several members highlighted personal anecdotes from constituents, emphasizing the urgent need for reform to help students succeed in both K-12 and higher education environments. The meeting included public testimonies that provided insights into various community perspectives on these pressing issues.

Transcript Highlights:

• Yes, in grades K to 3. In grades K to 3.
• These exams ensure that teachers have the necessary content knowledge, grade-level and grade-span expertise
• These exams ensure that teachers have the necessary content knowledge, grade-level and grade-span expertise
• <01:16:48.520> teacher chair Michelle Tad sixth grade teacher chair Michelle Tad sixth grade
• kindergarten through sixth grade kindergarten through sixth grade principles<01:27:49.560> of

Keywords: 912, senate, all

Summary: The joint Committee on Education and Committee on Public Safety and Military Affairs heard Senate Bill 422, which would authorize the Department of Education to award a high school diploma to qualified people whose schooling was interrupted by military service or wartime practices during World War II, the Korean War, or the Vietnam War. The Department of Education testified in support, noting a prior law that created the Kono diploma program before it sunset in 2020. Several members of the public also testified in support. Both committees later recommended passage of SB 422 without amendments, and the recommendation was adopted by voice votes. The committees then heard Senate Bill 530 on Braille literacy. The bill would establish Braille literacy as state policy, require Braille-related literacy assessments for eligible blind and low-vision students, authorize DOE rulemaking, create a Braille Literacy Resource Center, and appropriate funds. DOE and the Department of Human Services supported the measure, as did the National Federation of the Blind, Hawaii Disability Rights Center, and a blind testifier who described the importance of early Braille instruction. The Attorney General’s office raised concerns about statutory language requiring yearly assessments and suggested revisions so annual decisions remain with IEP teams. The committees voted to pass SB 530 with amendments, including the Attorney General’s suggested changes, and adopted the recommendation. The next measure was Senate Bill 532, which would allow school staff and agents trained by a licensed clinician to volunteer to administer medication to students in public schools under certain conditions and clarify who may prescribe such medication. DOE and Department of Health testimony supported the bill. The Attorney General recommended replacing the term “licensed clinician” with the defined term “health care professional.” The Hawaii Academy of Physician Assistants supported the bill but asked that physician assistants be included among providers who may prescribe medications for school administration. After questions about current school health aide duties and field-trip medication procedures, the committees voted to pass SB 532 with amendments, including the Attorney General’s terminology change, and adopted the recommendation.