Transcript Highlights:

• I serve both the Education Policy Committee and the Education Finance Committee.
• I serve both the Education Policy Committee and the Education Finance Committee.
• Caucus for education.
• Educators um and Educators parents Educators um and Educators parents community<00:25:52.640>
• <00:27:58.360> make Educators We Trust educators to make Educators We Trust educators to make

Keywords: 1183, house

Transcript Highlights:

• <03:42:11.120> is education um I think stem education is education um I think stem education
• while I was being educated.
• while I was being educated.
• while I was being educated.
• while I was being educated.

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• Before you is the Education K-12 Education Finance and Policy Working Group agreement.
• > dedicated<00:14:29.040> to educators for education dedicated to educators for education
• Education. Education.
• special education aid appropriation. special education aid appropriation.
• education policy within consideration of education policy within the<01:52:24.000> education<

Keywords: 1187, senate, all

Transcript Highlights:

• of Higher Education.
• Down to special education, line 35 shows the special education transportation reimbursement reduction
• Special education assistants are the vital link in special education, building relationships and fostering
• Minnesota is facing an educator shortage crisis due to the chronic underfunding of public education for
• education assistant cadre for early childhood special education.

Bills: HF1388

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

Transcript Highlights:

• Chairman, Estella Blanc with the Arizona Education Association and educators. Mr.
• The bill undermines education experts. It directs the State Board of Education...
• talking about sex education.
• Educators who simply don't even feel comfortable talking about sex education.
• It is not sex education.

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. After debate, the committee voted 6-5-1 to give HB 2076 a do pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.

Transcript Highlights:

• experts, and education leaders for continuing to hear us and education experts and education leaders
• The education, our education partners, raised concerns about that approach.
• The bill focuses on the education, prevention, and doing, On sort of the education, prevention, and doing
• Those provisions came from the California Department of Education guidance, but I think our education
• Definitely not in education. Yeah, not in education.

Summary: The Assembly Education Committee held an informational hearing on AB 715, followed by discussion of SB 48. AB 715 was presented by Assembly Members Zbur and Addis as a response to rising anti-Semitism in California schools. They described incidents involving harassment, swastikas, biased classroom materials, and students feeling unsafe, and said the bill would create an Office of Civil Rights with coordinators to address anti-Semitism and other forms of discrimination, provide prevention resources, and support school districts. Witnesses in support, including a rabbi and a student who described personal experiences with anti-Semitic harassment, urged immediate action to protect Jewish students. Opposition testimony came from the California Teachers Association, county superintendents, school board groups, labor organizations, civil liberties advocates, ethnic studies educators, and many community members. Their main concerns were that the bill was rushed, had not been fully vetted in the Assembly Education Committee, and could chill classroom speech or create constitutional problems, especially around language requiring instruction and materials to be “factually accurate” and not based on advocacy, bias, or partisanship. Several opponents argued that anti-Semitism should be addressed through education, training, and restorative practices rather than new statutory restrictions. Some witnesses also raised concerns about the bill’s impact on ethnic studies and free speech. Committee members then debated the bill’s process and substance at length. The authors said the bill had been narrowed through negotiations with education stakeholders and the Senate, that some disputed provisions would be revisited in cleanup language, and that the urgency of anti-Semitic incidents required action now. Several members expressed support for the bill’s goal but criticized the late release of the final language and the lack of consultation with the Assembly committee. Others emphasized the need to protect Jewish students immediately and argued the bill was a necessary response to a real crisis. The transcript does not show a final vote on AB 715 in the portion provided.

Transcript Highlights:

• I call the Education Finance Committee to order.
• I would like to welcome the Assistant Commissioner from the Minnesota Department of Education. of Education
• Our Department of Education has resources for these educational leaders who have been here for three
• To the community education formula.
• with educators.

Bills: HF2430, HF2433

Keywords: education finance, teacher training, Read Act, state aid, school funding, education funding, children with disabilities, transition aid, special education, school district consolidation

Transcript Highlights:

• educational needs. educational needs.
• not an LEA, a local education authority. not an LEA, a local education authority.
• we're part of Wyoming's educational we're part of Wyoming's educational system.
• educational services and coordination. educational services and coordination.
• education, who are they responsible to? education, who are they responsible to?

Keywords: 916, all

Transcript Highlights:

• education funding.
• The Minnesota Office of Higher Education will establish a working group on higher education financial
• group on higher education working group on higher education Financial<00:02:39.800> stability
• <00:03:38.920> education<00:03:39.480> attainment higher education education attainment
• and P20 Educational Partnership.

Keywords: 1183, house

Transcript Highlights:

• and public higher education.
• and educators.
• to public higher education, and I want to say simply The right to public education to public higher
• education.
• So open educational resources, or OER, are textbooks that are freely available. Higher education.

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• . education. education.
• to grade 12 education. to grade 12 education.
• education in our region. education in our region.
• . educators. educators.
• costs<04:48:11.120> are education is special education costs are education is special education

Keywords: 926, house, all

Summary: The House opened with a devotional by Representative Tiffany Lumley focused on lessons from horses and horsemanship, using the imagery to encourage legislators to lead, listen, stay patient, and remain attentive to constituents outside the chamber. The chamber then welcomed newly appointed Representative Kevin Scully of Burlington, who was sworn in and assigned to the Committee on Government Operations and Military Affairs. Members took up several procedural items and resolutions. Senate Bill 239, relating to a child abuse and neglect reporting working group and carrying an appropriation, was referred to Appropriations, and Senate Bill 157, relating to recovery residence certification and affecting state revenue, was referred to Ways and Means after a favorable report with amendment from Human Services. The House also read and adopted concurrent resolutions honoring the federal TRIO programs in Vermont, recognizing tourism economy day and the importance of the visitor economy, and honoring former Representative John Killacky of South Burlington for his artistic and legislative contributions. Multiple members offered personal remarks about John Killacky/Colacci, his arts career, activism, and service in the House, and guests connected to the resolutions were welcomed from the gallery. The House then concurred in the Senate proposal of amendment to House Bill 237, which would allow certain doctoral-level psychologists to prescribe medications. The committee explained the Senate’s changes, including revised training and rotation requirements, a later effective date, and a future OPR report, and said the bill was intended as one tool to address mental health provider shortages; the House agreed by voice vote. The chamber next began second reading of House Bill 955, a major education reform bill titled “next steps in transforming Vermont’s education system,” with the Education Committee describing mandatory cooperative education service areas, merger study committees, and related changes intended to improve efficiency, support local voice, and strengthen public education. No final action on H.955 was taken in the portion provided.

Transcript Highlights:

• across our state, the urgent need for increased investment in special education.
• to make up for the shortfall in special education funding.
• In my career, I have been a special education teacher, a vocational coordinator, and an educational diagnostician
• We provide education, special education services, not because it's our duty, but because it's the right
• and equitable special education system.

Transcript Highlights:

• The education, our education partners raised concerns about that approach.
• This bill then went to the Senate Education Committee and the there were meetings by the Senate Education
• to our education partners.
• Definitely not in education. Yeah, not in education.
• no experience on public education.

Keywords: 988, house, all

Transcript Highlights:

• We learned today in the education finance committee that federal funding on education is mainly through
• We learned today in the education finance committee that federal funding on education is mainly through
• now we learned today in the education now we learned today in the education finance<00:03:46.519
• For education?
• Department of Education?

Keywords: 1187, senate, all

Summary: Minnesota Senate Democrats held an education finance press conference focused on concerns that the Trump administration may dismantle the U.S. Department of Education and freeze or reduce federal education funding. Speakers said such actions could jeopardize Title I, special education, English learner, school meal, transportation, and other programs, and noted that federal education aid is often reimbursed after districts have already spent the money. They argued that even a 10% cut would amount to roughly $1 billion and could leave districts unable to cover costs they have already incurred. Several speakers also raised concerns about broader federal actions, including school vouchers, curriculum restrictions, and access to student and Treasury data by Elon Musk and others, warning about privacy and the possible targeting of DEI, ethnic studies, truth-and-history curriculum, and efforts to recruit and retain teachers of color. They said the instability makes it impossible for districts to plan budgets and maintain staffing, and that the harm is already being felt through frozen aid and other disruptions. The speakers criticized Republican colleagues for downplaying the threat and said Republicans were inconsistent because they had recently highlighted teacher shortages and school infrastructure needs while now minimizing potential cuts. No votes or formal committee actions were taken in the press conference; the event was a call for public pressure on Republican lawmakers to oppose the federal changes and protect Minnesota schools and students.

Transcript Highlights:

• a member, and I'm very glad to be on the special education committee.
• funding gap where there are not enough special education funds, and then general education funds have
• of Administrators of Special Education.
• Linda is a retired educator and administrator who serves as an educational advocate for families across
• We have to fully fund special education.

Keywords: special education, funding gap, dyslexia, House Bill 2, Senate Bill 568, House Bill 3928, disability penalty

Summary: The meeting primarily focused on special education funding, with significant discussions around House Bill 2 (HB2), Senate Bill 568 (SB568), and House Bill 3928 (HB3928). Key speakers advocated for increased funding to close the estimated $1.7 billion annual gap that affects special education in Texas public schools. Several witnesses, including educators and students affected by dyslexia, provided personal testimonies about the impact of insufficient funding and the disability penalty, which penalizes schools financially for identifying students needing special education services. The committee demonstrated a strong commitment to advocate for changes that would improve special education resources and training for teachers, thereby ensuring that all Texas children receive the educational support they need to thrive.

Transcript Highlights:

• House File 6 covers several of the education priorities of the House Republican caucus for education.
• House File 6 covers several of the education priorities of the House Republican caucus for education.
• Omnibus chapter 55, the 2024 Education Policy Omnibus chapter 109, the 2024 Education Finance chapter
• Omnibus chapter 55, the 2024 Education Policy Omnibus chapter 109, the 2024 Education Finance chapter
• > 2024<00:05:01.000> education<00:05:01.880> Finance chapter 109 the 2024 education

Keywords: 1183, house

Summary: The committee heard presentation on House File 6, an education omnibus-style bill advanced by Representative Peggy Bennett and other Republican members. Bennett said the bill reflects caucus priorities around literacy, parental engagement, local control, and school flexibility. She described three articles: Article 1 on revisions to the READ Act and the science of reading; Article 2 on education innovation and parent-friendly school information; and Article 3 on funding flexibility and temporary relief from several new mandates enacted in recent biennia. On Article 3, Bennett said school boards would be allowed to transfer certain funds and delay implementation of specified mandates through the 2028-29 school year, including provisions tied to recent early childhood and education omnibus laws as well as paid family and medical leave and earned sick and safe time. She framed this as giving districts time to implement requirements carefully and with fidelity, and said such decisions would be made by local school boards in public meetings. She also argued the bill would reduce the burden of new mandates and preserve local decision-making. Representative Mueller then presented Article 1, saying it strengthens the state’s commitment to the science of reading, ends the Department of Education’s partnership with CAREI, repeals some 2024 requirements she said were ideological, and restores expectations for teacher preparation and assessment. Representative Bakeberg presented Article 2, which would require a more user-friendly school performance report, consolidate certain innovation-related programs into a new chapter, and replace the Department’s equity/diversity/inclusion center with an Office of Achievement and Innovation focused on academic achievement. He said the office’s guidance would be advisory only and that local districts would retain final authority. The chair then laid House File 6 over for possible inclusion in an omnibus bill and further consideration at a later date.

Transcript Highlights:

• I'm education funding. reassure them. I'm education funding.
• special education. special education.
• . education. education.
• agency's<03:39:47.200> cost The local educ education agency's cost The local educ education
• . education. education.

Keywords: 1189, house, all

Transcript Highlights:

• share of special education costs. share of special education costs.
• special education in private schools. special education in private schools.
• or how to invest in special education. or how to invest in special education.
• education that's going to be impacted. education that's going to be impacted.
• funding educational bill um educational funding educational bill um educational funding hostage.<

Bills: HF3490, HF4040

Keywords: education finance, scholarship-granting organizations, charitable purposes, student scholarships, nonpublic schools, K-12 education, tax credit, advance payment, Minnesota tax law, child education expenses, taxpayer assistance, 1183, house

Transcript Highlights:

• before, education budgets.
• My master's is in educational leadership and completing my doctor in educational leadership higher ed
• before, education budgets.
• But the State Board of Education, of course. Education local funds are very important to education.
• Department of Education.

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• the educators.
• So, we would like to, you're looking for solutions here, educate the education.
• Now educating the educator—that needs to happen because... ...the educator, that needs to happen because
• Educate us. Help educate our tribal leaders.
• Educate us. Help educate our tribal leaders. seats. Educate us.

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.