Transcript Highlights:

• So we provide appropriately credentialed a structure, instructors and instructional support personnel
• the certified teachers in the course subject through deal with the certified structures are paraprofessionals

Transcript Highlights:

• These students should not have to duplicate coursework if they choose to earn… further credentials, such
• These CTE courses give Texas students the opportunity to gain valuable skills and earn credentials.
• More Texas students are earning industry-based credentials in high school than ever before, including
• care science-related industry-based credentials (IBCs), highlighting a clear opportunity to realign
• This means that many talented multilingual students graduate without a clear credential that reflects

Bills: HB295, HB824, HB1579, HB1581, HB2189, HB295

Keywords: bullying, antisemitism, school policies, school discipline, education, education policy, Texas Education Code, hate speech, student rights, civics education, high school curriculum, government, voting process, elected officials, Texas Seal of Biliteracy, biliteracy, bilingual education, multilingual, language proficiency, high school diploma

Transcript Highlights:

• Rebecca Fett continued that paraprofessionals are not part of this.
• Rebecca Fett responded that the paraprofessional may be there to reinforce or reteach the skills that
• If the speech pathologist worked on a skill with the student and then oversaw the paraprofessional to
• There were paraprofessionals to vent to or get help from when spiraling.
• <02:34:53.640> there's<02:34:54.279> special and credentials there's special and credentials

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on HB 222, which would repeal the requirement that a chartered public school and the resident school district sign a memorandum of understanding on how students with disabilities will receive special education services. The prime sponsor, Rep. Peggy Balboni, said the bill was requested by the New Hampshire Association of Special Education Administrators and the New Hampshire Alliance for Public Charter Schools. She argued that federal and state law already require districts to provide FAPE and that the MOU requirement has created extra work, legal costs, and delays without improving services. She said many MOUs remain unsigned, but students are still receiving services and complaint numbers have not changed. Rep. Mooney also supported repeal, calling the MOU duplicative and impractical because IEPs and 504 plans already govern services. Testimony from Jane B. Brulu of the special education administrators’ association and Beth McLure of the charter schools alliance echoed that view, saying the MOU has not helped students, has added hours of work and legal fees, and has mostly been a source of disputes over funding and service costs. McLure said her school has worked with more than 15 districts and has always been able to reach agreements, though the first year of the requirement took substantial time and money. Committee members asked about the original purpose of the law, unsigned MOUs, and whether disputes could be resolved without the requirement. A representative from the Department of Education said the MOU was originally proposed to address reports that some students were not getting services on time and to provide some oversight, but the department has no authority to order charter schools or districts to agree and no appeal process if they cannot. The department also said it does not currently audit charter school special education services because it lacks authority to monitor charter schools directly, and it urged the committee to consider some alternative oversight if the MOU requirement is repealed. The hearing on HB 222 was then closed, and the committee announced it would begin the hearing on HB 699 after a short break.

Transcript Highlights:

• So, our school district's credentials will far exceed those of the people who are getting to make these
• So, our school district's credentials will far exceed those of the people who are getting to make these
• So, our school district's credentials<01:01:14.559> will<01:01:14.880> far<01:01:15.839
• > exceed<01:01:16.960> those<01:01:18.000> of<01:01:18.240> the credentials
• will far exceed those of the credentials will far exceed those of the people<01:01:19.359> who

Keywords: 916, all

Transcript Highlights:

• In 2023, the Commission on Teacher Credentialing issued more than 14,000 substandard credentials and
• We have a lot of our paraprofessionals in class.
• People who have a credential may want to get a special education credential.
• Certain credential types of credentials or fields of study you might consider just defining which you
• LACOE stands in support of those efforts as a provider of teacher credentialing and administrator credentialing

Keywords: 988, house, all

Transcript Highlights:

• Getting to classes so that those peer mentors aren't meant to be like a paraprofessional type of staff
• So where we are now, we finished our credentialing journey through the Medicaid waiver system last year
• This provider type was revamped around the time we were going through initially the credentialing journey
• , and with our grounding in ABA, it seemed like a... ...initially the credentialing journey, and with
• , and with our grounding in ABA, it seemed like a, Initially, the credentialing journey, and with our

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• And what are the credentials of the faculty at Trace Academy?
• Are they, because now in Oklahoma in our regular ed programs, we don't have credentialed teachers actually
• , so I'm wondering at Trace Academy, what kind of credentials do they have?
• And I have three teachers, a paraprofessional, myself, and two and two halftime math teachers. those
• educators, not be put on a computer like Ingenuity or Agmentum, but credentialed educators, social workers

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

• early as high school through hands-on experience, dual-credit coursework. mentorship, and also paraprofessional
• As a teacher, I see first-hand… and the impact that paraprofessionals and substitute teachers have on
• Only one in four students complete a post-secondary credential, which sets Texans up for lower lifetime
• achieving Texas success initiative readiness, and Completing advanced courses leads to higher rates of credential
• mission is simple, provide a second chance for adults to earn their high school diploma. and a credential

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• As they reach full compliance, we plan to start issuing credentials under the compact.
• This slide talks about credentials issued over the past fiscal year.
• And 1,300 credentials were issued to military spouses and domestic partners. 1,300 credentials were issued
• Over the past fiscal year, 129 credentials were issued.
• The average day to issuance was about 16 days, and all credentials were issued in 30 days or less.

Summary: The committee heard updates from Joint Base Lewis-McChord, Navy Region Northwest, Fairchild Air Force Base, the Coast Guard, state licensing agencies, the Professional Educator Standards Board, the Washington National Guard, and a veterans behavioral health presenter. Across the military briefings, common themes were readiness, infrastructure, and quality-of-life issues for service members and families, especially child care, housing, food insecurity, medical and dental access, and military spouse employment. JBLM highlighted its role in Indo-Pacific readiness, ongoing PFAS cleanup, 212 new family housing units under construction, efforts to expand child care, and continued work to keep the Lewis Army Museum open. Navy Region Northwest discussed its major installations and economic impact, the Shipyard Infrastructure Optimization Plan, future carrier and submarine homeporting needs, and asked the legislature to continue support for licensure compacts, educational stability for military children, housing, and medical access. Fairchild emphasized its tanker and survival missions, child care shortages, food insecurity, aging housing, and concerns about wind turbine development near flight paths, while the Coast Guard focused on rebuilding Base Seattle for new icebreakers and on rural access to housing, medical care, and child care at dispersed stations like Neah Bay. Members repeatedly raised food insecurity and asked for follow-up on solutions. JBLM and Fairchild both described increased demand for food assistance during the shutdown, and committee members noted progress in getting mobile food vans onto JBLM. The presenters also praised state action on military spouse licensure and child care, including Senate Bill 5545 and related compact and portability efforts. The Department of Licensing reported about 9,000 self-identified military members or spouses licensed, with average time-to-license just under nine days, and said applications are prioritized when military status is self-identified. The Department of Health said its military-to-civilian crosswalk now covers more than 35 health professions, that temporary practice permits and expedited processing are in place, and that 1,300 credentials were issued to military spouses and domestic partners and 129 to military-trained health professionals in the last fiscal year, all within 30 days. The Professional Educator Standards Board explained that military spouses and service members can receive expedited teacher certification with reduced documentation, and that they are moved to the front of the review queue when they self-identify. Members asked about verification, and staff said the process relies on attestation with investigatory safeguards if needed. The Washington National Guard briefed on its dual state and federal mission, the impact of the recent shutdown on nearly 700 employees who worked without pay, and policy and budget requests including youth academy protections, alignment of the Washington Code of Military Justice with the UCMJ, making Civil Air Patrol a division of the Military Department, 911 funding, disaster assistance, and capital funding for headquarters and readiness facilities. The Guard also warned about drone threats and said it wants authority to identify, track, and monitor suspicious drones. A veterans behavioral health presenter, an Army combat veteran and clinical social worker, described high suicide risk, barriers to care, and the need for more culturally competent services, especially for women veterans and caregivers. He said Washington veterans’ suicide rate remains above the national average and emphasized that childcare, transportation, and provider shortages can prevent timely treatment. Members generally responded supportively throughout, asked for follow-up on food security and other issues, and encouraged agencies to bring forward legislative ideas for future sessions.

Transcript Highlights:

• My mother worked for years as a paraprofessional.
• Um she was known as a paraprofessional.
• Our paraprofessionals worked hand in hand with me on a daily basis.
• Our paraprofessionals worked hand in hand with me on a daily basis.
• Our paraprofessionals worked hand in hand with me on a daily basis.

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching

Transcript Highlights:

• know we have hundreds of thousands of adult learners, including adult learners who actually have credentials
• We are developing a new credentialing system that will provide a clear framework for professional growth
• I have a huge passion for helping paraprofessionals become teachers.
• So, whether it's expanding our teacher apprenticeship program, again, working with paraprofessionals,
• Paraprofessionals who support our most vulnerable learners, students on IEPs, are regularly pulled from

Keywords: 995, all

Summary: The hearing was a Joint Committee on Ways and Means budget session held in Lawrence focused on the governor’s proposed FY27 education and local aid budget, with remarks from legislative co-chairs, local officials, and education agency leaders. Acting Mayor Giovanni Rodriguez and Superintendent Ralph Carrero emphasized Lawrence’s high-need student population, the importance of Chapter 70 and Student Opportunity Act funding, and the impact of state aid on schools serving many English learners and low-income families. Carrero highlighted Lawrence High School programs such as early college, dual degrees, career pathways, and early childhood classrooms embedded in the high school, while lawmakers introduced themselves and noted the importance of the hearing to their districts. Acting Secretary of Education Amy Kershaw, Commissioner of Higher Education Noi Ortega, Commissioner of Elementary and Secondary Education Pedro Martinez, and Commissioner of Early Education and Care Amy Kershaw outlined the administration’s FY27 priorities. They described investments in literacy initiatives, universal school meals, student mental health, early college and career pathways, higher education affordability, community college and university student-success supports, preschool expansion, child care subsidies, and workforce supports for early educators. The commissioners also discussed federal funding threats, equity gaps, and the administration’s efforts to improve outcomes for Black and brown students, multilingual learners, students with disabilities, and low-income students. Members questioned the panel about the local contribution formula study, the final year of Student Opportunity Act implementation, and the need to revisit Chapter 70 funding to better address rising costs such as special education, transportation, and health care. Officials said the local contribution study report is expected by the end of June, with a draft to be shared after data analysis and public comment. Commissioner Martinez said the Student Opportunity Act narrowed funding gaps but more work is needed, and he pointed to a proposed Accelerating Achievement Initiative to support the highest-need schools. Senator Oliveira also raised concerns about Chapter 70 disparities and asked about partnerships with libraries to support literacy, prompting discussion of broader early literacy collaboration.

Transcript Highlights:

• of the total amount of sustained funding for reimbursement distribution for industry-recognized credentials
• reimbursement distribution assigned to the post-secondary credit attainment, industry-recognized credentials
• principal, a teacher, a school bus driver, a school food services cook, a school nurse, or a paraprofessional
• Teacher, a school bus driver, a school food services cook, a school nurse, or a paraprofessional as defined
• a vice principal, or assistant principal, a school food services cook, a school nurse, or a paraprofessional

Keywords: 981, all

Transcript Highlights:

• We're continuing to evolve to serve the state our national leadership with micro credentials.
• We offer these marketable. skills-based credentials, industry-recognized credentials to every one of
• You know, there's a great need for professional development and stackable credentials and other kinds
• of, you know, job training credentials that the university would be in a position to do.
• traditional education programs and launch. programs targeting dual-enrollment high school students and paraprofessionals

Keywords: 1184, house, all

Transcript Highlights:

• school-age kids and does not now accurately describe what these professionals do, oh, they are. credentials
• These employees are some of the lowest paid, including auxiliary and paraprofessional workers.
• unnecessarily difficult for certified out-of-state teachers, individuals who already hold ballot credentials
• Do they have to, they don't provide any credentials? They just pay, what does it cost?

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:

• Um, we heard from the directors the drivers for this is paraprofessionals and transportation costs.
• Um, we heard from the directors the drivers for this is paraprofessionals and transportation costs.
• So then we know they have a credential for anyone who is licensed through OPLC.
• Um and you would need to in for educators<00:37:43.760> and<00:37:44.000> paraprofessionals
• and paraprofessionals, we can look<00:37:45.280> them<00:37:45.440> up<00:37:45.520>

Keywords: 928, house, all

Summary: The subcommittee met for its third discussion on special education aid under retained bill 742, with the chair noting that no action would be taken at the meeting. The chair reviewed prior hearings on Medicaid and local special education funding shortfalls, saying the committee was trying to understand why districts are facing proration of special education aid and how to reduce unfunded costs. He raised a series of questions for the Department of Education about the Nessus system, eligibility and ineligibility, invoices and vouchers, audit procedures, reimbursement rates, out-of-state placements, and who enters data at the district level. Rebecca Fdet, director of special education services at the Department of Education, explained that Nessus is the statewide special education information system and that every child in special education must be entered into it. She said most districts use it to develop IEPs and track services, while six districts use it only as a data reporting tool. She described which fields are required, how the system connects IEP development to the financial section, and how districts submit invoices when seeking special education aid, court-ordered placement payments, or episode-of-treatment placements. She said the department reviews invoices against the IEP, pays only for allowable services, and uses a cap that notifies districts when they reach the annual limit. Members asked about who submits the information, how districts decide when to seek aid, and how costs are calculated for individual or group services. Fdet said the district, usually an administrative assistant in the SAU office, submits the documentation electronically, and districts decide when to track students for aid based on their own circumstances. She said reimbursement is based on actual costs tied to the IEP, with group services split among students, and that the department does not generally set rates for local services. The only rate-setting she described was for approved private special education providers, which submit annual cost spreadsheets for tuition rates. She also said out-of-state providers must be approved by their own state, and the department checks licensure and certification through monitoring and investigations if concerns arise. The department also described its monitoring process, called Program Approval and General Supervision Monitoring, or PAGS. Fdet said districts are reviewed on a six-year cycle, with more intensive review for districts needing assistance or intervention and fewer file requests for districts meeting requirements. She said the department can review up to 65 data points on an IEP and that districts must submit special education aid paperwork by July 31, with superintendent verification due by August 15. The meeting ended with continued questions about procurement, audit procedures, and how the department handles out-of-district and out-of-state placements.

Transcript Highlights:

• He said their goal in future years is for students to earn both of those postsecondary credentials, a
• credential and degree, at the same time as the high school diploma for the first couple cohorts, this
• He said the messaging they give to kids is that finishing the credential will not hurt you to have in
• it it it will not hurt you to credential it it it will not hurt you to have<00:10:35.560> this
• As a superintendent, this is very important to me, but I'm also a former paraprofessional in special

Keywords: 1187, senate, all

Transcript Highlights:

• credentialing options for computer science.
• , 44% of the people who get a computer science credential don't even have a computer science credential
• This group would examine existing credential routes, identify barriers to earning those dual credentials
• , analyze other states' credentials, and identify barriers to earning those dual credentials. successful
• Even today I'm considering returning to a credential program to receive my multiple subject credential

Keywords: 988, house, all

Bills: SB1734, SB1630, SB1894, SB1975, SB1432, SB1437, SB1812, SB346, SB1250, SB710, SB1489, SB2045, SB1614

Keywords: artificial intelligence, AI, schools, public school districts, education technology, edtech, student privacy, FERPA, data privacy, data security, emerging technologies, machine learning, generative AI, classroom technology, instructional technology, teacher oversight, human-in-the-loop, student data, parental consent, opt-out

Transcript Highlights:

• My opinion, of course, was not properly credentialed.
• classroom situation, particularly without accommodations for his own disabilities, was placed as a paraprofessional
• Shortly afterward, this young paraprofessional confessed to the law enforcement officer on campus that

Bills: S0824, S1170, S1620, S1738, S7036

Keywords: school district, real property, inventory, land use, education, video monitoring, safety, special education, parental rights, public education, school board rights, transparency, employment conditions, nondisclosure agreements, educational facilities, student safety, teacher accountability, physical plant, school design, construction standards

Summary: The Education Pre-K-12 Committee considered several K-12 bills and resolutions. SJR 1104, by Senator Massullo, would place on the ballot a proposed constitutional amendment protecting voluntary religious expression in public schools; supporters said it simply codifies existing law and protects student and employee rights, while opponents warned it could entrench religious pressure and exclusion. The resolution was reported favorably. The committee also heard SB 1738, by Senator Yarborough, on educational facilities; an amendment removed crime-prevention-through-environmental-design language and adjusted transparency/safe-space provisions, and the bill was reported favorably as amended. SB 824, by Senator Truenow, was amended into a transparency measure requiring districts to submit annual reports on unimproved land holdings to DOE, and it was reported favorably. Appointments in tabs 7 and 8 were recommended for confirmation. The committee then took up SPB 7036, a comprehensive education package by Chair Simon. The bill would expand educational emergency triggers, adjust Title I withholding uses, align charter school rules with school improvement processes, update safety and early learning provisions, expand literacy and math interventions, and revise educator pipeline policies. Members raised concerns about a provision that could allow the state to develop instructional materials; Simon said that section was still being considered and would need guardrails. The committee adopted a motion to submit the bill as a committee bill, and it was reported favorably. SB 1620, by Senator Leak, proposed a “school board members’ bill of rights” giving board members direct access to district documents and staff, limiting district attorneys’ dual representation, strengthening nepotism rules, and prohibiting nondisclosure agreements. Volusia County school board members and others testified both for and against the bill, with supporters citing transparency and accountability and opponents warning about confidentiality, staff pressure, and undermining the superintendent’s authority. The bill was reported favorably. Finally, SB 1170, by Senator Calatayud, as amended, would allow parents of students in self-contained ESE classrooms to request cameras, with district policies governing review, notice, timelines, and appeals. Parents, advocates, and educators testified strongly in support, while one witness opposed it as an unfunded mandate. The committee reported the bill favorably.

Transcript Highlights:

• Because we'll have to be checking everybody's credentials and who did they precept and was that person
• OEQA adopted new rules allowing paraprofessional experience to count toward educator preparation program
• of practice that supports apprenticeship growth and creates clear job-embedded pathways from paraprofessional

Keywords: 914, all