Transcript Highlights:

• They make sure I have licensed teachers.
• Because I have had preschool teachers, and they’re certified preschool teachers in the public school
• I want to note classroom teachers includes both core teachers and teachers who teach electives like music
• teacher salary.
• Teacher salary equalization is awarded based on a formula to assist districts in raising teacher salaries

Summary: The meeting began with approval of the previous minutes and then focused on an update from the Department of Education on early childhood programs, especially the state-funded Arkansas Better Chance (ABC) program. Secretary Jacob Oliva and Deputy Commissioner Stacey Smith said Arkansas had received a federal Preschool Development Grant and described ongoing work to review ABC slots, which have been flat for years at about 23,800 slots and roughly $114 million. They said about 1,000 slots statewide are currently unfilled despite a waiting list of more than 2,000 families, and the department is shifting toward paying based on enrollment rather than guaranteed slots. Members asked about school choice, income eligibility, year-round access, curriculum flexibility, transportation, and whether funding should be increased or rebalanced; the department said it is collecting data, may survey providers more formally, and is considering whether to modernize income thresholds, daily rates, and other program rules. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical information on income limits and other program details. The second major portion of the meeting was a legal presentation on the framework for Arkansas school adequacy by BLR education attorney Taylor Lloyd. She reviewed the constitutional basis for a “general, suitable, and efficient” public school system, the Dupree and Lake View cases, and the principle that adequacy and equity are different but related: adequacy asks what resources are needed, while equity asks whether those resources are distributed fairly. She explained that the General Assembly must define adequacy, study it, and react to evidence over time, and that the current adequacy definition includes curriculum and career/technical frameworks, the 38 mandatory Carnegie units, state testing standards, and sufficient funding. She also described the matrix as a funding tool, not a spending mandate, and noted that categorical funds are separate from the matrix. BLR’s Elizabeth Bynum then gave the historical framework, tracing legislative responses from Dupree through Lake View and into the present. She highlighted major changes such as the creation of equalization funding, fiscal distress and academic distress laws, the adequacy study process, the Educational Adequacy Fund, facilities and transportation changes, declining enrollment and student growth funding, and later adjustments to teacher salaries, isolated funding, and categorical programs. She explained that the adequacy study has evolved through committee hearings, surveys, site visits, and outside consultants, and that recent changes include updates to accountability references and the addition or removal of certain funding categories. Members asked follow-up questions about how the matrix is used, whether homeschool or private-school funding raises comparable issues, whether stakeholders include private and homeschool participants, whether school board members should be surveyed, and whether the state should revisit average daily membership versus attendance-based funding. No votes were taken on the adequacy presentations, but the committee did agree to continue the early childhood discussion in a future subcommittee meeting.

Transcript Highlights:

• It does not replace teachers. It does not collect new student data. It does not replace teachers.
• This bill is for our teachers. No hidden tools, no guessing. This bill is for our teachers.
• It helps our teachers. Good teachers have always adapted to new tools.
• The teachers And that's why this bill does not replace teachers.
• The teacher still needs to be involved.

Transcript Highlights:

• to credibly accuse a teacher, and then law enforcement is... ...a teacher.
• This teacher did if... ...frankly like to get rid of that teacher.
• Or that may be the teacher that they don't like, and they're now cheering that this teacher is gone,
• You've destroyed the career of a teacher. You've destroyed the family of a teacher.
• And yes, We say all of these outlandish things about teachers, and yes, absolutely, there are teachers

Bills: HR1046 , SB1733 , SB1439

Summary: The House convened with prayer, the Pledge of Allegiance, and several special recognitions tied to the 31st anniversary of the Oklahoma City bombing. The chamber honored the 138th Fighter Wing Civil Engineer Squadron Fire Department as Veterans of the Week, and also recognized Dr. Camissa Stewart as Doctor of the Day and Tammy Powell as Nurse of the Day for their roles in the 1995 bombing response. A lengthy floor presentation followed, featuring remarks from legislators, Lieutenant Governor Matt Pinnell, memorial museum leaders, Justice Stephen Taylor, and Pastor Ronnie Fields, all focused on remembrance, the Oklahoma standard, the victims and survivors, and the importance of hope, civility, and the rule of law. On legislation, Senate Bill 1733 was presented and debated. The bill requires school personnel who have reason to believe a student is a victim of child sexual abuse or sexual misconduct to report it to law enforcement within 24 hours. Supporters said it clarifies and strengthens reporting requirements to protect children, while opponents warned it could trigger harmful public accusations and undermine trust in educators and administrators. The House passed the bill 92-1, and the emergency clause also passed 92-1. The House also considered Senate Bill 1439, an oil and gas measure intended to bar speculative climate-related lawsuits and limit liability to actual violations and provable harm. Supporters argued it would prevent frivolous litigation, protect the state’s energy economy, and keep costs down for consumers; opponents said it would create a special legal carve-out for industry and shift costs to taxpayers and families. The bill passed 74-16. In addition, Senate Bill 2184 was assigned to Rules, and H.J.R. 1078 and H.J.R. 1079 were withdrawn from Rules and sent to appropriations and budget committees. The House adjourned after announcements and introductions.

Transcript Highlights:

• Teacher salary allocation, it's a total $201 million increase.
• I’m staying on teacher salary. Thank you, Mr. Chair. Good morning.
• teacher pay right now?
• There is a dedicated line item within the FPFP for teacher salaries.
• And I do think we need to continue to invest in teachers.

Committee: Senate Appropriations

Summary: The committee first took up SB 7010, which would authorize post-tax Roth contributions in state and local deferred compensation plans, instead of limiting them to pre-tax contributions. After a brief presentation and one waived appearance in support, the bill was rolled and reported favorably. Later, members also recorded affirmative votes on SB 7010 before adjournment. The bulk of the meeting was devoted to the Governor’s proposed “Floridians First” budget, presented by Lita Kelly of the Office of Policy and Budget. She outlined a $117.4 billion spending plan with $53.2 billion in general revenue, emphasizing reserves, debt reduction, trust fund sweeps, and targeted reductions in agency positions. Major priorities included K-12 and higher education funding, teacher salary support, school hardening, Everglades and water-quality projects, cancer and behavioral health initiatives, emergency preparedness, law enforcement, corrections staffing and facilities, cybersecurity, transportation, affordable housing, and economic development. Members asked extensive questions about teacher pay, corrections staffing, emergency response reserves, the proposed federal reimbursement for the Everglades detention facility, the Second Amendment sales tax holiday, the animal abuse hotline, and the absence of a specific Hope Florida line item. A major portion of the discussion focused on the Department of Health’s planned changes to the ADAP HIV/AIDS drug assistance program, with public testimony warning that the changes could cut off access to medications for thousands of Floridians and alleging misuse of federal funds. Kelly said she would follow up on several details, including litigation costs, teacher pay comparisons, and ADAP funding questions.

Transcript Highlights:

• This bill supports the teacher. teaching and learning in the classroom.
• Actually, it takes some pressure off of the teacher.
• not falls on the teachers if these students have their phones out.
• Actually, it takes some pressure off of the teacher.
• I had some teachers that were the worst defenders at the time.

Bills: SB23 , SB73 , SB210 , SB234 , SB243 , SB244 , SM16

Committee: Senate House Education

Summary: The committee first heard Senate Bill 23, which would require school districts and charter schools to adopt and implement policies prohibiting student use of wireless communication devices during the school day, with exceptions for medical needs, assistive technology, emergencies, and educator-approved instructional use. The sponsors and PED/Broadband officials said the bill builds on last year’s law, responds to classroom distraction and cyberbullying concerns, and pairs the mandate with access to the Education Technology Infrastructure Fund for implementation support. Supporters included NEA-NM, AFT-NM, Teach Plus, New Mexico Kids Can, higher education, ECED, and others, who said the bill would improve focus, classroom culture, and student readiness. Some members questioned the three-year phase-in, local control over consequences, effects on recess/lunch and after-school programs, charter and virtual school enforcement, and whether statewide mandates were necessary; the committee ultimately advanced the bill on a 6-3 vote, with Senators Pope and Soules voting no. The committee then heard Senate Bill 73, which would add a requirement that driver education include instruction on vulnerable road users such as pedestrians, bicyclists, and others outside vehicles. The sponsor and supporters from APS, NEA-NM, AFT-NM, PED, Albuquerque city officials, cycling and pedestrian advocates, and individuals affected by traffic violence said New Mexico’s high pedestrian and bicyclist fatality rates make the training necessary and that better education could improve safety and awareness. Some testimony connected the bill to broader public health, climate, and Vision Zero efforts, while several speakers shared personal stories of crashes and losses. Committee members asked about the three-hour requirement, whether it would apply to existing drivers, how it would be implemented by DOT and MVD, and whether the bill should also address training for vulnerable road users themselves; concerns were also raised about rural road conditions and the limited behind-the-wheel training currently required. The committee passed SB 73 on a 6-3 vote, with Senator Thornton voting no. Finally, the committee began hearing Senate Bill 234, an appropriation of $1.2 million to Albuquerque Public Schools for transportation of students in foster care. The sponsor and an expert witness, a former CYFD caseworker, described serious transportation failures after contracts were terminated, saying caseworkers were forced to drive children themselves and that missed or late rides disrupted schooling and overburdened staff. APS, New Mexico Child First Network, and CYFD all supported the bill, saying it would clarify responsibility, relieve caseworkers, and ensure continuity of transportation for foster youth. Committee questions focused on why the appropriation was limited to APS rather than other districts with transportation shortfalls, whether $1.2 million would be enough, who would provide the rides, and what safety/background-check standards would apply if contractors were used. The bill was still under discussion when the transcript ended.

Transcript Highlights:

• </c> general counsel for the teachers general counsel for the teachers retirement<00:27:16.960><c> system
• ><c> returning</c> that retired teacher is returning that retired teacher is returning full-time<00:31
• , mostly as substitute teachers.
• A substitute teacher is a very different job than a teacher. You have no benefits.
• , that special ed that math teacher, that special ed teacher,<00:46:33.839><c> that</c><00:46:34.079>

Summary: The meeting began with quorum, approval of the prior minutes, and an announcement that the June meeting had been canceled and replaced by this combined May/June meeting; the next official PPOB meeting was announced for July 21 at 2:30. Staff then gave an overview of the Public Pension Oversight Board’s required actuarial audit process, explaining that House Bill 238 requires a review every five years of the retirement systems’ actuarial assumptions and methods, funded by the systems themselves. The presentation distinguished this audit from a financial or forensic audit, described the three possible audit levels (full replication, limited/spot review, or basic review), and noted that the last audit in 2021 was a level one performed by Milleman Consulting at a cost of about $190,000. Members discussed timing for the next audit cycle, with a request to LRC likely needed in July or August to target the June 30, 2026 valuation, and several members expressed interest in another level one review. Questions also addressed whether prior audits found major issues; staff said the 2021 review was generally clean but recommended more consistency in reporting and assumptions across systems. The committee then welcomed new staff and interns, including Odet Guanzi of KPPPA and Team Kentucky intern Amamira Bowman. Bo Barnes of the Teachers Retirement System presented an overview of the statutory framework for reemployment after retirement under KRS 161.605. He explained that the law is intended to let retirees return to help with staffing needs, do so in an actuarially sound way through required contributions, and keep TRS compliant with federal tax rules for a qualified plan under section 401(a). Barnes described the required breaks in service and earnings limits for retirees returning part-time or full-time, including the three-month or 12-month break depending on the employer, the 6,900-day limit, and the daily wage threshold based on years of service. He also noted a lightly used critical shortage program that allows school districts to hire retirees without a wage cap, while still observing the break-in-service rules. Members asked questions about who decides the scope and level of the actuarial audit, how the audit would treat leave balances and other benefit-related items, and whether the prior level one audit identified substantial problems. Staff said the committee would request the audit, but LRC would handle contracting, and that the audit scope could include items like sick leave and annual leave costs if requested. On the reemployment topic, Barnes emphasized that the rules are designed to avoid pre-arranged retire-and-return arrangements that could jeopardize TRS’s tax-qualified status. No formal votes were taken beyond approving the minutes, and the meeting concluded with the presentations and discussion of these pension oversight issues.

Transcript Highlights:

• not like and they would really, frankly, like to get rid of that teacher This teacher did this to me
• So, you have a teacher who's removed from a classroom.
• Or maybe the teacher that they don't like, and they're now cheering that this teacher is gone, and law
• You've destroyed the credibility of a teacher. You've destroyed the career of a teacher.
• You've destroyed the family of a teacher.

Bills: HR1046 , SB1733 , SB1439

Transcript Highlights:

• And if the people involved in the process... the student, the teacher, and everyone else can see those
• All items must be approved by a committee of up to 40 classroom teachers invited from Texas.
• And I think the last comment I'll have is that I think teachers are going to love this.
• I think teachers are frustrated with teaching to the test.
• This bill isn't a win for students, teachers, parents, or even legislators.

Bills: SB8 , SB 8

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• Minnesota takes pride in recruiting and retaining a diverse student workforce and teacher workforce,
• Kids need in the classroom the same teacher year after year.
• I may not be able to bring that teacher back, but we must be able to maintain and retain teachers and
• </c> need in the classroom the same teacher need in the classroom the same teacher year<00:10:36.600>
• </c> be able to maintain and retain teachers be able to maintain and retain teachers and<00:10:47.160

Transcript Highlights:

• by teacher.
• by teacher.
• by teacher. teacher. teacher.
• Three registered teacher teachers.
• > registered</c> opportunity of teacher registered opportunity of teacher registered teacher<01:20:09.760

Bills: HF3650 , HF2238

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

Transcript Highlights:

• housing projects, and these particular teacher housing ones.
• To me that we are moving forward with teacher housing.
• That's a very effective program run by teachers.
• for teachers and for administrators.
• We need teachers that are bilingual certified. We need teachers certified.

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• We also feel that the provision that provides teacher prohibit it's teachers from having to teach online
• Teachers had not had one moment to prepare for that.
• And in my district, I had a teacher come to me and talk to me, She's a special ed teacher and she's leaving
• And so I would say that this is also for the teachers. The teachers are suffering.
• I learned in law school that the law is a teacher.

Bills: SB 10 , SB 11

Committees: Senate Education K-16 , Senate Education

Transcript Highlights:

• </c> out of that was individual teachers out of that was individual teachers Within<00:18:28.840><c>
• ><c> are</c> classroom too many teachers are classroom too many teachers are floundering<00:32:23.159
• </c><00:33:15.960><c> of</c> Council of teachers of Council of teachers of mathematics<00:33:17.760><
• </c> they dictate pedagogy to the teachers they dictate pedagogy to the teachers you<00:36:27.599><c>
• because our teachers are professionals because our teachers are professionals they<00:37:43.000><c> go

Summary: The committee heard testimony on HB 129, which would redefine “evidence-based” in public education to require objective, science-based evidence for pedagogical methods. The prime sponsor said the bill is a verbatim reintroduction from the prior session and argued that current federal definitions are too vague, allowing subjective surveys and other weak evidence to justify teaching methods. He said the bill is limited to pedagogy, not subject matter, and is intended to improve student outcomes, reduce fad-driven practices, and potentially save money by limiting unnecessary retraining and new materials. Members asked repeatedly about the bill’s scope, including whether it would affect classroom teachers, curriculum content, and existing instructional approaches such as phonics versus whole language or queuing. The sponsor said the bill applies to state and local education bodies and educator training policies, not individual teachers in their classrooms, and that teachers would retain flexibility. He also said standardized testing could be part of a scientific study but is not itself a study, and that textbook providers could be asked to furnish the studies supporting instructional guidance included in their materials. Several members raised concerns about the fiscal note and possible cost shifts to local districts and taxpayers. The sponsor disputed the idea that the bill would necessarily create major new costs or require additional staff, saying any costs would likely be limited and that the department is already applying federal evidence-based rules. He also said if some current methods are not science-based, updating them would be justified even if there were some initial expense. No vote or final action was taken in the portion of the meeting provided.

Transcript Highlights:

• You're gonna get a lesson plan for a teacher. You're gonna get audio, video.
• It's the entire Phase of what could be used by either a parent, a student, a child, or a teacher to learn
• We will be working extremely hard to implement them, coming up with new innovative teacher pipelines.
• Innovative teacher pipelines: I've had several meetings with people that I'm very excited about some
• And I'm still hearing from teachers and from schools that I think there's still a disconnect.

Transcript Highlights:

• And we have Karen Mazzola, Florida parent teacher association who waives in support.
• Even if the school hired the coach from the outside, it's not a teacher is not start the fight.
• So. >> The the teacher coach >> is subject to to the to the club to the collective bargaining.
• And I was a teacher.
• These teachers are passionate. Coach, I thank you for your service. Amazing.

Transcript Highlights:

• This bill supports the teacher. teaching and learning in the classroom.
• struggle with parents. that teachers have to have, as well as the struggle with parents.
• Actually, it takes some pressure off of the teacher.
• The teacher can... ...seals so that they are disengaged.
• I'm with the committee, John Dirch with the American Federation of Teachers New Mexico.

Bills: SB23 , SB73 , SB210 , SB234 , SB243 , SB244 , SM16

Committee: Senate Senate Education

Transcript Highlights:

• And my mom was a substitute teacher for like 20 years. My aunts were teachers.
• And my mom was a substitute teacher for like 20 years. My aunts were teachers.
• I was going to be a teacher. But then I saw what teachers made.
• Barbara Peterson, a retired teacher, will speak right now as a retired teacher, Mr.
• Barbara Peterson, a retired teacher, will speak right now as a retired teacher, Mr.

Bills: HB40 , HB100 , HJR1 , SB64 , SB19 , SB44 , SB83

Committee: House House Education

Transcript Highlights:

• The teacher is the instructor, the para is the support.
• or a special ed teacher.
• And the schools can work ...being a general ed teacher or a special ed teacher, and the schools can work
• And so it offsets actually our costs for that teacher.
• Just like they reimburse for our ag teacher or a welding teacher, really creating a program and putting

Committee: Joint Special Education Funding Committee

Transcript Highlights:

• Did we capture any to become teachers here in Baton Rouge?
• Teachers led that work, but they did not do that alone.
• Teachers led that work, but they did not do that alone.
• Since then, Georgia has signed a $2,500 teacher raise.
• Since then, Georgia has signed a $2,500 teacher raise.

Committee: House Appropriations

Transcript Highlights:

• </c><00:52:56.480><c> then</c> do that, are your teachers then do that, are your teachers then instructed
• </c> us to try to understand how teacher us to try to understand how teacher hazard<01:34:28.719><c>
• And so equipping teachers and heart.
• </c> for the teachers um for the schools. for the teachers um for the schools.
• </c> for teachers with special assignments. for teachers with special assignments.

Summary: The committee heard testimony on HB 2485, which would require cardiovascular screening for student athletes. The Department of Education and Department of Health said they support the bill’s intent but noted that many screenings are already part of existing school-entry and well-child exams. The Attorney General’s office asked for clarifying language on who performs the screenings, where results go, how “positive findings” are defined, how referrals would work, and whether funding would be appropriated if DOE must hire health professionals. The American Heart Association strongly supported the bill, citing the risk of sudden cardiac arrest in young athletes and arguing that sports physicals are an effective opportunity for early detection. No vote was taken, and the committee moved on after testimony. The committee then heard HB 89, concerning a school psychologist working group and possible licensing or credentialing of school psychologists. The Department of Education and Board of Psychology supported the measure. The Hawaii Psychological Association said it supports licensing school psychologists but asked to be included in the working group, arguing it is an important stakeholder. The Hawaii Association of School Psychologists opposed including HPA, saying the issue is between school psychologists and DCCA and that HPA is not part of their organization. Testimony and discussion focused on the long-running disagreement over whether school psychologists should be regulated under the Board of Psychology or another mechanism, and on title protection and scope of practice. No action was reported during this portion. The committee also took up HB 2445, relating to standardized emergency responses for immigration enforcement at or near schools. The Department of Education said it already issued internal law-enforcement guidance and questioned whether the bill was necessary, while also raising concerns about the bill’s 1,000-foot buffer language and the limits of school authority over activity off campus. The Board of Education echoed those concerns and suggested the bill may need clearer definitions. Supporters, including the White Coalition for Immigrant Rights, the Legal Clinic, and an attorney testifying on Know Your Rights training, argued that recent federal changes have increased ICE activity near schools and that a law is needed to ensure clear, public protocols, staff training, and family protections. A student testifier said the measure was a top priority of the state student council. The transcript ends during testimony, with no vote or final committee action shown.