Transcript Highlights:

• Enright and Principal David Kanan Paul.
• <00:25:30.320> Allison and Science Teaching, Principal Allison and Science Teaching, Principal
• , who's also otherwise known as the very tallest DOE principal in our state, Principal Neil Blumbberg
• tallest um DOE principal in our state,<00:31:03.360> Principal<00:31:03.760> Neil<00:31
• :04.080> Blumbberg<00:31:04.640> from state, Principal Neil Blumbberg from state, Principal

Keywords: 910, house, all

Transcript Highlights:

• privilege of serving um as the principal privilege of serving um as the principal at<00:57:36.480
• Welcome, Principal Sharbino Folch.
• Welcome, Principal Sharbino Folch.
• I feel it is important as an ALC principal to also address my experience when I became principal of my
• discipline again the recent principal discipline again the recent principal survey<01:04:19.200>

Keywords: 1187, senate, all

Transcript Highlights:

• It's a master principal bonuses.
• But as I went through these grants, first of all, I want to say I like the master principal bonus programs
• In BLR's survey of principals and teachers, school leadership was rated as the most positive driver of
• And principals rated RPEP, the Arkansas Professional Educator Pathway, as the most effective program
• Principals were asked about teacher retention in their schools.

Keywords: 1204, all

Transcript Highlights:

• That could be as limited as principals and assistant principals, or it could be defined more broadly.
• 04:03.640> principals,<01:04:04.200> or principals and assistant principals, or principals
• Saying it is the principals, the assistant principals, the superintendents, directors of curriculum,
• is being a school principal is being a school principal administrator, administrator, administrator
• , assistant superintendent, principal, assistant principal, special education administrator, curriculum

Keywords: 1189, house, all

Summary: The conference committee first discussed HB 1099, which creates a committee to study private business providing special education services and local school district reimbursement. Members explained that the issue is broader than special education alone, involving residential placements, foster care, court-ordered placements, and questions about which entity pays for education and care costs when students are placed in residential facilities. The House proposed an amendment to expand the study to include students placed in residential facilities by school districts as well as those placed through episodes of treatment or court order, and members agreed the existing commission would not resolve the issue before its July 1, 2026 expiration. Representative Coker raised concern about the phrase “but not limited to,” but members said the broader language was needed to capture placements beyond the existing statutory categories. The committee then agreed to accede to the Senate version of HB 1099 with a committee amendment, and the House voted unanimously to adopt amendment 2026-1845H. The bill was placed on the consent calendar, and the meeting adjourned. The transcript also includes a separate conference committee discussion on HB 1807, concerning mandatory reporting to voters. The main dispute was how to present administrator compensation: the House favored total administrative cost, while the Senate initially preferred average administrator salary. Members debated whether voters would be better informed by totals or averages, and whether the bill should define “administrator” more clearly by reference to DOE rules. The committee reached a tentative compromise to add both an average administrator salary graph and a total administrator cost graph, define administrators by reference to ED 501.02(B), scale the graph more precisely, and list the top 10 highest-paid administrators plus any employee earning over $100,000. Both chambers then gave unanimous support to the revised approach, with the understanding that the draft would be finalized and signed later.

Transcript Highlights:

• So, um, years ago when I began being a principal in an elementary school, um, I had over ... principal
• years ago when I began being a principal years ago when I began being a principal in<00:21:35.000
• <00:25:29.480> from<00:25:29.640> their their principal from their their principal
• Sometimes the assistant principal would jump in.
• do sometimes the assistant principal do sometimes the assistant principal would<01:50:23.400>

Keywords: 1187, senate, all

Transcript Highlights:

• Now, if you send a student down to the principal, if the principal calls the parent, the parent's going
• Now, if you send a student down to the principal, if the principal calls the parent, the parent's going
• Now, if you send a student down to the principal, if the principal calls the parent, the parent's going
• Now, if you send a student down to the principal, if the principal calls the parent, the parent's going
• , principal, principal, if<01:03:21.480> the<01:03:21.560> principal<01:03:21.960> calls

Keywords: 1187, senate, all

Transcript Highlights:

• The assistant principal, I'll talk more about that in the budget, but Dr.
• We have the School Principal and Mentoring Act, and if you recall, principals who went through this got
• a principals who went through this got a $10,000 stipend and assistant principals received $5,000.
• There was an additional stipend that was available to principals and assistant principals that were in
• and $2,500 for assistant principals.

Bills: SB113, SB114, SB305, SB111, HB600, SB112, SB150, SB109, SB122

Keywords: education funding, appropriations, local education boards, school safety, workforce development, Alabama, technology, higher education, career technology centers, public institutions, grants, local education agencies, RAISE Act, student outcomes, public schools, accountability, weighted allocations, special education, English language learners, gifted students

Transcript Highlights:

• I've talked to principals.
• I've talked to principals.
• I've talked to principals.
• I've talked to principals.
• I've talked to principals.

Keywords: 1183, house

Transcript Highlights:

• <00:36:45.839> to very difficult for a school principal to very difficult for a school principal
• :12.960> most<00:37:13.359> all and again most princip most all and again most princip
• occur at a school, but the principal occur at a school, but the principal wouldn't<00:55:44.319>
• Is it only at the principal level?
• Is it only at the principal level?

Keywords: 910, house, all

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.

Transcript Highlights:

• :19.119> employee, talk about teacher, principal, employee, talk about teacher, principal, employee
• when speaking to the assistant principal when speaking to the assistant principal that<01:34:22.960
• And then, also, I'm not in the habit of speaking on behalf of principals, but I don't feel like principals
• And then, also, I'm not in the habit of speaking on behalf of principals, but I don't feel like principals
• And then, also, I'm not in the habit of speaking on behalf of principals, but I don't feel like principals

Keywords: 1187, senate, all

Transcript Highlights:

• I was a principal for many years, so principals' lives are very busy, to see if we can discuss removing
• So principals are reporting their structured literacy walkthroughs.
• So we'll be touching base with the principals that we know, for whatever reason, principals are busy,
• Chairman, she is talking about principal walkthroughs. We are working, thanks. So, Mr.
• Chairman, she is talking about principal walkthroughs.

Bills: SB29, SB37

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• is a way to address that new principal is a way to address that new principal who<01:21:52.320><
• there because I know in my principal there because I know in my principal world<01:22:14.719>
• I've talked to principals.
• My dad was my middle school principal.
• There were expectations, I principal.

Keywords: 1183, house

Transcript Highlights:

• And how do you know the kid went to the principal or anything?
• I've observed the principal.
• It can take them hours to get to see the principal.
• Yeah, it says the principal or an administrator, so the principal can appoint anybody to do this.
• Yeah, it says the principal or an administrator, so the principal can appoint anybody to do this.

Keywords: 1182, all

Transcript Highlights:

• Today I'm coming to you as hopefully principal of Elementary School in Jackson County.
• <00:13:27.720> of<00:13:27.920> Elementary you as hopefully principal of Elementary
• you as hopefully principal of Elementary School<00:13:28.600> in<00:13:28.760> Jackson
• So it's removing three years and changing it to five, but as a principal or as a district, you can do
• or as a district five but as a principal or as a district you<00:28:42.480> can<00:28:42.640>

Keywords: The previous live stream for this committee experienced a technical issue. This is the complete meeting recording recovered from backups., 958, all

Summary: The committee first took up House Bill 44, “Landon’s Law,” sponsored by Rep. Candy Massaroni. The bill would allow schools to keep anti-choking devices such as LifeVac on hand while limiting liability. Testimony from Equal First Aid and LifeVac emphasized that choking is a leading cause of death for children, that the devices are noninvasive and FDA-registered, and that updated Red Cross guidance allows their use when standard rescue protocols fail or are not feasible. Lauren McCubbins, Landon McCubbin’s mother, gave emotional testimony about her 8-year-old son’s death from choking at school and urged the committee to give schools an added rescue option. Members asked questions about how the device works, whether the Heimlich maneuver remains part of the protocol, and whether the bill is limited to LifeVac or applies to similar devices. The bill was reported favorably, with a roll call vote showing unanimous support from members present. The committee then heard a bill sponsored by Rep. J. Baker aimed at reducing administrative burdens in schools and supporting teacher recruitment and retention. The measure would lengthen the required evaluation cycle for tenured teachers from every three years to every five years, provide teachers a copy of their employment contract upon request, streamline professional development provisions, update continuous school improvement plan filing requirements, restore schools’ ability to use Title II funds for certain programs after an unintended consequence of prior legislation, and require KDE to review reporting requirements and eliminate those not required by law. Rep. Baker said the bill was developed with teachers and administrators through a working group and is intended to reduce “check-the-box” tasks so educators can focus on instruction. Amanda Butler of Spencer County Schools and other educators testified that the changes would save time, preserve funding for mentor and induction programs, and reduce repetitive paperwork. Rep. Fleming asked for clarification on the longer evaluation cycle, and an educator witness explained that each evaluation involves pre-observation, observation, and post-observation time and that districts would still retain flexibility to evaluate more often if needed. No final vote on this bill was included in the transcript excerpt.

Transcript Highlights:

• At the principal level, it gives them all teacher data.
• They primarily... most of their time at school sites coaching and supporting our principals.
• And then I spent 20—I'm sorry, 17 years as an elementary school principal.
• That elementary principals had that training as well when it was first introduced.
• But again, as an elementary principal, I went through a process a long time ago.

Transcript Highlights:

• to remove some computers his principal to remove some computers his principal to remove some computers
• So, the the Principal of. Okay. So, the the Principal of. Okay.
• and enough money to pay every principal and assistant principal the full base of assistant principal
• or administrator assistant principal or administrator assistant principal or principal relative to the
• uh reduced yes principal relative to the uh reduced yes principal relative to the uh reduced yes sir

Bills: SB199, HB142, SB86, HB152, HB297, SB1, SB1

Keywords: parental leave, state employees, local education agencies, adoption, work-life balance, family support, portable benefits, portable benefit account, independent contractor, gig worker, 1099 worker, freelancer, app-based worker, rideshare, delivery driver, worker benefits, health insurance, retirement benefits, life insurance, income replacement insurance

Transcript Highlights:

• And how do you know the kid went to the principal or anything?
• I've observed the principal.
• It can take them hours to get to see the principal.
• Yeah, it says the principal or an administrator, so the principal can appoint anybody to do this.
• Yeah, it says the principal or an administrator, so the principal can appoint anybody to do this.

Summary: The committee began with brief announcements, including an invitation from Chad Heinrich of the University of Phoenix to an upcoming lunch-and-learn on artificial intelligence and education, and then members and staff exchanged end-of-session धन्यवाद and appreciation. The committee then took up several education-related bills, hearing sponsor presentations, public testimony, and member questions before voting on each measure. SB 1497 would require larger school districts that operate self-insurance programs to obtain quotes for coverage and services at least every four years and to receive certain information from providers in advance. Supporters said the bill would increase competition, transparency, and cost savings for school employee health benefits; it passed 10-0. SB 1711 would direct the State Board of Education and ADE to compile and post age-appropriate resources on preventing and recognizing inappropriate contact, and to make those resources available to schools and families. Supporters framed it as a voluntary, parent-facing safety tool, while opponents argued it should include stronger evidence-based and trauma-informed requirements; it passed 7-3. SB 1798 would create a FAFSA awareness program recognizing schools that designate a FAFSA point person and promote financial aid completion. Supporters said it would help students access postsecondary funding, especially given Arizona’s low FAFSA completion rate and unclaimed federal aid; it passed 8-2. SB 1143 would require schools and districts to submit federal civil rights data to ADE and would require ADE to publish an annual school safety report. Supporters said it would improve transparency for parents, while opponents called it duplicative and raised privacy and scope concerns; it passed 7-3. SB 1684, as amended, would create a private cause of action against public schools for serious physical injury caused by bullying after a prior report and school negligence, with an amendment limiting the claim to bullying on school property or at school events and requiring written reports. The committee adopted the amendment and then passed the bill 6-3, after debate over litigation risk, school discipline, and whether the bill should also cover private schools. The committee also passed SB 1754, which would require ADE’s special education division to help complete incomplete complaints, post redacted complaint reports, and adopt related procedures; members emphasized transparency and privacy protections, and the bill passed 9-0 after an amendment extending the posting timeline and clarifying report contents. SB 1423, continuing the Western Interstate Commission for Higher Education until 2036, passed 8-1, with one member objecting to the long sunset extension. Finally, SB 1763, dealing with school district “additional monies” funds and financial reporting, was discussed with an amendment to remove unemployment-compensation transfers and require board approval for expenditures, but the transcript cuts off before the final vote on that bill.

Transcript Highlights:

• Upon receipt of the request, the principal may provide the patriotic youths...
• Upon receipt of the request, the principal may provide the patriotic youths Within the first two weeks
• of the academic year, upon receipt of the request, the principal may provide the patriotic youth group
• A principal may accept materials provided by a patriotic youth group for distribution to students and
• Information is pre-submitted to the principal for review.

Bills: SB1210, SB1370, SB1422, SB1423

Keywords: private postsecondary education, nondomiciled institutions, tuition recovery fund, accreditation, regulations, patriotic youth groups, public school, civic involvement, educational purpose, discrimination, youth access, credit enhancement eligibility board, school financing, public schools, financing assistance, bonding, debt obligations, guaranteed financings, program sunset, statutory continuation

Transcript Highlights:

• As a principal, I've experience that.
• Thank you, principal. Next, we have Principal Mina Kame from Kohi Elementary School in support.
• Next, we have principal uh Mina Kame Next, we have principal uh Mina Kame from<00:42:06.960> Kohi<
• :18.560> High<01:21:18.800> School another principal from Monoa High School another principal
• So it's around or the principal is busy.

Keywords: 910, house, all

Summary: The committee on Education heard testimony on HB 1895, which would add education-worker protections by expanding harassment-related offenses. The Department of Education, HSTA, HGA, and several school employees and principals testified in support, describing increased harassment and threats toward teachers and staff, especially since COVID, and saying the bill would help deter bad actors. The Office of the Public Defender opposed the measure, saying the language was vague and overbroad, could criminalize ordinary parental advocacy or speech, and might not survive constitutional scrutiny. In response to questions, the public defender said existing statutes already cover threatening or assaultive conduct against educational workers, while DOE representatives said the bill was aimed at excessive and repetitive disruptive behavior. No vote or final action was taken in the excerpt. The committee then took up HB 1592, concerning protections for educational workers and sports officials. DOE, the Charter School Commission, HGA, HSTA, school principals, athletic programs, and many individual testifiers supported the bill, with several describing threats, harassment, and aggressive behavior at schools and athletic events. One principal said he had repeatedly involved law enforcement after threats and incidents on campus, and a teacher testified about the need to keep school environments safe and orderly. The Office of the Public Defender again opposed the bill, arguing that current law already enhances penalties for assaults and terroristic threatening against educational workers and sports officials, and that new offenses would have little deterrent effect. Committee members questioned whether the bill should be a separate statute and how to distinguish passionate advocacy from harassment; DOE said the line was crossed when conduct became excessive and repetitive, while the public defender urged clearer drafting and more emphasis on prevention, education, security, and de-escalation. No vote or final action was announced in the excerpt.

Transcript Highlights:

• As you heard, principals across the state are in support.
• I the elementary principal association.
• also represent the secondary principal also represent the secondary principal association<00:20:
• So moving to permit to carry principal.
• And we heard from our principals and our superintendents.

Keywords: 1183, house