Transcript Highlights:

• on time with the next school year.
• on time with the next school year.
• school within the district and each athletic facility on the school campus, and specifies core elements
• We believe that it would be very expensive to do this, and that most school districts, Class 1 school
• The school board member would represent a district, but the act of representation that the whole school

Bills: SB6277 , SB5992 , SB6078 , SB6089 , SB5918 , SB5861 , SB6118 , SB6065 , SB6052

Committee: Senate Early Learning & K-12 Education

Transcript Highlights:

• Those girls told the school. The school knew. They called me right away.
• Normandy School Collaborative is a school within North County, St. Louis.
• school devices.
• The use of the school device as a personal device, both in and outside of school, both during school
• Both in and outside of school, both during school hours and after school hours, some of those late into

Committee: House Elementary and Secondary Education

Summary: The committee first took up a combined substitute for House Bills 2115 and 1876, which would encourage cursive instruction and add a future cursive assessment. Members discussed that the substitute removed an immediate fifth-grade test and instead would phase in an assessment later, with no penalty for failure. Some members raised concerns about teacher training, costs, and added demands on elementary classrooms, while supporters said the measure was only a recommendation and could be improved on the floor. The committee adopted the substitute and then passed the House Committee Substitute for both bills on a roll call vote of 13-9, with several members present or absent. The committee then heard House Bill 2776, as amended and substituted, a teacher-certification bill aimed at addressing Missouri’s teacher shortage through a tiered associate certification system for pre-K and elementary grades. Sponsors explained that Tier 1 and Tier 2 certificates would be temporary and nonrenewable, with mentoring, literacy training, and a minimum salary floor, and that Tier 3 would lead to full certification and retirement-system participation. Members questioned the pay differential, the effect on teacher quality, the role of literacy training, and how the bill would treat leaves or incomplete years of service. After adopting an amendment and rolling it into a new substitute, the committee passed the House Committee Substitute for House Bill 2776 by a vote of 12-5 with one present. In open session, the committee heard House Bills 1698 and 2120 together, both anti-bullying measures that would strengthen reporting, parent notification, school-board awareness, and immunity protections for good-faith reporting. The sponsors described the bills as responses to a student bullying case that ended in suicide, and witnesses from the family gave emotional testimony urging immediate reporting and stronger accountability. Committee members raised questions about definitions of bullying, off-campus conduct, mandatory reporting to law enforcement, and the need to avoid sweeping in protected speech or sincerely held religious beliefs. No vote was taken on those bills in the portion provided. The committee then began testimony on House Bills 2230 and 2978, the Hands-on Learning Restoration Act, which would limit screen time and one-to-one device use in K-5 classrooms and emphasize books, paper, pencils, and cursive. Sponsors and supporters argued that heavy reliance on Chromebooks and other devices has harmed literacy, attention, and child development, citing low NAEP scores and research on handwriting and screen exposure. Teachers, physicians, and parents testified in support, while some members noted the bill may be too prescriptive and would need work on implementation, testing, and local flexibility. The hearing continued with additional testimony after the excerpt ended.

Transcript Highlights:

• Turning to the bill before you today, this bill requires school districts, charter schools, and state
• graduate from high school.
• I was thinking of the number of schools who have a six-period day and then the number of schools who
• I was a public school teacher.
• I'm still in high school.

Summary: The committee held a public hearing on Senate Bill 5849, which would require all high school students to receive financial education instruction and meet state financial education learning standards to graduate, beginning with the class of 2033 unless the State Board of Education recommends an earlier date. Staff explained the bill’s relationship to existing graduation requirements, the State Board’s role in integrating the requirement into current pathways, and a fiscal note showing about $201,000 in state costs plus unknown district costs. Senators asked about how the requirement would fit different school schedules, whether teacher preparation and clock hours would be addressed, and how the standards would stay current. The bill’s sponsor said it would be embedded within existing pathways, aligned with the Future Ready initiative, and supported by OSPI, the State Board, and the financial education public-private partnership. Testimony on SB 5849 was overwhelmingly supportive, especially from students, educators, nonprofits, bankers, and advocacy groups. Supporters said many students graduate without knowing how to budget, use credit, file taxes, understand loans, or make other basic financial decisions, and argued that a graduation requirement would make financial literacy more equitable and not dependent on family background or zip code. Several students described personal experiences with W-2 forms, student loans, credit cards, and lack of exposure to finance classes, while organizations such as Junior Achievement and the Washington Bankers Association said they already provide curriculum and support and could help districts implement the requirement. One school directors association representative opposed the bill, arguing districts are already overburdened and underfunded and should not receive new mandates without removing others or providing more resources. After the hearing, the committee moved into executive action on a separate packet of bills. It advanced SB 6278 on teacher preparation program review, SB 613 on National Voter Registration Day activities in high schools, SB 6222 on surplus school technology for students, and SB 6206 on a child care pilot for first responders, adopting proposed substitutes where offered. In a second packet, the committee referred SB 6260 on school bus depreciation, adopted a substitute and advanced SB 5346 on student mobile device use and digital citizenship, advanced SB 6263 on public bid thresholds, adopted a substitute and advanced SB 6268 on public access to special education complaint decisions, and adopted a substitute and advanced SB 6247 on financial oversight and misconduct in school districts. The committee then adjourned after signing the boards.

Transcript Highlights:

• Sixty years ago, a researcher was tasked with finding out what school factor mattered most in schools
• That's intended for K-12 schools.
• And for certain areas in high school and middle school as well? Correct. Okay.
• They could definitely go into that high school. A large high school has a carpentry program.
• You had 200 other schools.

Committee: House Elementary and Secondary Education

Transcript Highlights:

• School Capitol Outlay Council to order.
• Middle School.
• The school is significantly smaller than the existing school.
• So, for example, school number one, or the ranked position number one, state charter school School of
• School district officials directly updated data for 17 schools.

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• School board rules in general allowed school workers to apply for UI before; however, they were denied
• That's the school district, and I won't name all the alphabet soup that we have for school districts.
• My school district, where I live, does the summer school for the school districts around it, so their
• ESPs are in schools; they make up the fabric of our schools.
• Talk to any school and ask them about their hourly school workers.

Bills: HF1049

Committee: House Taxes

Transcript Highlights:

• :28.800><c> boards,</c><00:37:29.680><c> taxes</c> school committees, school boards, taxes school committees
• within</c> schools because schools are within schools because schools are within districts,<00:46:15.760
• schools.
• </c> schools Why can't our schools change? schools Why can't our schools change?
• are</c><01:12:16.159><c> being</c> school and receiving school are being school and receiving school

Transcript Highlights:

• Uh this is a school safety last year.
• </c> technology this would be where um school technology this would be where um school officials<00:11
• </c> whether it actually be on the school whether it actually be on the school grounds<00:11:33.200><
• ,</c><00:12:16.240><c> which</c> district, Scami County Schools, which district, Scami County Schools
• funding for school safety.

Bills: HB187 , HB341 , HB4 , HB175 , HB326 , HB187 , HB341 , HB4 , HB175 , HB326

Committee: House Ways and Means Education

Transcript Highlights:

• </c><00:02:51.440><c> regarding</c> school and a school district regarding school and a school district
• briefly uh charter schools are agencies briefly uh charter schools are public<00:03:21.640><c> schools
• technically Charter Schools as all technically Charter Schools as all public<00:03:32.920><c> schools
• </c><00:10:08.800><c> and</c><00:10:09.040><c> School</c> chartered public school and School chartered
• <c> or</c><04:35:02.480><c> lar</c> school like elementary schools or lar school like elementary schools

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:

• We now have over 100 participants across public schools, private schools... ...schools.
• So our school.
• Copilot for our school leaders and six pilot schools and district staff as well.
• We've also seen improvements in middle school and high school mathematics.
• We've also seen improvements in middle school and high school mathematics.

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:

• It directs each school district, charter school, and state tribal education compact school to instead
• school district or school has fully implemented, as at the beginning of the reporting school year, compliant
• By grade level, whether the school district or school has fully implemented as at the beginning of the
• districts, charter schools, and state tribal education compact schools that have fully implemented a
• It requires school districts, charter schools, and state tribal education compact schools to submit to

Summary: The House Education Committee first briefed several bills and amendments before going into caucus, then returned for executive action. House Bill 1295, on comprehensive literacy programs, was amended to require aligned literacy curricula and reporting, with one proposed substitute withdrawn and several amendments debated; the committee rejected amendments that would have added implementation deadlines and reporting, adopted an amendment requiring a 2032 OSPI report on literacy outcomes, and advanced the bill with a do pass recommendation. House Bill 2262, which adds cursive signature instruction to mandatory high school civics and requires election-related reporting on signature mismatches, was amended to recognize culturally specific signatures, include historical context about marginalized communities, remove a graduation-credit condition, and drop State Board monitoring language; the committee rejected a null-and-void amendment and advanced the bill. House Bill 2551, allowing certain school districts to sell real property with superintendent authorization, was debated as a fiscal flexibility measure and passed out of committee on a 10-4 vote. The committee also considered House Bill 2593 on school district fund balances and monthly financial reporting. A proposed substitute shifted the bill away from mandatory minimum fund balances toward formal financial monitoring for districts below required levels, technical assistance from OSPI, and possible withholding of apportionment payments for reporting failures; an amendment removed the withholding provision, and the substitute bill was then advanced with a do pass recommendation. House Bill 2594, establishing state-based protections for homeless students and aligning state requirements with McKinney-Vento, received a technical amendment to avoid duplicative provisions and was reported out unanimously. House Bill 2636, creating a Public Education Performance Operations and Funding Review Commission, was substantially revised into a Public Education Review Advisory Council that would work with JLARC to review education policy requirements and funding; a null-and-void amendment failed, and the committee advanced the substitute bill unanimously. Throughout the meeting, sponsors and members emphasized literacy improvement, student access, district fiscal stability, and reducing or reviewing unfunded mandates. Several members spoke in support of the bills as tools to improve outcomes or provide flexibility, while others raised concerns about mandates, reporting burdens, and the practicality of implementation. Final actions included multiple do pass recommendations, with recorded votes on HB 2551, HB 2593, HB 2594, and HB 2636, and unanimous or near-unanimous support on the other measures after amendment debate.

Transcript Highlights:

• </c> Cambridge-Isanti Schools. Cambridge-Isanti Schools.
• , School Boards Association, School Administrators, Rural School Districts, St.
• Schools. And for the sake of time, I'm Schools.
• Paul Schools, and MASBO. St. Paul Schools, and MASBO.
• c> all</c><01:14:48.120><c> kids</c> schools, all school districts, all kids schools, all school districts

Committee: Senate Education Finance

Transcript Highlights:

• school.
• And Schools of Hope are charter schools.
• school or a charter school, is school choice.
• The charter school or the traditional public school?
• schools.

Summary: The House met on the final day of session, swore in Representatives Boyles and Hodgers, and observed a moment of silence for the Minnesota House Speaker Melissa Hortman and her husband, as well as for Representative Rosenwald’s father. The chamber then moved into final budget work, with leaders outlining the plan to take up H.J.R. 5019, HB 7031, HB 5017, HB 5015, and then the general appropriations act once the Senate transmitted it. H.J.R. 5019, a proposed constitutional amendment to expand the budget stabilization fund, was explained and amended to raise the rainy day fund cap, require annual deposits, and allow withdrawals for critical state needs by a two-thirds vote; it passed 100-1. The House then adopted the conference report on HB 7031, the tax package. The bill repeals the business rent tax and aviation fuel tax, delays the natural gas fuel tax, creates or expands several sales tax holidays and exemptions, including permanent exemptions for disaster-preparedness items, hunting/fishing/camping items, and ammunition and firearms-related purchases, and makes changes to property, corporate income, local tax, and economic development provisions. Members debated the removal of recurring housing trust fund and transit-related revenue streams, the new ammunition exemption, and the data center tax changes; supporters argued the package reduces taxes and preserves annual budget flexibility, while opponents raised concerns about housing, transportation, and gun violence. The conference report passed 93-7. HB 5017, creating a debt reduction program funded by a recurring transfer to retire state bonds early, passed unanimously. HB 5015, the state group insurance conforming bill, which directs DMS to develop a formulary management plan and codifies the administrative health insurance assessment, also passed. The House then began explanation and questions on the fiscal year 2025-26 general appropriations act, described as a $115.1 billion budget that is down $3.8 billion from the current year and includes more than $12 billion in reserves. Subcommittee chairs summarized major spending areas, including pre-K-12 funding increases, health care funding for Medicaid, KidCare, nursing homes, opioid treatment, and mental health, transportation and economic development funding, environmental and water projects, higher education, state administration, justice, and information technology. Questions focused on school vouchers, inflationary pressures on school districts, and the adequacy of funding for housing, transportation, and other priorities.

Transcript Highlights:

• , a middle school or a high school.
• </c> high school. high school.
• </c> your your schools. They're good schools. your your schools. They're good schools.
• . school. school.
• . schools. schools.

Transcript Highlights:

• This will not cost the state any money or the schools. To work at a school.
• It has an annual library audit where every school, every school district, and every charter school must
• back and look at high school.
• If it's in-school suspension, they would still be getting the materials while they're in the school.
• , private school, or another public school, whether they would enter the open portal.

Bills: HB1937 , HB2153 , HB3674 , HB2978 , HB3885 , HB3671 , HB3261 , HB3021 , HB3029 , HB4274 , HB3701 , HB3076

Committee: Senate Education

Summary: The Senate Education Committee first considered a series of executive nominations, including Brian Bobeck to the State Board of Education, Jonathan Daniels to the Oklahoma Board of Private Vocational Schools, Cody Swanee to OETA, Randy Squires to the Western Oklahoma State College Board of Regents, Dwight Spencer to the Carl Albert State College Board of Regents, V. Lee to the Oklahoma Arts Council, Adisha Chapman to the Murray State College Board of Regents, Trevor Pemberton to the Oklahoma State Regents for Higher Education, Jennifer Carlson and Melissa Yvonne to the Commission for Educational Quality and Accountability, Kevin Gross to the Tulsa Community College Board of Regents, and Barbara Myers to the Oklahoma Arts Council. Most nominees briefly described their backgrounds and reasons for serving, and the committee approved each nomination, with votes ranging from 8-1 to 10-0, sending them on to the full Senate or floor as applicable. The committee then took up several education bills. House Bill 1937, dealing with the Communications with Students Act, was amended to require corroborated evidence before immediate suspension and to narrow the definition of student; it passed 9-0. House Bill 2153, which would subject OSSAA meetings and hearings to the Open Meetings Act and repeal the statutory one-year sit-out rule for transfers, drew questions about recruitment and FERPA but passed 7-3. House Bill 3674, requiring school resource officer training on sexual assault and violence, annual continuing education, mandatory reporting, and closure of contractor loopholes, passed 9-0. House Bill 3885, setting a graduated discipline framework for third through fifth graders, prompted debate over classroom safety and student rights and passed 9-1. House Bill 3671, allowing a receiving district to accept a transferring teacher’s career status, passed 10-0. House Bill 3261, assigning employee numbers to school support staff such as coaches and bus drivers for tracking across districts, passed 10-0. Several other bills generated more extensive discussion. House Bill 2978, which would impose annual library audits, public online catalogs, a formal challenge process, and funding penalties for noncompliance, faced repeated questions about how it differed from existing policy and who could challenge materials; it failed 4-5. House Bill 3021, revising graduation requirements and preserving flexibility for applied math/science and local course approval while removing some language requirements, passed 8-2. House Bill 3029, requiring the Department of Education to develop a four-year plan, passed 9-1. House Bill 4274, expanding school choice options for military-dependent students living on base, passed 10-0. The committee also began consideration of House Bill 3076, which would clarify alternative teacher certification provider definitions and OEQA oversight, but the transcript cuts off before a final vote is shown.

Transcript Highlights:

• . school. school.
• school, school, school, you<01:50:07.040><c> know,</c><01:50:07.199><c> like</c><01:50:07.360><c> we
• ><c> which</c><01:58:58.080><c> provides</c> school means any school which provides school means any
• Why schools and public charter schools?
• . school. school.

Committee: House Education Policy and Administration

Transcript Highlights:

• into the schools.
• Clovis High School, and her wearing of regalia at her high school graduation.
• I, too, in elementary school at Aubrey Elementary School, was called a squaw.
• in that school.
• School culture and climate.

Summary: The Select Committee on Native American Affairs held a historic hearing at Table Mountain Rancheria focused on tribal education, culture, resilience, leadership, and trust. The opening prayer and remarks emphasized the significance of holding the first committee hearing on tribal land. Members said the hearing was intended both to hear testimony about ongoing problems in schools and to identify next steps for legislation and policy, especially as the session neared its end. The committee also referenced recent efforts supporting Native students’ right to wear regalia at graduation and broader concerns about representation in education and state institutions. The first panel centered on Native students’ experiences in public schools. Bella Garcia described a two-year fight with Clovis Unified over wearing tribal regalia at graduation, including a restrictive approval form and administrators who she said denied Native identity and made her feel invisible. Morningstar Ghali connected those experiences to the legacy of boarding schools, racial profiling, suspensions, and the “boarding school to prison pipeline,” and called for culturally responsive education, Native educators, counselors, Native studies, and restorative justice. Janet K. Bill, from the Attorney General’s Office of Native American Affairs, described her own path from tribal Head Start to Stanford, law school, tribal council, and state service, and said education, justice, and sovereignty are linked. Members asked about restorative justice, representation, and how to build pipelines into leadership and education roles. The second panel focused on solutions. Chairwoman Michelle Heredia Cordova urged a reimagined education system that is more personalized, experiential, culturally grounded, and balanced with land-based learning, while also recruiting Native teachers and creating stronger tribal partnerships. Chairman Leo Sisku said schools should educate educators, stop tokenizing Native students, and create accountability and consequences for discriminatory behavior; he also supported stronger tribal-school partnerships and more positive outreach. Chairman Fred Bean emphasized consistent engagement from tribal leaders at every level of schooling, stronger transitions from elementary to college, and programs that prepare Native youth for leadership, trades, and higher education. Chairman Shaineto of Tule River argued that schools and administrators should face consequences for violating Native students’ rights, and that Native people should not have to keep educating institutions about basic cultural respect. Committee members responded by discussing possible statewide solutions, including regional tribal boards, better enforcement of existing laws, stronger pipelines into teaching and leadership, and improved representation on boards and in state agencies. Several members raised the need to implement existing laws, fill vacant Native appointments, and consider broader protections for Native regalia and cultural expression. No formal vote was taken in the transcript, but the hearing concluded with a clear call for continued collaboration, accountability, and legislation driven by Native voices.

Transcript Highlights:

• We have, through the APS school system, the public school system, and the charter system, experienced
• districts and charter schools... ...ability in that area, and also school districts and charter schools
• Because state basketball sees schools host their first round of state and schools host all rounds of
• The schools still have that obligation to look at what would work best for their schools.
• The schools still have that obligation to look at what would work best for their schools.

Bills: HB30 , HB120 , HJR1 , SB210 , SB306

Committee: House House Education

Transcript Highlights:

• </c> out of uh Sandy Hook Elementary School out of uh Sandy Hook Elementary School with<00:00:51.680>
• </c><00:07:07.800><c> in</c> we can recog support the schools in we can recog support the schools in
• </c><00:08:07.720><c> not</c> create a prison out of a school not create a prison out of a school not
• So thank you. um you know every school gets the same um you know every school gets the same amount<00
• Do you feel safe at school? I do. Tell them why you feel safe at school here.

Transcript Highlights:

• dollars cap for public schools.
• And just looking at the high school private high schools in my area, the last two years, all of them
• So, Enid Public School didn't create the Enid Public School Foundation three years ago.
• So, Enid Public School didn't create the Enid Public School Foundation three years ago.
• So, Enid Public School didn't create the Enid Public School Foundation three years ago.

Bills: SB378 , SB985 , SB1246 , HB3720 , SB1500 , SB1984 , HB4118 , SB1644 , SB1546 , SB483