Transcript Highlights:

• TO BE MORE SPECIFIC TO THE NEEDS OF THE TEACHERS AND COACHES WHO ARE IN THOSE SCHOOLS.
• IT'S ABOUT COLLABORATIVELY PLANNING WITH TEACHERS. IT IS ABOUT DATA ANALYSIS.
• WE GET A CALL FROM THE DEPARTMENT WITH OUR FAST SYSTEM WITH PARENTS AND TEACHERS THANKING US.
• IT ALSO PROMOTES TEACHER EQUALITY AND INCREASED GRADUATION RATE.
• I HAVE ONE ALGEBRA TEACHER, BIOLOGY AND SO FORTH.

Transcript Highlights:

• ; it needs to have teacher engagement.
• And so I started having conversations with teachers and educators and students about this.
• Our teachers are highly experienced and knowledgeable professionals.
• Please consider how important it is to trust our teachers.
• Please consider how important it is to trust our teachers.

Transcript Highlights:

• </c> teachers are not included in this plan. teachers are not included in this plan.
• Paul teachers; it would have been to the detriment of those teachers in TRA.
• </c> you weigh the benefits to the teachers you weigh the benefits to the teachers that<00:15:47.120>
• </c><00:20:58.720><c> have</c> First of all, again, the teachers have First of all, again, the teachers
• Paul teachers, is that St. Paul teachers got authority to do this, their career rule.

Committee: Senate Finance

Transcript Highlights:

• I do question the limiting of an adjunct teacher to 270 hours.
• teacher can vote to approve her career status.
• So it's for teachers and support staff. Sarah, could you?
• Because I was a teacher.
• It is we add new teachers as teachers grow, and so that we have to pay for their benefits.

Bills: SB1726 , SB1236 , SB1633 , SB1413 , SB1317 , SB1360 , SB1342 , SB1477 , SB1189 , SB1546 , SB1524 , SB1338 , SB1193 , SB1812 , SB1617

Committee: Senate Education

Transcript Highlights:

• It is a teacher induction program aimed at working with our newer teachers and our emergency certified
• teachers.
• So is it each teacher or each mentor teacher?
• So is it each teacher, or each mentor teacher, is given so many funds for a stipend?
• Or how, if you have new teacher induction, like I was in a school that had 30 brand new teachers one

Bills: SB710 , SB843 , SB1317 , SB1338 , SB1410 , SB1477 , SB1489 , SB1593 , SB1614 , SB1630 , SB1632 , SB1633 , SB1670 , SB1726 , SB1734 , SB1725 , SB1735 , SB1894 , SB1975 , SB346 , SB2045

Committee: House Education Oversight

Transcript Highlights:

• How do we know teachers will teach this?
• How do we know teachers will teach this?
• Members, this bill is for teachers.
• And even though teachers are, well, teachers are the ones most responsible for making it enjoyable for
• Yes, there's our extracurriculars, but teachers are the root of it all.

Committee: All GIRLS STATE

Summary: The meeting was a Girl State House session in which members received a brief orientation on chamber rules, decorum, voting procedures, and how to use the floor, followed by prayer, the pledge, and attendance. The parliamentarian and House leaders emphasized respectful conduct, recognition procedures, live microphones/cameras, and how motions such as immediate consideration work. After the rules overview, the chamber began considering bills in order. House Bill 1001, which would have prohibited over-the-counter diet pills from being sold or transferred to anyone under 18, drew debate over eating disorders, teen health, and whether parents or sellers would be affected. Supporters argued it would protect minors from harmful diet culture, while opponents raised concerns about medical exceptions and whether the age limit should be 21 instead. The bill failed, 42-55 with two present. House Bill 1002, allowing lottery winners to remain confidential, was amended during discussion to cover a $100,000 threshold and special rules for elected officials; supporters said it would protect winners from scams and harassment, while opponents raised transparency concerns. It passed 79-17 with one present. House Bill 1003, requiring schools to provide resources and courses on child labor/workplace laws, was debated as a workforce-readiness measure, but members questioned whether it should be a required course, an online option, or limited to older students. The bill failed 22-73 with three present. House Bill 1004, creating the Arkansas Head Injury Act and requiring helmets and face protection for motorized cycle operators and passengers, received strong support based on safety and personal testimony about motorcycle deaths; it passed 94-4. House Bill 1005, the Adult Preparedness Act, would have required a year-long personal finance course before graduation; members debated whether the material was already covered in existing classes and whether schools had time and staffing to implement it. It failed 35-60 with four present. House Bill 1006, increasing the teacher classroom investment tax deduction from $500 to $1,000, was broadly supported as a way to help teachers pay for classroom supplies and student needs, and it passed 97-0 with one present. House Bill 1008, aimed at encouraging entrepreneurial businesses by limiting national franchises in local economic zones, sparked debate over how to define zones, whether existing chains would be affected, and the impact on jobs and affordable shopping options; it failed 23-69 with six present. The session then moved to House Bill 1009, establishing a blue envelope program for people with intellectual disabilities during police interactions; the sponsor explained it would be optional and included in law-enforcement training, and supporters said it could reduce confusion and improve safety. The transcript cuts off before the bill’s final action.

Transcript Highlights:

• I'm not one of those classroom teachers. I just like to ask lots of questions.
• That doesn't even pay for one of my teachers, not one.
• And I have three teachers, a paraprofessional, myself, and two and two halftime math teachers. those
• a teacher, a pencil, a piece of paper, nothing.
• And I have 3 teachers, a pair of professionals, myself, 2 and 2 halftime math teachers And we are within

Committee: House Common Education

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:

• Ethnic studies teachers from Calexico up to, you know, rural North America.
• Teachers in some of the most conservative communities in our state.
• Social studies teachers, math teachers.
• I am a teacher. I've been a teacher all my adult life.
• So my goal has been to help teachers teach this history.

Committee: House Education

Transcript Highlights:

• Paul public school teacher, a middle school teacher, come to my office, um, just out of desperation last
• ,</c><00:03:40.319><c> a</c> very concerned as a teacher, a very concerned as a teacher, a colleague,
• </c> helping our students and our teachers. helping our students and our teachers.
• Um, I am a teacher. I have been a teacher for 25 years and more.
• Um, I am a teacher. I Becca Thompson. Um, I am a teacher.

Committee: Senate Education Policy

Transcript Highlights:

• are studying to be teachers to have are studying to be teachers to have their<00:03:38.560><c> classroom
• </c> was in the classroom mentoring teachers was in the classroom mentoring teachers all<00:18:41.760
• </c> 1906 along with uh EKU as a teachers 1906 along with uh EKU as a teachers college.<00:38:07.839>
• Last year we had over 300 teachers on our campus living and learning about how to be a better teacher
• Our students perform well, our teachers, our master teachers in the classroom.

Summary: The Interim Joint Budget Review Subcommittee on Education met with a quorum, approved the August 20, 2025 minutes, and then heard a discussion tied to Constitution Day and Kentucky’s constitutional duty to provide an efficient system of common schools. Chairman James Tipton reviewed the history of Kentucky’s model laboratory schools, postsecondary academy programs such as Gatton and Craft, magnet schools, virtual learning, and computer science opportunities, arguing that Kentucky has long expanded educational opportunity through different school models. He described model schools and academy programs as hybrid or innovative approaches that serve specialized student needs and noted that some of these programs receive state appropriations and, in some cases, tuition. Senator Steve West then gave a retrospective on school choice in Kentucky, beginning with the 2017 charter school law and explaining that Kentucky’s charter framework was designed as public-only to comply with the state constitution. He said charter schools have remained largely dormant in Kentucky and used that as context for Senate Bill 207, the School Innovation Act, which he said was modeled on a South Carolina approach. Under SB 207, a local school board can contract with a third-party entity to manage an existing school, receive SEEK funding, and seek waivers from certain state regulations in order to innovate, while retaining limits on items such as school safety and attendance rules. Members asked about how the new model differs from charter schools, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the bill is intended to keep the school within the public system, with the local district initiating the process and maintaining accountability through a time-limited contract that can be ended if the school fails to perform. They emphasized that the school would serve the existing student population rather than select students, and that teachers would remain district employees with their pensions and related contributions unchanged. Representative Brown raised concerns that exceptions and charters could leave lower-income children behind, while West responded that the bill is meant to expand choice for families who otherwise lack access and cited examples from other states where outside management and parental involvement helped turn around low-performing schools. No additional votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• The bill, we support the teachers.
• You know, I know this was intended to retain the teachers and retain the teachers at that level, but
• You know, I know this was intended to retain the teachers and retain the teachers at that level, but
• You know, I know this was intended to retain the teachers and retain the teachers at that level, but
• You know, I know this was intended to retain the teachers and retain the teachers at that level, but

Committee: Senate Economic Development and Tourism

Summary: The Senate Committee on Economic Development and Tourism and Higher Education heard HB 1494, relating to sports facilities. Testimony was largely in opposition to the bill as drafted from the Stadium Authority, the Department of Accounting and General Services, and the Department of Business, Economic Development and Tourism, with several other written comments also opposing; each asked that if the measure advances, Senate language from related stadium bills be incorporated instead. The University of Hawaiʻi testified in support of the Nāʻid project and said it wants the project delivered at Halawa so the university can have a football facility, though members pressed the university on whether it was effectively supporting both the project and the bill’s current approach. A substantial portion of the hearing focused on the stadium project’s financing, schedule, and oversight. DAGS and Public Works discussed a consultant contract that had grown to about $28 million and an audit that recovered $441,000 after improper travel and expense reimbursements, including first-class airfare and other personal expenses; officials said the audit exposed weak internal controls and led to revised reimbursement policies. Members questioned whether the problems would have been found without media reporting and whether stronger oversight should have been in place earlier. The committee also discussed the current Ching Field setup for UH football, with witnesses describing it as less than ideal and temporary until the new stadium is built. Stadium Authority representatives said the current preferred offeror is Aloha Halawa Development Partners, negotiations have recently accelerated, and the goal remains a contract this summer and a fall 2028 opening. They said the state is committed to $350 million in general obligation bonds, with the overall project expected to cost more, and that the developer is exploring other financing sources such as TIF or CFD while the state and city work to expedite permits and demolition. No vote or final action on the bill was taken in the portion provided.

Transcript Highlights:

• a teacher that's not letters versus a teacher that's not letters trained<00:25:00.480><c> that</c><00
• </c> trained that the teacher that's letters trained that the teacher that's letters trained<00:25:02.320
• </c><00:26:39.760><c> that</c> affluent and you've got teachers that affluent and you've got teachers
• </c> it's because of turnover or a teacher it's because of turnover or a teacher might<00:34:12.879><
• </c><00:41:39.280><c> And</c> Alabama teacher mentor program. And Alabama teacher mentor program.

Committee: House Education Policy

Transcript Highlights:

• I'm up for friends with lots of huge educators, teachers, principals, students.
• and bringing their salaries to a level that helps us recruit teachers.
• It isn't just teachers; that's about half of your entire employee base.
• They have to deal with all those crazy teachers and the students.
• I'd like to say that seven years ago, we had teachers making 35,000 a year.

Committee: House House Education

Transcript Highlights:

• and PhDs that are not necessarily good teachers, and I've met teachers that are nontraditionally certified
• that don't have the pedagogical training in college but are just teachers that are great teachers.
• They become school teachers. They become school teachers. They become firefighters.
• But every teacher that I have spoken with has been okay with me sharing this viewpoint. teacher that
• So when public school teachers make more, private school teachers are going to account for that.

Bills: SB1177 , HB3705 , SB1942 , SB2026 , SB1533 , SB1327 , SB2065 , SB2155 , SB2159

Summary: The House convened, completed the roll call, received an invocation focused on grief and remembrance, and heard several special presentations recognizing a brave child, visiting groups, and multiple student-athlete teams and school groups in the galleries. The chamber also introduced the Doctor of the Day and Nurse of the Day. The main business was consideration of the Joint Committee report on Senate Bill 1177, the general appropriations bill, presented by Chairman Caldwell-Trey. Most of the floor time was spent on extended questions about the budget’s major features. Caldwell-Trey explained the bill as a largely flat or modestly increased budget that includes a $200 million transfer to a new sovereign wealth fund, $225 million in set-asides, a $12.5 million “dream accounts” program for newborns, and funding tied to teacher pay, education, workforce, public safety, agriculture, and health agencies. Members questioned the use of one-time funds for recurring expenses, the reduction in state contributions to the OPRS pension system, Medicaid assumptions, emergency management funding, veterans’ services, child care, school counselors, and the lack of funding for some requested items such as National Board Certified Teacher stipends and veterans’ facility maintenance. Caldwell-Trey defended the budget as transparent, early, and designed to preserve cash reserves while supporting core services. No final vote on the appropriations report is reflected in the transcript excerpt. The House also heard explanations that the limits bills would be run later in committee, and that the budget negotiations were still ongoing with the Senate and governor on some related items. The session ended with the queue closed after the budget questioning, and the transcript cuts off during additional remarks from Representative Timmons.

Transcript Highlights:

• and additional $500 teacher bonus.
• can serve as the foundation for teacher Prep programs, certification and evaluation.
• Once the standards are in place to do, we will start working on a revised Florida teacher.
• The goal here is to help address our teacher shortage in also help improve our teacher prep programs.
• Schools are taught by out of field teachers and Florida needs 9.7% more teachers by 2031 fewer college

Transcript Highlights:

• </c> some teachers some teachers uh<00:12:12.080><c> with</c><00:12:12.240><c> some</c><00:12:12.440>
• </c><00:17:07.679><c> and</c> Uh we have a lot of great teachers and Uh we have a lot of great teachers
• </c> in a teacher losing their license. in a teacher losing their license.
• </c> direct all new teachers direct all new teachers would<00:20:25.880><c> have</c><00:20:26.040><c>
• </c> the largest factor in a teacher the largest factor in a teacher satisfaction<00:36:42.160><c> in

Committee: Senate Education

Transcript Highlights:

• I've been a teacher, a director.
• I've been a teacher, a director.
• We can keep those teachers in the communities.
• expertise or teacher credentials.
• teacher and child within a classroom setting.

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• It's rather teachers who are currently...
• are, you know, teacher training, the materials that they have, the templates that we might have as teachers
• For example, a blanket ban on AI may satisfy teachers who oppose AI, but it would alienate teachers who
• A teacher-led exercise in the classroom.
• My AP U.S. history teacher also does that.

Transcript Highlights:

• are, you know, teacher training, the materials that they have, the templates that we might have as teachers
• For example, a blanket ban on AI may satisfy teachers who oppose AI, but it would alienate teachers who
• For example, a blanket ban on AI may satisfy teachers who oppose AI, but it would alienate teachers who
• A teacher-led exercise in the classroom.
• My AP U.S. history teacher also does that.

Summary: The Senate and Assembly Education Committees held their annual joint hearing with the California Association of Student Councils and SABLE, where student delegates presented policy ideas developed over two days. Committee members repeatedly praised student voice and noted that several past student proposals had become law. The hearing began with opening remarks from legislators and student organizers, who emphasized the importance of civic participation and the value of hearing directly from students. The chair also reviewed hearing rules and explained that the panels would be treated as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for grades 7-12, with flexible activities such as mock elections, civic fairs, Socratic seminars, and public comment practice. Members asked about costs, grade-level flexibility, voter registration, and how the proposal would fit within existing curriculum time. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with expanded training and motion rights. Legislators supported the concept but raised technical concerns about fiscal impact, the need for odd-numbered boards, the scope of motioning authority, and whether districts would need reimbursement if the mandate became statewide. A third panel proposed adding middle school financial literacy instruction by embedding it into existing classes, with curriculum and teacher training developed over time by state agencies. Members questioned how it would fit into adopted materials and whether the state should wait until the new high school financial literacy course is fully implemented before designing middle school instruction. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials in discipline processes. Senators discussed prior legislation, confidentiality concerns in closed-session hearings, and the fiscal cost of a state task force, while expressing support for stronger restorative practices. The final panel proposed more active mental health education through short, twice-semester classroom sessions for grades 7-12 focused on coping skills, time management, and awareness of resources. Assemblymember Castillo and Senator Cortese questioned whether teachers and counselors could effectively deliver the program, whether it would duplicate or overburden existing efforts, and whether wellness centers or student-led awareness efforts might be more effective. Committee members generally agreed the topic was important but were skeptical that another curriculum mandate was the best solution, and no votes or formal actions were taken during the hearing.

Transcript Highlights:

• Over the last several years, we have closely examined the funding levels of the Teachers' Retirement
• In a recent address to Kentucky retired teachers, Gary Harbin stated that TRS is... said no you're not
• The proposed bill does not reduce the number of sick or personal days teachers receive.
• Annual leave is paid out at the full amount, unlike teachers that get 30%.
• </c><00:14:58.120><c> fairly</c> steps to treat all teachers fairly steps to treat all teachers fairly

Summary: The Senate State and Local Government Committee met and first took up Senate Bill 193, described as a simple measure to restore a wallet card for jailers to carry when outside the jail. The chair noted the fiscal impact was essentially zero, there were no questions, and the committee voted to pass the bill 9-0. The committee then heard Senate Bill 9, a proposal focused on the Teachers’ Retirement System (TRS). The sponsor argued TRS remains underfunded despite large state contributions, cited rising unfunded liability and negative cash flow, and said the bill is intended to standardize and limit what sick leave, personal leave, and annual leave can count toward retirement calculations. The bill would generally cap TRS retirement credit at 10 sick days and 2 personal days per year, prevent annual leave from being rolled into sick leave, require more uniform reporting and oversight from participating districts and agencies, and shift costs to districts that offer benefits beyond TRS limits. The sponsor also said the bill would add 30 maternity leave days, allow voluntary supplemental contributions for Tier Four teachers, and include a floor amendment directing the state auditor to audit TRS and report on agency leave policies. During the presentation, the sponsor emphasized fairness, transparency, and accountability, and used a hypothetical high-salary administrator to illustrate how leave payouts can increase retirement benefits and create additional unfunded liability. Senator Mills thanked the sponsor and said members had been working to understand the issue, but no committee action on Senate Bill 9 was completed in the portion provided.