Transcript Highlights:

• The Let Teachers Teach work group was established to look at how we can return professional autonomy
• and the time to actually teach back to the classroom.
• We have states reaching out all over the country asking us about our Let Teachers Teach work group and
• what we are doing to make sure teachers have time in the classroom to actually do the work of teaching
• the school, but not taking away from that time that teachers need every day to actually be able to teach

Bills: HB165, HB175, HB198, HB272, HB457, HB488, HB566, HB603, HB763, HB902, HB909, HB971, HB981, HB1066, HB1125, HB1154, HB1231

Keywords: HB165, lottery proceeds, Lottery Proceeds Fund, Veterans Service Grant Fund, constitutional amendment, veterans, military veterans, veterans' benefits, veterans services, family support, state lottery, education funding, Minimum Foundation Program, problem gambling, compulsive gaming, state treasurer, ballot proposition, constitutional referendum, lottery revenue, Louisiana resident veterans

Transcript Highlights:

• You know, even if we have alcohol business, but still in the school they teach no to alcohol to the kids
• You know, even if we have alcohol business, but still in the school they teach no to alcohol to the kids
• You know, even if we have alcohol business, but still in the school they teach no to alcohol to the kids
• no to alcohol to the kids up they teach no to alcohol to the kids up until<01:21:28.760> you<
• the kids no to alcohol no to drugs teach the kids no to alcohol no to drugs no<01:21:50.239> to

Keywords: 928, house, all

Summary: The subcommittee first took up House Bill 507, which concerns the timeline for credentialing mental health care providers. Members discussed and approved an amendment that removed section 2 and changed the bill’s effective date to January 1. A motion for ought to pass as amended was made, seconded, and approved by a 6-0 vote, with Representative Miles assigned to write the committee report. The bulk of the meeting focused on House Bill 705, a price-transparency measure requiring insurance-related data reporting and uniform formatting. Committee members and a representative from Anthem discussed how the bill would interact with federal requirements, including a recent presidential executive order and anticipated CMS guidance on uniformity standards. Anthem testified that the federal timeline was uncertain, that final rules could take months, and that the machine-readable files involved are complex and costly to produce. Some members argued the state should mirror federal standards but wait for final federal guidance; others said the bill should create a firm state requirement and not leave everything to rulemaking. The main unresolved issue was timing. Members debated whether the bill should be effective upon passage, apply to plan years beginning January 1, 2026, or be delayed until after federal guidance is finalized, with several references to a possible six-month implementation window after final federal rules. No final vote was taken on HB 705 in the portion provided; instead, the committee planned to revisit the bill the next morning after language was rewritten and circulated, with a straw vote anticipated before the executive session.

Transcript Highlights:

• Many teachers in KYVA left the teaching workforce or experienced challenges that make in-person teaching
• Many teachers in KYVA left the teaching workforce or experienced challenges that make in-person teaching
• Many teachers in KYVA left the teaching workforce or experienced challenges that make in-person teaching
• There's a very specific way we teach reading, and they are making sure that our teachers are following
• them to teach.

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and heard first from the Washway Nicotine Youth Advocacy Group, which urged stronger enforcement of Kentucky’s Tobacco 21 law. Youth advocates described the harms of flavored vaping products, argued that nicotine use is targeting children, and called for retailer licensing, annual compliance checks, harsher penalties for illegal sales, and more funding for enforcement. Committee members praised the presentation, and one senator said he had heard a bill on licensed retailers may be coming soon. The committee then heard a lengthy presentation from Cloverport Independent School District and the Kentucky Virtual Academy about the state’s virtual school model. Superintendent Keith Haynes and principals Brandy Fagan and Sally Johnson said KYVA serves about 2,800 students, many of whom are at-risk or have health, safety, behavioral, or family reasons for choosing virtual education. They emphasized that the program uses live synchronous instruction, provides devices and materials, and offers special education and related services. They also said the school had a large wait list and that virtual programs need more flexibility in staffing ratios, scheduling, and testing windows. School leaders acknowledged criticism of KYVA’s proficiency scores and said many students entered far below grade level, with 59% not proficient in English language arts and 79% not proficient in math on recent state testing. They argued the program is too new to judge solely on one year of data and pointed to growth in MAP scores, as well as middle and high school rankings in the top half of Kentucky schools. Fagan and Johnson outlined improvement efforts, including daily interventions, small-group instruction, literacy programs, staff training, and expanded clubs and student activities. No votes or formal committee actions were taken in the portion provided.

Transcript Highlights:

• Paul College and to teach them how to better support Fosters on their campus.
• I hope to continue this work with Foster Advocates to teach colleges throughout the state because it
• Paul College and to teach them how to better support Fosters on their campus.
• staff at St Paul College and to teach staff at St Paul College and to teach them<00:20:05.320>
• work with Foster Advocates to teach work with Foster Advocates to teach colleges<00:20:12.200>

Keywords: 1187, senate, all

Summary: The committee heard informational testimony from student and advocacy groups focused on higher education affordability and support programs. Representatives of the Minnesota Association of Private College Students urged full funding for the Minnesota State Grant, describing it as essential for low- and moderate-income students and noting prior successes such as increased support for hunger-free campuses. Two student witnesses, including one first-generation college student and one refugee student, said the grant made college possible for them and warned that underfunding or cuts would limit students’ ability to choose the right school, especially at private colleges not covered by North Star Promise. Members asked questions about the students’ schools, majors, and why they chose their institutions. The witnesses emphasized scholarship opportunities, campus community, faith-based support, and the importance of financial aid in making college accessible. No votes or formal actions were taken during this portion of the hearing. The committee then heard from Vivian Dudley of Foster Advocates, who testified in support of the Foster Independence Grant. She described how the grant allowed her to begin college, stabilize housing and basic needs, and continue toward a social work degree, while warning that aging out of eligibility leaves foster youth facing renewed financial barriers. Members responded with supportive comments and asked about her educational path and work with youth; she said she wants to use her education to help others and to educate campuses on better supporting foster students. Finally, Shay Hornik of the University of Minnesota student government testified in support of North Star Promise, arguing that the program reduces financial burdens and signals that higher education should be accessible regardless of family income. Hornik cited student financial stress, rising living costs, and public opinion favoring greater investment in higher education, and urged expansion of North Star Promise to help middle-class families. No committee action was taken in the transcript.

Transcript Highlights:

• The teachers, we talk a lot about teachers teaching dual credit.
• <00:52:01.280> dual talk a lot about teachers teaching dual talk a lot about teachers teaching
• So it's not just that they're teaching.
• <01:34:42.080> highly<01:34:42.400> skilled that is teaching highly skilled that is
• teaching highly skilled workforce.<01:34:43.920> Uh<01:34:44.239> we<01:34:44.480>

Keywords: Call to Order and Roll Call: 0:00:00 Approval of Minutes: 0:01:45 Federal Education Updates 0:02:12 Dual Credit Updates: 0:43:38 Kentucky State University's Doctoral Program Request: 01:27:08 Postsecondary Accreditation: 1:49:05 Consideration of Referred Administrative Regulations: 2:14:48 Adjournment 2:16:31, 958, all

Summary: The committee met with a quorum, approved the previous meeting minutes, and heard a presentation from Austin Reid of the National Conference of State Legislatures on education-related provisions in the federal One Big Beautiful Bill Act (H.R. 1). Reid said the law is projected to increase the federal deficit over 10 years, with major savings coming from Medicaid, student loan changes, and SNAP. He focused on how those changes could affect schools, including possible effects on free and reduced-price meal certification, state funding formulas that use SNAP as a proxy for low-income status, and Medicaid-funded school services for students with disabilities. Reid also outlined the new federal scholarship tax credit, which gives a dollar-for-dollar credit for donations to qualifying scholarship-granting organizations. He said families up to 300% of area median income may benefit, the program begins in 2027, and states must opt in and designate eligible organizations. He noted unresolved questions about whether states can add their own criteria and said Treasury regulations will be important. He also described the expansion of 529 plans to cover more K-12 and postsecondary expenses. On higher education, Reid explained a new workforce Pell grant option for short-term programs, with states and governors playing a role in determining eligible programs. He said the programs must meet placement, completion, and earnings measures and that implementation is expected to be tight before the July 1, 2026 effective date. He also reviewed student loan changes, including lower institutional loan limits, prorated borrowing for part-time enrollment, new caps on graduate and Parent PLUS loans, and a new earnings-based accountability standard that could make some programs ineligible for student loans if graduates earn too little. No votes were taken beyond approval of the minutes.

Transcript Highlights:

• This is a great opportunity to not only teach personal responsibility to our kids, but also to promote
• great opportunity to not only teach great opportunity to not only teach personal<00:19:01.679>
• part-time dual or concurrent to teach part-time dual or concurrent courses<00:51:16.480> in<00
• members to teach any part-time courses<00:51:28.160> and<00:51:28.400> are<00:51:28.640
• honest representations of free to teach honest representations of historical<07:22:27.120> facts<

Keywords: 1189, house, all

Transcript Highlights:

• They call it the Georgia Memory Net, and it's a partnership between various organizations and teaching
• I just thought that was a... really great partnership between the teaching college in the state to provide
• Those are things that we're trying to teach people up front, so it makes the process a little more accessible

Keywords: 1136, house, all

Transcript Highlights:

• music or PE or administration to teach music or PE or administration costs.<00:19:18.120> So,
• you know, when you get your um at teach you know, when you get your teaching<00:47:12.080> degree
• teaching degree teaching degree um<00:47:13.400> and<00:47:13.720> now<00:47:14.000
• There's hardly any time left to teach.
• There's hardly any time left to teach. teach. teach.

Keywords: 1191, senate, all

Transcript Highlights:

• the students what the students teaching the students what the students are<00:32:20.000> eventually
• >> So, the 306s refer to the standards in that um the minimum standards require that schools teach math
• , for example, and require that school districts in teaching math are um in some way using the state
• 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.

Keywords: 1189, house, all

Transcript Highlights:

• In other words, your grant foundation is telling your teachers how to teach.
• Not the school board, not the principal, not the superintendent how to teach.
• teach in local classrooms.<01:14:07.600> In<01:14:07.840> other<01:14:08.000> words
• Not the schoolboard, not the to teach.
• how to teach. how to teach.

Keywords: 1191, senate, all

Transcript Highlights:

• It also ensures that the teaching of a curriculum is balanced and appropriate.
• It also makes sure that the teaching of a curriculum is balanced and appropriate.
• It also ensures that the teaching of a curriculum is balanced and appropriate.
• And that's really critical and important for making sure that there's accountability in what we're teaching
• It also makes sure that the teaching of a curriculum is balanced and appropriate.

Bills: SB 2

Keywords: 1185, senate, all

Transcript Highlights:

• An elementary educator with over 35 years of experience, Kathleen currently teaches fourth grade at Manoa
• serves as the English language teacher and coordinator at Kauluwela Elementary, where her inclusive teaching
• Kauluwela Elementary, where<00:21:45.920> her<00:21:46.360> inclusive<00:21:46.880> teaching
• <00:21:47.200> strategies where her inclusive teaching strategies have helped countless multilingual
• Her interactive lessons not only teach students essential cooking skills, but also challenge them to

Bills: HB1576, HB2490, HB1546, HB1588

Keywords: HB1576, Hawaii film industry, DBEDT, BLNR, Department of Business Economic Development and Tourism, Board of Land and Natural Resources, film permits, motion picture production, television production, commercial filming, digital media tax credit, film production tax credit, public notice, transparency, state lands, film studio, land set-aside, revocable permit, memorandum of agreement, memorandum of understanding

Transcript Highlights:

• this has been a great tool in helping to create another pathway for individuals to enter into the teaching
• all and supported across the state to really scale another pathway for individuals to get into the teaching
• that would result in the conferring of the baccalaureate degree, and they would have their full teaching
• Or what we like to call the adjuncts, as our population of individuals academically qualified to teach
• the number of students that, due to not having the operational dollars to hire additional faculty to teach

Summary: The Higher Education Appropriations Committee met for its first meeting of the session and heard presentations focused on workforce education in the Florida College System and district technical colleges. Members introduced themselves and discussed their personal connections to higher education, then heard from Department of Education senior chancellor Kevin O’Farrell, South Florida State College president Fred Hawkins, and Pinellas Technical College representative Mark Hunt. O’Farrell outlined the department’s budget request, including increases for adult education, Florida College System program funds, workforce development capitalization grants, apprenticeship and teacher apprenticeship programs, Open Door scholarships, and CAPE industry certification funding. He emphasized record growth in enrollments, completions, dual enrollment, and program offerings, and described grant-funded expansion in fields such as health sciences, manufacturing, logistics, aerospace, and AI-related programs. Committee members raised concerns about whether current programs match actual labor-market demand, how artificial intelligence may reduce future human labor needs in some fields, and how the state should avoid unwarranted duplication of programs. O’Farrell said the department uses economic forecasts, employer demand data, and a CTE audit process to review programs and phase out those that do not meet performance thresholds. Members also asked for more detail on the teacher apprenticeship model, the transition from technical college clock hours to college credit, job placement and salary outcomes, and the LPN-to-RN pathway. O’Farrell said he would provide additional information later. Hawkins described South Florida State College’s rural service area, low college-going rates, and difficulty recruiting and retaining faculty and staff because salaries lag behind local market alternatives and nearby school district pay. He said the college has had to turn away students in high-demand programs due to staffing and operational limits, while also noting strong outcomes in nursing, dental hygiene, EMT/paramedic, and radiography. Hunt said Pinellas Technical College serves about 5,000 students annually, including many dual-enrolled high school students, and reported a placement rate above 90% and strong local economic returns. He said many programs have waiting lists and that additional operational funding is needed to meet demand, maintain equipment, and keep pace with salary and cost increases. The meeting ended after public comment was opened and no further business was brought before the committee, and the committee adjourned.

Transcript Highlights:

• getting more money for these badly needed areas of our state, for people in recovery, and people so we teach
• getting more money for these badly needed areas of our state, for people in recovery, and people so we teach
• people uh in recovery and people<00:07:15.520> so<00:07:15.759> we<00:07:16.240> teach
• kids<00:07:17.039> not<00:07:17.199> to<00:07:17.360> go people so we teach
• our kids not to go people so we teach our kids not to go that<00:07:17.759> direction<00:07:18.639

Keywords: 1183, house

Transcript Highlights:

• One is pedestrian safety training, which teaches how to properly cross a road for kindergarteners through
• then, in addition, for fourth and eighth graders, we have the addition of bicycle safety, including teaching
• walking or riding a bike. addition of bicycle safety including addition of bicycle safety including teaching
• :42.159> and<00:01:42.400> proper<00:01:42.720> fit<00:01:42.960> of teaching
• um the use and proper fit of teaching um the use and proper fit of helmets.<00:01:43.680> I<00

Keywords: 1183, house

Transcript Highlights:

• And so I want to say thank you for you joining. us because your value is in what you can teach us and
• If the teacher is teaching about it, what it means, then it would be allowed.
• But if it's part of the curriculum, meaning what the teacher is teaching, then yes, it would be. be allowed
• The flags that are. in the bill can be permanently displayed. a flag displayed for the purpose of teaching
• If you're teaching a young person, you come from their teen, 18, early teen years, to have a rifle that

Bills: SJR27, SJR39, SB22, SB33, SB34, SB37, SB209, SB310, SB326, SB505, SB605, SB618, SB732, SB762, SB769, SB783, SB819, SB825, SB870, SB964, SB1030, SB1080, SB1085, SB1099, SB1124, SB1208, SB1233, SB1314, SB1320, SB1333, SB1398, SB1405, SB1541, SB1567, SB1596, SB1598, SB1625, SB1646, SB1662, SB1750, SB1758, SB1791, SB1804, SB1810, SB1818, SB1838, SB1855, SB1869, SB1951, SB2024, SB2077, SB2078, SB2252, SB2253, SB2368, SB2411, SB2420, SB2425, SB2569

Keywords: judicial conduct, state commission, judicial misconduct, commission membership, constitutional amendment, veto override, legislature power, governor, Texas Constitution, Texas, moving image industry, incentive program, film production, grant funding, job creation, economic development, wildfire, wildfire mitigation, wildfire prevention, volunteer fire department

Transcript Highlights:

• While in-based learning has a long-term impact, it teaches you a sense of belonging to your culture and
• While in-based learning has a long-term impact, it teaches you a sense of belonging to your culture and
• long-term While inabased learning has a long-term impact,<00:07:14.479> it<00:07:14.720> teaches
• > you<00:07:15.280> a<00:07:15.440> sense<00:07:15.680> of impact, it teaches
• you a sense of impact, it teaches you a sense of belonging<00:07:16.160> to<00:07:16.400>

Keywords: 912, senate, all

Summary: The Health and Human Services committee heard testimony on several resolutions. HCR 190, asking the Department of Health to convene a demolition waste reduction work group, drew only written testimony; the Department of Health provided comments in opposition and the Department of Attorney General Services supported it. HCR 91, on requiring insurers and managed care providers to cover prosthetic and orthotic devices, received supportive testimony from SHIPA and an amputee youth advocate who described the high cost and importance of sports prosthetics. HCR 174, on examining the availability and use of land-based learning programs for youth in the juvenile legal system, drew support from the Office of the Public Defender, youth advocates, and a youth council that described land-based learning as culturally rooted and rehabilitative. HR 171, on assessing the social and financial effects of mandatory coverage for continuous glucose monitors, received support from SHIPA, the Hawaiʻi Medical Association, and kidney care and dialysis groups. HCR 146, on the Elderly Simplified Application Project for SNAP, drew support from disability, hunger, and public health groups, with DHS explaining it could implement the project but would need to do manual certification work until its new system is ready. During decision-making, the committee deferred HCR 190 because the Department of Health said it could not carry out the work group without an appropriation. The committee voted to pass HCR 91 as is. HCR 174 was recommended for passage with amendments to clarify that the resolution would request continued use of land-based learning programs and to reflect existing work already underway. HCR 171 was recommended for passage with amendments to correct a statute description. HCR 146 was recommended for passage with amendments to add language that DHS should apply for and implement the project when capable, acknowledging current system limitations. All recommendations were adopted, and the meeting adjourned.

Transcript Highlights:

• I've seen that many times in teaching: somebody thinks they want to be in an elementary classroom, and
• That's a better opportunity for them versus going through, getting a teaching credential, being there
• I've seen that many times in teaching somebody thinks they want to be in an elementary classroom and
• That's a better opportunity for them versus going through getting a teaching credential, being there
• and then leaving after two or three years. going through getting a teaching credential being there and

Summary: The subcommittee held an informational budget hearing covering several GovOps, CDT, CPPA, and DGS items. GovOps reported that most deliverables under the Governor’s generative AI executive order have been completed, including guidelines, procurement tools, community-impact guidance, and a new project delivery lifecycle for Gen AI projects; one workforce-related deliverable remains. Members and public commenters raised concerns about privacy, labor impacts, and how the state will explain and oversee Gen AI use. The committee also heard a proposal to create a California Education Interagency Council with $5 million ongoing and 16 positions to coordinate workforce and education systems; LAO questioned duplication and recommended limited-term funding, while supporters said a neutral convening body is needed to improve coordination and student outcomes. GoServe presented the College Corps budget proposals, describing the program as a paid service and career-development opportunity for undergraduate students that helps reduce college costs while supporting communities through tutoring, food insecurity work, climate and disaster response, and other service. The administration sought one-time and ongoing funding to expand the program to more campuses and students, while LAO objected to the high administrative costs and recommended rejection. Several students and alumni testified that College Corps provided financial support, professional experience, and career pathways. The committee also heard a $5 million proposal for a Belonging Campaign to address loneliness and social isolation through research, outreach, and local grants; LAO said the proposal lacked clear goals and measures, while supporters said the effort is needed for youth, seniors, and community resilience. The Department of Technology updated the Middle Mile Broadband Initiative, saying construction is underway on the statewide open-access network and the project remains on track for the 2026 deadline, though LAO noted a required business plan had not yet been submitted. The California Privacy Protection Agency presented its Delete Act implementation request for the DROP platform, which will let consumers request deletion of personal information held by data brokers; LAO flagged oversight concerns because CDT is both developing the system and involved in project support. Public commenters from business groups urged caution on CPPA’s rulemakings, warning of compliance costs and job impacts. The Department of General Services then discussed implementation of Proposition 2 school facilities bonds, requesting staffing and administrative funding to manage the new bond program and continue school facility work. Officials said the program can also help districts affected by the January wildfires, including interim site funding and expedited assistance. Finally, DGS requested authority and positions to operate Building 18 for labor-agency tenants relocating from older Capitol Mall space; SEIU Local 1000 criticized the state’s four-day return-to-office policy and said telework has improved productivity and retention. No formal votes were taken; the hearing concluded after public testimony and member questions on each item.

Transcript Highlights:

• In 1950, he took a temporary teaching position at Lincoln Elementary School in Birmingham, Alabama, which
• But he quickly discovered a passion for teaching and mentoring.
• Shortly after Adams started teaching, he was offered a permanent spot in the Count Basie Orchestra, but
• While waiting to join the Duke Ellington Orchestra, Adams took a temporary teaching position at Lincoln
• Adams quickly realized that his calling was in teaching, and in his 27-year career at Lincoln, he produced

Bills: SJR 2, SB 4, SJR 36, SJR 2, SB 4, SJR 1, SJR 5, SB 9, SB 40, SJR 2, SB 4, SR 98, SJR 40, SJR 41, SJR 42, SJR 43, SJR 44, SJR 45, SJR 46, SJR 47, SCR 13, SB 6, SB 13, SB 21, SB 826, SB 827, SB 828, SB 829, SB 830, SB 831, SB 832, SB 833, SB 834, SB 835, SB 836, SB 837, SB 838, SB 839, SB 840, SB 841, SB 842, SB 843, SB 844, SB 845, SB 846, SB 847, SB 848, SB 849, SB 850, SB 851, SB 853, SB 854, SB 855, SB 856, SB 857, SB 858, SB 859, SB 860, SB 861, SB 862, SB 863, SB 864, SB 865, SB 866, SB 867, SB 868, SB 869, SB 870, SB 871, SB 872, SB 873, SB 874, SB 875, SB 876, SB 877, SB 878, SB 879, SB 880, SB 881, SB 882, SB 883, SB 884, SB 885, SB 886, SB 887, SB 888, SB 889, SB 890, SB 891, SB 892, SB 893, SB 894, SB 895, SB 896, SB 897, SB 898, SB 899, SB 900, SB 901, SB 902, SB 903, SB 904, SB 905, SB 906, SB 907, SB 908, SB 909, SB 910, SB 911, SB 912, SB 913, SB 914, SB 915, SB 916, SB 917, SB 918, SB 919, SB 920, SB 921, SB 922, SB 923, SB 924, SB 925, SB 926, SB 927, SB 928, SB 929, SB 930, SB 931, SB 932, SB 933, SB 934, SB 935, SB 936, SB 937, SB 938, SB 939, SB 940, SB 941, SB 942, SB 943, SB 944, SB 945, SB 946, SB 947, SB 948, SB 949, SB 950, SB 951, SB 952, SB 953, SB 954, SB 955, SB 956, SB 957, SB 958, SB 959, SB 960, SB 961, SB 962, SB 963, SB 964, SB 965, SB 966, SB 967, SB 968, SB 969, SB 970, SB 971, SB 972, SB 973, SB 974, SB 975, SB 976, SB 977, SB 978, SB 979, SB 980, SB 981, SB 982, SB 983, SB 984, SB 985, SB 986, SB 987, SB 988, SB 989, SB 990, SB 991, SB 992, SB 993, SB 994, SB 995, SB 996, SB 997, SB 998, SB 999, SB 1000, SJR 40, SJR 41, SJR 42, SJR 43, SJR 44, SJR 45, SJR 46, SJR 47, SCR 13, SB 6, SB 13, SB 21, SB 826, SB 827, SB 828, SB 829, SB 830, SB 831, SB 832, SB 833, SB 834, SB 835, SB 836, SB 837, SB 838, SB 839, SB 840, SB 841, SB 842, SB 843, SB 844, SB 845, SB 846, SB 847, SB 848, SB 849, SB 850, SB 851, SB 853, SB 854, SB 855, SB 856, SB 857, SB 858, SB 859, SB 860, SB 861, SB 862, SB 863, SB 864, SB 865, SB 866, SB 867, SB 868, SB 869, SB 870, SB 871, SB 872, SB 873, SB 874, SB 875, SB 876, SB 877, SB 878, SB 879, SB 880, SB 881, SB 882, SB 883, SB 884, SB 885, SB 886, SB 887, SB 888, SB 889, SB 890, SB 891, SB 892, SB 893, SB 894, SB 895, SB 896, SB 897, SB 898, SB 899, SB 900, SB 901, SB 902, SB 903, SB 904, SB 905, SB 906, SB 907, SB 908, SB 909, SB 910, SB 911, SB 912, SB 913, SB 914, SB 915, SB 916, SB 917, SB 918, SB 919, SB 920, SB 921, SB 922, SB 923, SB 924, SB 925, SB 926, SB 927, SB 928, SB 929, SB 930, SB 931, SB 932, SB 933, SB 934, SB 935, SB 936, SB 937, SB 938, SB 939, SB 940, SB 941, SB 942, SB 943, SB 944, SB 945, SB 946, SB 947, SB 948, SB 949, SB 950, SB 951, SB 952, SB 953, SB 954, SB 955, SB 956, SB 957, SB 958, SB 959, SB 960, SB 961, SB 962, SB 963, SB 964, SB 965, SB 966, SB 967, SB 968, SB 969, SB 970, SB 971, SB 972, SB 973, SB 974, SB 975, SB 976, SB 977, SB 978, SB 979, SB 980, SB 981, SB 982, SB 983, SB 984, SB 985, SB 986, SB 987, SB 988, SB 989, SB 990, SB 991, SB 992, SB 993, SB 994, SB 995, SB 996, SB 997, SB 998, SB 999, SB 1000

Keywords: SJR 2, Senate Joint Resolution 2, constitutional amendment, homestead exemption, property tax relief, school property tax, ad valorem tax, residence homestead, school district taxes, Texas Constitution Article VIII, public school finance, homeowner exemption, elderly exemption, senior tax relief, disabled exemption, tax year 2025, voter approval, November 2025 ballot, local government, Ways & Means

Transcript Highlights:

• the S and faculty will need a higher level of education or preparation and additional credentials to teach
• They they pay nothing for their last resort that and or their doctor it and and teach them how to become
• We need educated quality faculty who are experienced in the classroom and know how to teach.
• appropriately credentialed, which is difficult as well because the to have either a master's or doctorate to teach
• We do essential clinical skills that you need to be able to teach clinical in the nursing education in

Keywords: 999, senate, all