Video & Transcript : 'student skills' :
Page 64 of 500
MN
Transcript Highlights:
- We need to develop clear guidelines and digital literacy education to help students develop the skills
- We need to develop clear guidelines and digital literacy education to help students develop the skills
- to help students develop the skills<00:13:11.120><c> necessary</c><00:13:12.120><c> to</c><00:13:12.320
- Our digital citizenship, our digital skills development, is where we teach students how to create, share
- in and help um give them few students in and help um give them whatever<00:35:01.280><c> skills</c><
Committee:
Senate Education Policy
MN
Minnesota 2025-2026 Regular Session
Hied Committee Meeting - 2025-04-03
Higher Education Finance and Policy
Transcript Highlights:
- must be positioned to respond to workforce needs, but more importantly, to lead in developing high-skill
- On our state right in front of us, we must understand the importance of what our students need us to
- To directly support working students and begin to fill the vast amount of open jobs across our state.
- employees in the program, allowing more student employees to participate in the program and advance
- loan payments, which may makes it difficult to recruit and retain skilled people in these jobs.
Committee:
House Higher Education Finance and Policy
MA
Transcript Highlights:
- DESE and the educators who serve Pappas students remain committed to those student successes.
- Student C went to a residential school.
- Open the school to today's students.
- And students whose stories changed me.
- Altogether, these students highlight our current quandary: Are our students too medically complex or
Summary:
The hearing focused on the future of Pappas Rehabilitation Hospital for Children, with commissioners, agency officials, workers, and families describing the hospital as a unique integrated setting combining medical care, rehabilitation, education, residential services, and adaptive engineering. Opening remarks from legislators emphasized continued budget funding, the legal requirement that Pappas not close before the commission reports, and a request to extend the commission’s deadline. Several commissioners and witnesses argued that admissions have effectively been curtailed while discharges continue, creating what they described as a de facto closure.
Union leaders from AFSCME, SEIU, and the Massachusetts Nurses Association said staff are experiencing uncertainty, morale problems, and loss of confidence because referrals are being discouraged and the census is shrinking. They urged immediate action to stop admission denials and unnecessary discharges, and some proposed temporary modular units or other short-term investments to restore admissions while longer-term plans are developed. Parents and former patients testified that Pappas provided life-changing opportunities and supports that they could not find elsewhere, and that alternative programs or proposed Western Massachusetts options would not meet the same needs.
Department of Public Health Commissioner Robert Goldstein said the administration supports keeping Pappas open and stable during the commission’s work, but argued that admissions must comply with hospital-level-of-care rules and that the campus’s deteriorating infrastructure limits who can be safely served. He said DPH is continuing admissions where appropriate, backfilling staff, and exploring ways to expand services, including outpatient therapies and adaptive engineering, while also acknowledging that Pappas is a one-of-a-kind system with no true in-state duplicate. Commissioners requested de-identified admissions and denial data and continued to press the department on whether the current operational changes amount to a silent closure.
US
US Federal 2025-2026 Regular Session
US House Floor Proceedings (Wednesday, July 16, 2025)
US Federal House Floor Meeting
Transcript Highlights:
- </c> with deep pride in the 90 students with deep pride in the 90 students representing<00:36:30.240>
- </c> it will be for many of these students it will be for many of these students too.<00:36:54.800><c
- </c> skills recognized and honored. skills recognized and honored.
- Native students and Black students and Latino students and students navigating poverty and students who
- Jonah studies college student.
WY
Wyoming 2026 Regular Session
Select Committee on School Finance Recalibration, June 25, 2026 - AM
Select Committee on School Finance Recalibration
Transcript Highlights:
- As handwritten problem solving becomes less common, students may become skilled at navigating software
- When students enter the classroom, often students are told, "Please Please open your laptops."
- Um, to give you an idea of our student... Um, give you an idea of our student count.
- We're really small, 47 students.
- student-side software."
MO
Missouri 2026 Regular Session
Higher Education and Workforce Development Mar 3rd, 2026
Higher Education and Workforce Development
Transcript Highlights:
- It builds a Missouri-based workforce pipeline, from skilled trades to engineering.
- Because students move away. I mean, they move, they change jobs.
- I want the student completion time, not the program.
- I want the student completion time, not the program. I mean, I know the program.
- Students actually come back. They may leave for five or ten years.
AR
Arkansas 2026 1st Special Session
ALC-HOSPITAL, MEDICAID, & DEVELOPMENTAL DISABILITIES STUDY SUBCOMMITTEE Jan 12th, 2026
ALC-HOSPITAL, MEDICAID, & DEVELOPMENTAL DISABILITIES STUDY SUBCOMMITTEE
Transcript Highlights:
- We’re implementing this partnership because Congress aligned the Every Student Succeeds Act, Carl D.
- The Every Student Succeeds Act, Carl D.
- When it comes to our students and our employers, we’re serving two customers: the students and our families
- We've got to know the actual skills that are being trained.
- WIOA is not the student loan program.
Summary:
The committee heard testimony from Nick Moore, Acting Assistant Secretary of the Office of Career and Technical Education, on efforts to better align workforce, education, and human services programs. Moore argued that WIOA, Perkins, and ESSA were designed to function as an integrated talent system, but that federal and state bureaucracy has kept them siloed. He said the Department of Labor and OCTAE are working on more integrated state plan guidance, including a 2026 plan modification timeline, combined Perkins/WIOA plans, and greater use of labor market information to align training with in-demand jobs and Workforce Pell.
Moore emphasized reducing overhead, cross-training staff, using common intake and integrated case management, and focusing on the “shadow labor force” of people facing benefit cliffs, child care barriers, or other obstacles to work. He repeatedly urged states to use waivers and flexibility where possible, to consolidate or streamline local workforce structures, and to hold programs accountable through measures such as labor force participation, training-related employment, retention, and cost per successful outcome. Members asked about the balance between flexibility and accountability, the role of employers versus postsecondary institutions, rural “training deserts,” state waivers, and data systems such as Mississippi Spark and Arkansas Launch. Moore said states should use technology and integrated intake to co-enroll eligible participants in multiple programs and better match people to jobs.
In response to questions, Moore said some federal rules cannot be waived, but many reporting and administrative requirements can be streamlined, and he encouraged Arkansas to propose ideas for waivers or state-level integration. He also discussed the need for enhanced wage records and state longitudinal data systems to improve workforce planning and economic development. After Moore’s presentation, DHS Secretary Janet Mann and Director Jay Hill gave a brief update on reimbursement rates, saying the department had compiled more than 100 public comments, recommended holding the current rate, and was awaiting executive review; they estimated the process could take 30 to 60 days. The committee then adjourned, noting a later audit presentation scheduled for the afternoon.
MN
Transcript Highlights:
- </c> here representing the 37,000 students here representing the 37,000 students 8,000<00:02:48.519><
- </c><00:03:11.319><c> qualify</c> look like 40% of our students qualify look like 40% of our students
- uh dangerous or unregulated student very uh dangerous or unregulated student and<00:07:54.919><c> so
- We have to balance between what is good for our students and what is good for our students.
- </c> students more likely it means students students more likely it means students just<00:41:21.400>
Committee:
House Education Policy
ID
Transcript Highlights:
- We've heard a lot about that, and even you look at their own page program, student government.
- State, who've heard a lot about that, and even you look at their own page program, student government
- A student will have that ability to go out there and check off these requirements.
- I strongly support its efforts to not only encourage but reward students for the education...
- And so more that we can do to help prepare our students.
Committee:
Senate Education
Summary:
The committee first approved the March 4, 2026 minutes without objection. It then heard House Bill 712, which would create a civics seal or endorsement on high school diplomas for students who meet specified academic and civics requirements, including coursework in U.S. history and government, a civics test score, and a civics project or related activities. The sponsors described it as a voluntary recognition to encourage civic knowledge and engagement, and testimony from the Idaho Family Policy Center and Dr. Samuel Lair supported the bill as a way to promote citizenship and public service. Committee members asked about how the coursework requirement is defined and whether the seal could be earned alongside other diploma endorsements; the Department of Education clarified that the required coursework is two credits each in U.S. history and American government. The committee voted to send HB 712 to the floor with a due pass recommendation.
The committee then took up House Bill 761, which would consolidate the Idaho STEM Action Center into the Workforce Development Council. Senator Lent and Workforce Development Council/STEM Action Center Director Wendy Seacrest explained that the merger is intended to streamline operations, reduce administrative overlap, and better connect STEM education with workforce development. Seacrest said the combined structure would continue most STEM programs, including teacher professional development, community partnerships, and career awareness efforts, while tying them more closely to careers and workforce needs. She also said the consolidation would save more than $300,000 annually and eliminate two staff positions, and that private donations and foundation support would still be available, including direct support to local districts or organizations and a 50% match requirement for new programs. With no public testimony against the bill, the committee voted to send HB 761 to the floor with a due pass recommendation and then adjourned.
AZ
Transcript Highlights:
- These additional minutes for our students are crucial.
- This flexibility is especially important for students who are still building keyboarding skills, students
- Another one was a student with autism who did great on paper tests.
- count of at least 250 students.
- So it's not just a student mentioning something to a teacher; it's the teacher helping the student do
Summary:
The Committee on Education approved the minutes from February 18 and March 4, 2026, then took up several bills. HCR 2003, the “Protect Girls in Sports in Arizona Act,” drew extensive testimony. Supporters, including Superintendent Tom Horne, argued it would protect fairness, safety, and privacy in girls’ sports and locker rooms by requiring teams to be designated male, female, or co-ed and by limiting access to sex-designated private spaces. Opponents, including ACLU and transgender advocates, said the measure was discriminatory, would function as a bathroom ban, and could force schools to police students’ bodies and identities. The committee voted 4-3 to give HCR 2003 a due pass recommendation.
The committee then advanced HB 2020, which lowers certain student threats or disruptions at educational institutions from a Class 6 felony to a Class 1 misdemeanor, and HB 2032, which changes the statewide testing window so assessments begin later in the spring and scores are returned later, with supporters saying it would better reflect a full year of instruction. HB 2033, allowing school districts or charter schools to choose paper-and-pencil administration of statewide assessments by governing board vote, also received support from educators who said it would reduce technology barriers for younger students. HB 2318, as amended, would impose term limits on school district governing board members after eight consecutive years; school board groups opposed it as harmful to rural districts, but the committee adopted an amendment and gave the bill a due pass recommendation.
The committee also approved HB 2378, which changes eligibility rules for School Facilities Oversight Board members who are architects or engineers so their businesses may not include school construction. HB 2313, which prohibits teacher strikes or organized work stoppages and ties funding penalties to districts or charters that violate the ban, advanced despite testimony that it duplicates existing law and could chill educators’ speech and worsen staffing shortages. Finally, HB 2249, a major expansion of the Parents’ Bill of Rights, passed after heated testimony. Supporters said it would prevent schools from socially transitioning minors without written parental consent and stop staff from encouraging children to hide information from parents; opponents warned it was vague, punitive, and would expose teachers and schools to massive liability and litigation. The committee adopted amendments on HB 2318 and HB 2249 and reported all of the listed bills out with due pass recommendations, with recorded split votes on several measures.
FL
Florida 2025 Regular Session
Education Pre-K - 12 Feb 18th, 2025
Transcript Highlights:
- CURRENTLY ARE 66,000 STUDENTS DIAGNOSED AND BEING TREATED FOR AUTISM AND HAVING THIS ADDRESSED IN OUR
- IN THIS WILL HELP STUDENTS MAINTAIN THE SKILLS THEY ARE LEARNING THROUGHOUT THE YEAR AND CONTINUED THERAPY
- THIS BILL GOES A LONG WAY TO EXPANDING SERVICES FOR STUDENTS WITH AUTISM.
- THE PROGRAM WILL ALLOW STUDENTS TO EARN BADGES THAT DESIGNATE THESE STUDENTS HAVE ACQUIRED SPECIFIC JOB
- PREVIOUSLY UNDER THE BILL IT IS FOR STUDENTS WITH AUTISM.
MN
Transcript Highlights:
- ><c> need</c><00:41:07.520><c> to</c> I have to do the skills that I need to I have to do the skills
- </c> appreciate uh we're seeing student appreciate uh we're seeing student populations<00:49:44.119><
- Relevance to students equals engagement for students.
- Relevance to students equals engagement for students.
- Relevance to students equals engagement for students.
Committee:
Senate Education Finance
NM
Transcript Highlights:
- And whereas students enrolled in agriculture education today learn a variety of skills including career
- But teaches vital skills that will be useful in any career.
- I have two students with me who are aspiring to be senators in Senate District 5.
- Lujan and the students at Mesa Vista High School with GROW funds, she's continuing to help students from
- K to 12 to develop their agricultural skills and their leadership skills.
MO
Missouri 2026 Regular Session
2026 Legislative Session - Day Fifteen - Wednesday, February 4 -Morning Session-
Missouri House Floor Meeting
Transcript Highlights:
- School counselors help students develop the skills they need to succeed in school and beyond.
- They support academic planning, building social skills, and help students prepare for the post-secondary
- School counselors help students develop the skills they need to succeed in school and beyond.
- School counselors help students develop the skills they need to succeed in school and beyond.
- School counselors help students develop the skills they need to succeed in school and beyond.
Summary:
The House convened with prayer and the Pledge of Allegiance, then approved the House Journal for February 3 by roll call vote, 131-1. Members spent much of the morning introducing special guests, including Missouri State University Citizen Scholars, Jobs for America’s Graduates participants, school counselors observing National School Counselor Week, Gainesville Elementary students joining online, interns and student shadows, and a tribute to Josephine Baker highlighting her St. Louis roots, artistic career, wartime service, and civil rights legacy.
The chamber then took up first reading of several measures, including a firearms-related joint resolution, a bill on flags at cemeteries, and a bill on ownership of single-family residential property. The main floor action centered on House Committee Substitute for House Bill 2273, a large anti-trafficking package combining provisions on child sexual abuse material terminology, trafficking, grooming, sextortion, training requirements for professionals, a statewide council in the Attorney General’s office, longer civil statutes of limitation, and tougher penalties. Supporters cited survivor testimony, the need for training and enforcement, and the bill’s role in helping victims; the House adopted the committee substitute and ordered it perfected and printed.
Members also advanced House Committee Substitute for House Bills 1694, 1674, 1780, 2056, 2312, and 1755, a bill string aimed at curbing abusive website accessibility lawsuits against Missouri businesses while preserving ADA rights. Sponsors and supporters said the measure would protect small businesses from sue-and-settle tactics and give businesses notice and time to fix problems; the House adopted the substitute and ordered it perfected and printed. Finally, the House considered House Bill 2375 on workers’ compensation, which would clarify the prevailing-factor standard, adjust treatment of pre-existing conditions, change how certain benefits are treated, and add an early dismissal mechanism and temporary appeal process. Supporters called it a fairness and clarification measure for employers and insurers, while opponents argued it could raise barriers for injured workers; the House nevertheless adopted the substitute and ordered it perfected and printed. The session ended with announcements, including committee meetings, a Black History program, a reminder for American Heart Month, concern for the city of Cameron after a fire, and a moment of reflection for the House doorkeeper Charlie, followed by a recess until 2 p.m.
MN
Minnesota 2025-2026 Regular Session
Committee on Health and Human Services - 02/25/25
Health and Human Services
Transcript Highlights:
- They're usually three months, and our goal was to show the students how their skills can be integrated
- They're usually three months, and our goal was to show the students how their skills can be integrated
- They're usually three months, and our goal was to show the students how their skills can be integrated
- They're usually three months, and our goal was to show the students how their skills can be integrated
- They're usually three months, and our goal was to show the students how their skills can be integrated
Committee:
Senate Health and Human Services
NM
New Mexico 2026 Regular Session
House - Government, Elections And Indian Affairs Feb 9th, 2026 at 08:35 am
House Government, Elections & Indian Affairs
Transcript Highlights:
- There is one teacher for 60 students like me.
- There was one teacher for every 50 students.
- Our particular interest in aligning capstone projects with students’ IEPs to ensure that students receive
- Would gifted students still receive an IEP?
- Students... you know, we haven't had those student assistant teams in statute before, so I'm really glad
KY
Kentucky 2025 Regular Session
Senate Standing Committee on Education (2-13-25)
Transcript Highlights:
- CTE students earning approved dual credit and 13,548 students earning valid industry certification.
- CTE students gain leadership, communication, and teamwork skills through their involvement in Career
- and Technical student organizations.
- </c> service learning projects CTE students service learning projects CTE students have<00:05:45.400>
- /c><00:06:22.919><c> student</c> organizations Kentucky has eight student organizations Kentucky has
Keywords:
Meeting Start: 01:24
Attendance Roll Call: 01:44
KY Association for Career & Technical Education: 03:40
Senate Concurrent Resolution 43 (Sen. West): 10:42
Senate Bill 77 (Sen. Deneen ): 31:26
Senate Bill 120 (Sen. Chambers Armstrong): 35:04
Adjournment: 51:44, 958, all
Summary:
The Senate Education Committee met with a quorum and heard a presentation from Parker Keys, Northern Kentucky State Vice President for Kentucky FFA, on the value of career and technical education (CTE). He highlighted enrollment of more than 143,000 secondary students in CTE, work-based learning, dual credit, industry certifications, and the role of student organizations such as DECA, FBLA, FCCLA, FFA, Educators Rising, TSA, and SkillsUSA. Senators praised CTE as important for workforce readiness and resume building, and encouraged continued engagement with the committee.
The committee then considered Senate Concurrent Resolution 43, sponsored by Senator Steve West, supporting a Southern Regional Education Board initiative to expand crisis counseling and recovery support for schools and colleges after tragedies and disasters. Dr. Steven Puit and Linda Tyrie described a regional network of trained counselors modeled on Kentucky’s response after Marshall County, emphasizing long-term recovery, psychological first aid, and deployment support for up to a year after an event. Members spoke in strong support, citing the lasting impact of Marshall County and Heath, and the resolution passed 13-0 and was reported favorably.
Finally, the committee took up Senate Bill 77, a cleanup bill relating to the Education Professional Standards Board. Senator Matt Deneen and Association of Independent Kentucky Colleges and Universities representative Mr. Dyer explained that the bill clarifies that small independent colleges and universities may designate a qualified education department representative, not only a chief academic officer, to serve on the board. The committee adopted a committee substitute by voice vote, and the substitute was approved.
CA
California 2025-2026 Regular Session
Assembly Business and Professions Committee Apr 21st, 2026
Business and Professions
Transcript Highlights:
- I am a student from Five Branches University. I... I am a student from Five Branches University.
- I'm the president of the Vibrant University Student Council, representing all 400 students, and I oppose
- I'm an acupuncture student from L.A. I oppose this bill. Thank you. A student from L.A.
- I am a student at Five Branches University and represent the student council, and I strongly oppose this
- I am a student at Five Branches University and represent the student council, and I strongly oppose this
Committee:
House Business and Professions
HI
Hawaii 2025 Regular Session
EDU, EDU DEFER Public Hearings 04-11-2025
Transcript Highlights:
- </c><00:14:12.240><c> in</c><00:14:12.480><c> the</c> students current and the students in the students
- It's their students.
- :31:58.159><c> students</c> students.
- They know their students students.
- </c> just classrooms and what the students just classrooms and what the students correct<00:32:37.440
Summary:
The Senate Committee on Education heard several advice-and-consent nominations to the School Facilities Authority. For GM779, Shelley Pa was introduced as a nominee for a term ending June 30, 2029. The Department of Education supported her nomination, citing her large-scale operations and stakeholder-engagement experience. In her testimony, Pa said she retired from community policing, wanted to give back to teachers and students, and believed her strengths were collaboration, listening to community input, and helping balance differing priorities. Committee members questioned her about the construction and infrastructure focus of the board, her lack of direct construction experience, and how she would handle disagreements and budget limits; she responded that she would rely on collaboration, ask questions, and keep decisions centered on students, teachers, and the community while staying within budget.
The committee then heard GM777 and GM778 for Robert Davis, with terms ending June 30, 2025 and June 30, 2029. Davis described more than 30 years with the Department of Education, including roles as teacher, coach, counselor, vice principal, principal, and complex area superintendent, and said he had worked on major facilities projects and managed pandemic-era funding. He emphasized communication, transparency, and trust, and explained that his experience on the Early Learning Board helped him understand how to set policy, identify schools for pre-K, and use data and community factors in decision-making. Members asked how he would handle SFA’s growing pains, the need to balance DOE wishes with practical and budgetary limits, and the board’s role when the legislature controls funding; Davis said the board must keep communication open, include the right people, and make sensible decisions that move projects forward without stalling.
For GM780, nominee Michael Unbasami was introduced for a term ending June 30, 2029. The Department of Education supported him, highlighting over five decades of public service and experience in facilities management, finance, and legislative affairs. Unbasami said he had recently retired after 31 years as associate vice president for administrative affairs for the community colleges and had extensive experience with facilities planning, construction, renovation, repairs, and working within budgets. He stated that the DOE should be treated as the SFA’s client because it knows student, teacher, and facility needs best, while SFA’s role is to implement construction work and collaborate on priorities. Committee members pressed him on how to balance DOE requests with practical project delivery, especially for teacher housing and other non-classroom needs, and he said the legislature funds the work, SFA must keep projects moving, and the workflow should involve collaboration but also realistic decisions that fit the budget and avoid delays.
NM
New Mexico 2026 Regular Session
House - Government, Elections And Indian Affairs Feb 9th, 2026
Transcript Highlights:
- There is one teacher for 60 students like I.
- There was one teacher for every 50 students.
- Our particular interest in aligning capstone projects with students' IEPs is to ensure that students
- Would gifted students...
- Madam Chair, nothing changes for gifted students.
Summary:
The committee first heard House Bill 124, which would create a permanent Office of New Americans within the Department of Workforce Solutions. The sponsor and supporters said the office would help immigrant and refugee workers access training, licensing, language support, and other workforce resources, while also helping employers fill labor shortages in industries such as construction, agriculture, oil and gas, health care, and child care. Support came from advocates, business groups, faith organizations, and immigrant-rights groups; there was no opposition. Members asked about data protection, the number of other states with similar offices, and whether the office could help recruit and credential foreign-trained medical professionals. The bill passed on a do-pass motion with several yes votes and some no votes recorded, and the sponsor explained the vote as a way to support families and workforce integration.
The committee then considered House Bill 314, which would authorize zero-interest loans through the Local Government Division for political subdivisions to repair flood- and debris-damaged public infrastructure and remove debris from the October 19, 2024 storm event. There was no public testimony in support or opposition. Members briefly asked about the $150 million appropriation and whether it was already in the budget, and the sponsor said it was. The bill received a do-pass motion, a second, and was approved without opposition.
Finally, the committee took up Senate Bill 64, as amended, to codify the Office of Special Education and a deputy secretary position within the Public Education Department. The sponsor and department officials said the bill would formalize an office already created by executive order, improve statewide coordination, support compliance with IDEA and the Yazzie-Martinez case, and develop a statewide IEP template to reduce inconsistency across districts. They emphasized that gifted education would remain in Curriculum and Instruction and that the bill would not add new paperwork or mandates for districts. Supporters included education leaders, disability advocates, vocational rehabilitation, and special education professionals; there was no opposition. Members raised questions about parent understanding of IEPs, monitoring and enforcement, funding, charter school coverage, and the treatment of gifted and twice-exceptional students. The bill passed on a do-pass motion with unanimous support from those present.