Transcript Highlights:

• </c> shooting at my school one of the student shooting at my school one of the student shot<00:07:10.199
• </c> professions while we hold our students professions while we hold our students to<00:36:15.680><c
• </c> Content knowledge and then basic skills Content knowledge and then basic skills is<00:52:37.000>
• international student assessment which assess<01:14:06.239><c> student</c><01:14:06.639><c> outcomes
• We have Secondary Student Conference Student Achievement Committee providing testimony and support.

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• Equitable representation leads to better outcomes for students.
• about resources, discipline, and student support are more informed and more just.
• So I've got a district slightly over 2,000 students in my legislative district.
• We know that of the 1.1 million students in Washington State, the majority of... ...students in Washington
• State, the majority of those students in our public schools are students of color.

Bills: HB1662 , HB1683

Committee: House Education

Keywords: education agencies, administrative independence, superintendent, education reform, agency authority, education, school boards, district adjustments, administrative boundaries, educational governance, 904, all

Transcript Highlights:

• one counselor for every 250 students.
• And nationwide in 2023-24, the counselor-to-student ratio was one counselor for every 376 students.
• To encourage student participation, we outline the needs of our students.
• Watching those leaders grow in confidence and skill, and seeing that growth reflected in our students
• This is what our students deserve.

Keywords: 996, all

Transcript Highlights:

• It started at 40. students—40 medical students in 2009.
• You can't train medical students, nursing students, or health professional students.
• Texas students with the skills and knowledge needed to thrive in a rapidly evolving workforce.
• students.
• It's imperative that our students have future-focused skills and credentials in data, cybersecurity,

Bills: SB1 , SB 1

Committee: Senate Finance

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• So there are real consequences on students.
• can move students quickly.
• students quickly.
• But if a teacher has a small group of students and this can be tutoring students on the side, that's
• But it's the soft skills.

Committee: Senate Education Pre-K - 12

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• So about 17% of our students will.
• What skills?
• So, students from Roswell Early College High School.
• are good at math because poor math skills are limiting.
• Any of the students, you guys are, FAA is a CTE type of program.

Committee: Senate Senate Education

Transcript Highlights:

• It doesn't teach students the skills they need. It doesn't improve classroom behavior.
• </c><01:15:42.040><c> the</c><01:15:42.199><c> skills</c><01:15:42.520><c> they</c> doesn't teach students
• the skills they doesn't teach students the skills they need<01:15:43.120><c> it</c><01:15:43.239><c>
• It is not uncommon for a primary-age student who lacks specific skills to become disregulated to the
• who lacks specific primary age student who lacks specific skills<01:42:05.119><c> to</c><01:42:05.280

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• But we also have a large number of students that are professional students that are focused on either
• They have good, dedicated faculty and students.
• Bring great things for the students of Broward College, because without the students, we wouldn't have
• And so our students get a great opportunity to develop skills in construction and the trades immediately
• Our college must continue to equip our students with the knowledge and skills needed to succeed in today's

Committee: Senate Appropriations Committee on Higher Education

Summary: The committee first heard CS/SB 270, which would extend Bright Futures eligibility by 12 months for certain students whose parent was serving overseas in public service and then retired, giving military and diplomatic families more time to return to Florida without losing scholarship eligibility. Senator Burgess also explained a late-filed amendment to set the bill’s effective implementation for the 2025-26 school year, and the committee adopted the amendment without objection. The bill received supportive testimony, including from Senator Smith, and was reported favorably by a roll call vote. The remainder of the meeting focused on confirmation hearings for appointees to state college boards of trustees, with the chair emphasizing a new process of hearing from each nominee individually rather than taking a blanket vote. Nominees from Tallahassee State College, St. Johns River State College, South Florida State College, Broward College, State College of Florida Manatee-Sarasota, Palm Beach State College, Pasco-Hernando State College, and Valencia College described their backgrounds and priorities, which largely centered on workforce development, nursing and health sciences, dual enrollment, fiscal responsibility, student retention, and partnerships with local employers and communities. Several nominees highlighted their own educational or professional ties to the colleges, and some noted the importance of serving rural or military-connected communities. One nominee, John Aloko for Pasco-Hernando State College, was not present because he was attending a conference in Hawaii and was deferred to a later hearing. After hearing all other nominees, the committee voted to recommend confirmation of the remaining appointees in a block vote, covering Tabs 2 through 22 except Tab 8, and the motion passed. Two members later asked to be recorded as voting in the affirmative on earlier items.

Transcript Highlights:

• , and educators, and this has a direct impact on our most vulnerable high-needs students and students
• There are classrooms, and there are quite a few students, and there needs... ...just one student.
• Our students and families deserve skilled and attentive paras in their classrooms.
• When ESPs earn a living wage, schools become stronger, students receive consistent and skilled support
• , ESPs earn a living wage, schools become stronger, students receive consistent and skilled support,

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with most testimony focused on two main topics: improving access to augmentative and alternative communication (AAC) for students with disabilities, and raising educator pay statewide. On the AAC bills (House 514/Senate 418), parents, advocates, and attorneys described how AAC devices and communication books help nonverbal or minimally verbal children communicate, participate in class, and reduce frustration and behavioral issues. Testimony emphasized that while districts are generally required to provide devices, many teachers and school staff lack training to use them effectively; the bill would direct DESE to update licensure and training requirements so newly licensed teachers are prepared to support AAC users. Committee members asked about current teacher-prep practices, implementation, and whether DESE could act without legislation, and witnesses said the proposal was intended as a long-term solution and had previously received some support and compromise language. The committee also heard extensive testimony on House 733/Senate 370, which would set a statewide minimum salary of $70,000 for teachers and $55,000 for education support professionals (ESPs/paras), with inflation adjustments and a phase-in structure that would shift costs over time from the state to municipalities. Supporters, including the bill sponsor, MTA leaders, and school employees from several districts, argued that current pay is not a living wage, contributes to staffing shortages and turnover, and forces many educators to work multiple jobs or rely on public assistance. They said the bill would help recruit and retain staff and better reflect the importance of the work. Committee members raised questions about how the state would fund the mandate, how it would interact with Chapter 70 school aid and local budgets, whether other states have similar mechanisms, and whether the proposal could create disincentives for districts already paying above the floor. Witnesses pointed to the Student Opportunity Act, the Fair Share Amendment, and the need for a broader school funding formula review as possible parts of the solution. The committee also briefly heard and discussed Senate Bill 435/House Bill 736, which would require de-escalation training for school bus operators, with the training paid for by employers. The sponsor and a parent advocate said the bill was prompted by a school bus incident involving a child with cerebral palsy and epilepsy and would improve safety and reduce reliance on law enforcement. Members asked whether the bill should also cover bus monitors and other transportation staff, and whether private contractors and public operators currently provide similar training. At the end of the hearing, the chairs closed testimony on the full list of bills and adjourned the hearing without taking any votes.

Transcript Highlights:

• We definitely appreciate the state's intent to create more internship opportunities for students.
• </c> internship opportunities for uh students internship opportunities for uh students we<00:28:52.960
• The skills-based hiring, I can see more benefit in, say, blue-collar jobs like a painter.
• Next, we have SB 165, SD2, relating to skill-based hiring.
• </c><00:58:51.760><c> hiring</c> sb165 sd2 relating to skill-based hiring sb165 sd2 relating to skill-based

Committee: House Labor

Keywords: 910, house, all

Transcript Highlights:

• We're serving more students than ever, at 64,000 students, with less state resources and have already
• It allows families to plan, students to persist, and institutions to support students without relying
• When students can afford college, Washington benefits from a stronger workforce, lower student debt,
• that helps more students enroll, persist, and graduate.
• A student-centered a program that helps more students enroll persist and graduate.

Bills: HB2286 , HB2324 , HB2363 , HB2098

Committee: House Postsecondary Education & Workforce

Keywords: social work, licensure, alternative routes, education requirements, professional regulation, tuition waivers, veterans, education, children of veterans, higher education, military families, music therapy, temporary exemptions, healthcare, therapy practice, funding, tuition, financial aid, state budget, 904

Transcript Highlights:

• Programs must prepare students for high-skill, high-wage, or in-demand occupation.
• spring semester. 74% of our students walk across stage with zero student loan debt. 74% of our students
• </c> student loan debt. 74% of our students student loan debt. 74% of our students graduate<00:25:17.200
• . students. students.
• </c><02:02:51.119><c> with</c><02:02:51.280><c> a</c> a student would be a student with a a student would

Committee: Joint Education

Keywords: Call to Order and Roll Call – 0:00:00 Workforce Pell Grant Update – 0:03:30 Extension Office Update – 0:33:25 Kentucky Academic Standards for Social Studies – 1:07:08 Early Literacy Outcomes – 1:32:20 Consideration of Referred Administrative Regulations – 1:58:30 Adjournment 2:13:13, 958, all

Transcript Highlights:

• students, that percentage of students in special education is going to increase substantially.
• per student decreases.
• students are in special education.
• as the general student body.
• So you could think about students in special education receiving about 20% more funding than students

Committee: House Education

Summary: The committee first approved the minutes from February 2 and 3. It then introduced RS 3-1308, sponsored by Representative Raymond, which would change public school digital content and curriculum funding from a first-come, first-served process to an as-needed, scored application process so districts with greater need would receive funds. The motion to introduce passed without opposition. The committee next heard a presentation from the Office of Performance Evaluations on its K-12 district characteristics and funding study. Casey Petty explained that Idaho’s support unit funding model tends to provide more state funding per student to smaller districts and less per student to larger districts, but that funding does not consistently rise with higher proportions of high-need students such as special education or English learner populations. He said Idaho’s special education formula assumes only about 5.8% of students are in special education, while actual enrollment was about 11.5% in 2023, contributing to an estimated $37.7 million gap in support-unit funding for special education. Members asked about the support unit model, district size effects, charter school data limitations, Medicaid, and whether the formula should be revised. The committee then considered House Joint Memorial 11, which urges Congress to fully fund the Individuals with Disabilities Education Act at the promised 40% level. Representative Furman and several educators and administrators testified in support, describing the strain on district budgets and citing large local shortfalls in Boise and Fruitland. Witnesses said districts are covering mandated special education services with local and state funds, and that increased identification, early intervention, and behavioral needs are driving costs. Some members raised questions about over-identification, eligibility criteria, and behavioral issues, but the memorial was ultimately sent to the floor with a due pass recommendation by voice vote. The meeting then adjourned.

Transcript Highlights:

• Additionally, Cal Poly SLO's agricultural leadership class equips students with the skills to become
• For interested students to pursue careers in the construction trades.
• As a result, additional classes are available for older students for college credit.
• I've watched students light up when they read their very first book.
• To all the students out there celebrating, read across. America, keep reading.

Keywords: 988, house, all

Transcript Highlights:

• The above scenario can easily be applied to any out-of-state student, since the student ID is acceptable
• We have difficulty retaining our medical students because of the paucity of GME opportunities.
• And I'd like to ask Marine Scott, a third-year medical student at UNR Med, soon to be a fourth-year student
• These are much needed GME slots here in Nevada so we can retain our medical students. Thank you.
• Please support this bill, which provides a positive trifecta for our students. Thank you.

Bills: AB568 , SB90 , SB133 , SB147 , SB229 , SB233 , SB240 , SB245 , SB280 , SB378 , SB393 , SB417 , SB434 , SB494 , SB495 , AB62 , SB104 , SB119 , SB132 , SB193 , SB262 , SB422 , SB431 , SB435 , SB468 , SB503

Committee: Assembly Ways and Means

Keywords: higher education, Nevada System of Higher Education, operational expenses, instructional expenses, public funding, education funding, teacher grants, classroom supplies, instructional support, specialized personnel, civics education, Nevada Center for Civic Engagement, funding, youth programs, civic involvement, Southern Nevada, Clark County, Las Vegas Valley, regional planning, economic resiliency

Transcript Highlights:

• You come home with a lot of soft skills, but not necessarily the technical skills that people are looking
• </c><00:09:03.680><c> are</c> don't understand what their skills are don't understand what their skills
• This course equips students with the skills needed to earn a highly sought-after CDL driving certification
• This course equips students with the skills needed to earn a highly sought-after CDL driving certification
• equips students with the skills<00:24:22.320><c> needed</c><00:24:22.600><c> to</c><00:24:22.679><c>

Bills: HF1439 , HF1004 , HF498 , HF1326

Committee: House Workforce, Labor, and Economic Development Finance and Policy

Keywords: HF1439, Minnesota Grocers Association Foundation, Carts to Careers, workforce development fund, DEED, Department of Employment and Economic Development, grocery industry, food industry, food retail, retail workforce, job training, career pathways, scholarships, certifications, workforce pipeline, one-time appropriation, industry training, labor shortage, youth employment, apprenticeship

Transcript Highlights:

• Students' morality.
• How do students, how do we know that students are learning if they're using these tools?
• can move students quickly.
• But if a teacher has a small group of students, and this can be... ...tutoring students on the side,
• But it's the soft skills.

Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.

Transcript Highlights:

• High school students each year.
• , passion, leadership, and collaboration—are all skills that apply to the business world.
• That matching of the professionals with the students is beneficial to the students and to their next
• They're not just students coming out wondering where am I going to go to work.
• I have students that try to get away with giving me AI-generated scripts, and guess what?

Committee: House Joint Committee on the Arts

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future Is Creative,” developed under AB 127 and related legislation. Chair Allen framed the plan as a response to California’s large but vulnerable creative economy, citing workforce losses, federal funding headwinds, and the need to support artists, cultural organizations, public media, museums, cultural districts, and film/TV production. He also highlighted budget asks including support for California Humanities, museums, public media, cultural districts, a post-production incentive proposal (AB 2319), and funding to implement the strategic plan. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and CWDB’s Michael Weoff described the planning process, which included a 30-plus-member work group, interagency coordination, and a phased approach from framework development to implementation and evaluation. They identified major forces shaping the sector over the next decade, including AI, climate disruption, affordability, access to capital, and social cohesion, and outlined six action areas: workforce preparation, business stabilization, cultural identity/tourism, cross-sector incentives, ROI/data tracking, and state capacity/infrastructure. Members and panelists repeatedly emphasized that the plan must be resourced and integrated across agencies rather than left siloed. A second panel of practitioners and advocates focused on workforce pathways and local implementation. Ricarlo Handy described the Handy Foundation’s registered apprenticeship pipeline into film and TV jobs and argued that current data systems undercount gig, 1099, and LLC-based creative work. Joanna Reynolds discussed Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030, while Alejandro Gutierrez Chavez urged embedding artists in health, aging, and behavioral health systems as community problem-solvers. Roxanne Messina Kaptur spoke about the need to normalize arts careers and expand residency and school-based models. Senator Rubio, who joined later, shared her own arts and teaching background, supported arts access in schools and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 statewide town halls with more than 1,100 attendees, which confirmed support for the plan but also highlighted needs for better information access, new financial models, stronger definitions and data, and more partnerships. Julie Baker of California for the Arts and California Arts Advocates urged sustained public funding, saying the plan is actionable only if the Legislature and administration provide resources, including increased California Arts Council funding and support for implementation. No formal votes were taken; the hearing was informational and concluded with calls for continued legislative and cross-agency collaboration.

Transcript Highlights:

• </c><00:04:46.639><c> and</c> where we have classes and students and where we have classes and students
• </c> they can handle their learning skills they can handle their learning skills prek<00:11:58.519><c
• </c><00:31:05.200><c> they</c> least one of the clubs the students they least one of the clubs the students
• that</c> inequity of access for students that inequity of access for students that live<00:44:19.000>
• set and the engineering and the students studying harder.

Committee: Senate Education

Keywords: 912, senate, all

Transcript Highlights:

• Questions from the committee. what skills they've already learned what skills they've already learned
• The bill also adds language to distinguish between a student practicing their clinical skills strictly
• </c> to disting distinguish between a student to disting distinguish between a student practicing<00:
• /c> strictly as a student versus working as strictly as a student versus working as a<00:08:06.319><c
• You know, student at the facility.

Committee: Senate Executive Departments and Administration

Keywords: 1191, senate, all