Transcript Highlights:

• Robbinsdale Federation of Teachers and a Robbinsdale Federation of Teachers and a teacher<00:48:37.119
• Like teachers want to hurt kids. Teachers want to put kids into seclusion.
• Like teachers want to hurt teachers.
• Like teachers want to hurt kids.<01:10:18.480><c> Teachers</c><01:10:18.960><c> want</c><01:10:19.120
• Turns out I and I became a teacher.

Committee: Senate Education Finance

Transcript Highlights:

• The teacher? The teacher, and there is also, well, the teacher's going to spot it first, right?
• And I think some teachers question, how do I address this?
• The teachers are very, very appreciative of the additional help.
• Cynthia Posey with the Louisiana Federation of Teachers.
• Cynthia Posey with the Louisiana Federation of Teachers.

Committee: House Education

Summary: The House Education Committee met on March 25, 2026, with a quorum present and heard a series of education-related bills and one resolution. The committee first took up HB 636 on hazing at public post-secondary institutions. Representative LaFleur presented the bill as a response to Caleb Wilson’s death, and family members, former Rep. Jason Hughes, and other supporters urged stronger prevention, reporting, and penalties. The committee adopted amendments adding implementation details and a lifetime ban on re-chartering an organization if hazing results in death, then reported the bill as amended as the “Caleb Wilson Hazing Prevention Act.” The committee then heard HB 218 on food insecurity screenings in public schools. LaFleur said the bill would formalize a process to identify hungry students and connect families to resources, with amendments tying the screening to existing McKinney-Vento forms and adding food-insecurity questions. Support came from charter school representatives, the Department of Education, and others, while Dr. Will Hall suggested involving caregivers and faith-based groups. The bill was reported with amendments. The committee also approved HB 626, which would require colleges and universities to provide suicide-prevention information, hotline access, and aggregated non-identifiable reporting on suicide risk. Rep. Jordan described it as a response to an uptick in suicides among college-age students, and the Board of Regents said most institutions already use telehealth or 988 resources. The bill was reported favorably. Next, the committee heard HB 749 on the administration of START, START K-12, and ABLE savings accounts. Rep. Carver said the bill would modernize and secure the program by allowing a third-party manager and online platform, while Treasury and Board of Regents staff explained that oversight would remain in place and that ABLE accounts would not be charged fees. The bill was reported favorably. The committee then considered HB 352 on behavioral health services for public school students. Rep. Mack and advocates from the Arc and ABA providers said the bill would ensure medically necessary services can be delivered in classrooms or other school settings, while the Louisiana Federation of Teachers asked for clearer pre-conference expectations to avoid classroom disruption. After testimony from parents, providers, and school stakeholders, the bill was reported with amendments. Finally, the committee approved HB 201 creating a state seal of fine arts for high school graduates, and HB 738 revising student disciplinary proceedings at colleges and universities to ensure evidence and fairness in disciplinary actions. Both bills were reported favorably. The committee also began hearing HCR 14, which expresses support for federal efforts to eliminate the U.S. Department of Education, but the transcript cuts off before any final action on the resolution is shown.

Transcript Highlights:

• How many are married to a teacher? Okay.
• to these teachers?
• I was an English teacher for 14 years, so bright, beautiful paragraphs for your teachers.
• Not the teacher, not the principal.
• Teachers that are here today, one who is my son's teacher and the other who is our high school teacher

Summary: The committee heard extensive testimony on Oklahoma school safety from Commissioner Tipton, OSSI director Mike Fike, OACTIC director Alan Young, OSBI lieutenant Isiles Keene, and Rogers County Sheriff Scott Walton. The main focus was a statewide school-safety framework built around response, prevention, and recovery. Witnesses described training law enforcement in the LASER active-shooter response model, adding A-TURK training for coordinated law enforcement/fire/EMS response, expanding run-hide-fight and Stop the Bleed instruction for educators and staff, conducting risk and vulnerability assessments, and using the Rave panic-button system and the ProtectOK tip app to speed reporting and dispatch. They also emphasized behavioral threat assessment and management (BTAM) teams as a prevention tool to identify and support at-risk students before violence occurs. Members asked about administrator and teacher training, school counselor involvement, how apps are deployed on personal versus school devices, and whether schools are actually using the programs. Witnesses said administrators, counselors, and SROs should be part of BTAM, that training is most effective when it is realistic and repeated, and that Rave is geofenced and typically invited onto devices by schools. Several members stressed that school leaders must buy in for safety plans to work, and one member raised concerns about traumatic training and the need for mental-health support as part of prevention. Witnesses said mental-health referral and monitoring are part of BTAM, but the school and local partners must manage the process. OSBI’s lieutenant added broader context, comparing school safety to fire safety and noting that Oklahoma still lacks some statutory requirements for intruder drills and stronger penalties for school threats. He also discussed possible future tools such as surveillance analytics, gunshot detection, ballistic-rated doors and walls, and better access controls, while warning that technology should supplement, not replace, basic safety systems and training. Sheriff Walton closed by describing rural response challenges and his foundation’s effort to place ballistic shields in schools and police cars, arguing that human resources and rapid communication remain the biggest gaps. No votes or formal actions were taken in the meeting.

Transcript Highlights:

• The teacher is the instructor, the para is the support.
• The teacher is the instructor. The para is the support.
• or a special ed teacher.
• actually our costs for that teacher.
• Just like they reimburse for our ag teacher or a welding teacher, really creating a program and putting

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• </c> redesign our teacher education program. redesign our teacher education program.
• ,</c> engineers, 50% of all black teachers, engineers, 50% of all black teachers, 70%<00:27:24.480><c
• </c> to do is to truly train these teachers to do is to truly train these teachers to<00:31:38.480><c
• </c> added uh bachelor of science in teacher added uh bachelor of science in teacher education.<00:48
• Uh we for that teachered program.

Summary: The interim Commission on Race and Access to Opportunity met at Kentucky State University and heard a presentation from President Kofi Aapo and Vice President Michael Dorsy on the university’s role as an HBCU and its current priorities. They emphasized Kentucky State’s impact on Black student outcomes nationally, its focus on workforce development, civic leadership, innovation, and economic mobility, and its efforts to grow enrollment, expand dual-credit partnerships, and launch a prison education program. They also described House Bill 250’s role in prompting program review and the creation or expansion of market-aligned offerings, including manufacturing engineering, agricultural engineering, biological and agricultural engineering, social work, criminal justice, and expanded online programs through “Thoroughbred Global.” A major topic was Kentucky State’s move toward STEM and applied programs. President Aapo said the university is diversifying beyond liberal arts to meet workforce demand and cited plans for a PhD in agroecology, which he said would help farmers adapt to climate conditions and would be federally funded. He also discussed the nursing program as the fastest-growing on campus, partnerships with health systems that pay tuition and guarantee jobs, and the need for a new nursing facility. He said the current nursing space is inadequate and that a new building could double or triple enrollment in the program. He also described a mobile health initiative intended to bring preventive care and health education to underserved areas of the state. Members asked questions about the nursing building, STEM strategy, teacher preparation, dual credit, prison education, and student readiness. Senator Bledsoe asked about the shift toward STEM, and Aapo said the strategy is based on student demand and data from House Bill 250. Senator Berg requested a list of dual-credit partners and encouraged long-term tracking of prison education participants to study outcomes such as recidivism; Aapo said the university has not yet begun that research but intends to. Senator Tidner asked about remedial needs, and Aapo said KSU found more than 100 students with zero GPAs when he arrived and is using co-requisite support and tutoring to address English and math deficiencies. Representative Brown and others highlighted the historical and ongoing value of HBCUs, and no votes or formal actions were taken during the meeting.

Transcript Highlights:

• are</c> current teachers uh teachers who are current teachers uh teachers who are retired<00:57:47.640
• </c><01:12:44.040><c> for</c> big difference for the teachers for big difference for the teachers for
• </c> in one of my schools the the teachers in one of my schools the the teachers have<01:12:49.679><c
• The teachers, you know, it's not a reflection on the teacher, and so it's just to get a more accurate
• The teachers, you know, it's not a reflection on the teacher, and so it's just to get a more accurate

Committee: Senate Education Policy

Transcript Highlights:

• For example, when we're talking about dealing with money that's supposed to go to teachers or staff,
• And it had been broadcast on the news about how the state legislature had given these teachers $6,000
• It was $6,400 per teacher.
• It was $6,400 per teacher.
• or teachers that also administrate the flexibility of that 50% or more.

Committee: House Education

Transcript Highlights:

• And as a teacher, talking to other teachers, one of the biggest issues and struggles we see is that our
• I had some questions on the teacher evaluations.
• ...to get a social studies teacher?
• Again, I'm putting my teacher hat on here.
• And so the Teachers and Leaders Council, a lot of educators.

Committee: Assembly Education

Transcript Highlights:

• Um this The kids, teachers, traumatized.
• her students and directly to our schools, our teachers, directly to our schools, our teachers, bus<00
• 31:30.680><c> reading</c> Teachers aren't just teaching reading Teachers aren't just teaching reading
• ><c> deliveries,</c> Teachers are making grocery deliveries, Teachers are making grocery deliveries,
• I want to talk just briefly about teachers. All of you have heard me say my husband's a teacher.

Transcript Highlights:

• Right, but without this bill, the teacher wouldn't have had to do that.
• at my school, and part of the problem is that it varies from teacher to teacher.
• If I was the teacher, that information would be helpful for me.
• You're asking, does the bill require that a teacher should have training?
• No, the bill does not explicitly require teacher training. Thank you.

Summary: The House Education Committee heard several bills related to special education records, artificial intelligence in schools, financial aid access, educator preparation, school health, and student mobile device use. Substitute Senate Bill 6268 would require OSPI to keep an online public record of final special education community complaint decisions for 20 years; the sponsor and several parents, attorneys, and open-government advocates said the records help families, schools, and researchers understand past decisions and remedies, while no one testified in opposition. Substitute Senate Bill 5956 would limit school use of automated decision systems, school surveillance technology, biometric data, and facial recognition in student discipline and safety contexts; the sponsor and supporters said it would prevent harmful false positives and discriminatory impacts, while an industry witness warned the bill could unintentionally reduce school safety by limiting emergency facial-recognition uses. Committee discussion focused on the bill’s scope, especially whether it affects classroom grading or only discipline-related decisions, and staff noted the bill does not require teacher training. The committee also heard Substitute Senate Bill 5841, which would add financial-aid application data to the High School and Beyond Plan platform and require students to receive information about the Washington Opportunity Scholarship Program. The sponsor said the bill would make aid status more transparent and easier to track, especially for families facing language or access barriers, and a student advocate testified in support; a committee member raised concerns about privacy for immigrant and DACA students, and the sponsor said the portal would be opt-in and guided by privacy protections. Senate Bill 6278 would codify and update Professional Educator Standards Board review of teacher and principal preparation programs, including program standards, educator role standards, evidence, and input from P-12 partners, while allowing field placement plans to be submitted on a less frequent schedule; PESB staff said the bill largely reflects current practice and adds flexibility. Substitute Senate Bill 5240 would expand who may administer epinephrine in schools and allow use of any available epinephrine when a student with a prescription on file has anaphylaxis; school nurses supported broader access to stock epinephrine but warned against using one student’s medication for another and raised legal and ethical concerns, while the sponsor emphasized faster response in emergencies. Finally, Substitute Senate Bill 5346 would direct OSPI to study and report on school mobile-device restrictions and update digital citizenship resources to include research and best practices on student phone use. Staff said OSPI already has some guidance, but the bill would create formal legislative reports and expand the state’s digital citizenship materials. The committee began taking testimony on that bill as the hearing time ran short, and the chair noted there were ten people signed in to testify.

Transcript Highlights:

• teacher or whatever.
• But at any rate, the teachers have to go home, and then the kids are left without a teacher.
• Now, if the retired teacher comes back, the school system pays into TRSL, and the teacher pays into
• So someone who came back, a teacher who came back, let's say a math teacher who came back, could go more
• But if a kid has a math teacher, a science teacher, or a special ed teacher, or a para, or a high-dosage

Committee: House Retirement

Summary: The Retirement Committee heard several retirement-related bills and deferred two measures at the start: HB 26 and HB 993 were voluntarily deferred by the author. HB 31, by Rep. Eccles, would allow certain small municipalities to terminate participation in the municipal police employees’ retirement system and create a lower-cost “Plan C” option for small towns like Stirlington. After discussion about population and officer-count limits, the committee adopted amendments, heard concerns from the Municipal Police Employees’ Retirement System about remaining issues, and reported HB 31 as amended favorably. The committee also advanced HB 1134, which creates a backdrop-style retirement option for judges whose positions are abolished, and HB 24, which would allow retired teachers to return to work as one-year contract teachers without the current retirement contribution structure. TRSL testified that return-to-work policy is complex and that a broader Senate study-group proposal is also moving, but the committee reported HB 1134 and HB 24 favorably. HB 21, a technical correction to the Municipal Employees’ Retirement System law, was amended to remove a sunset problem that would be fixed in another bill and was reported favorably as amended. Later, the committee reported HB 1017 favorably, which limits former spouses’ claims to post-divorce earnable compensation in the Firefighters’ Retirement System, with testimony that the bill would reduce litigation over promotions and raises after divorce. HB 43, which would let certain LASERS members retire after 35 years of service at any age, drew testimony from LASERS about its cost and workforce effects but received no motion and was voluntarily deferred. HB 30 was also voluntarily deferred because its substance would be moved into another bill. The committee then took up two major municipal police bills. HB 45, after extensive negotiations among the author, the Louisiana Municipal Association, EMPERS, and the City of New Orleans, was substantially rewritten by amendment to address retention pay, out-of-state service credit purchases, survivor benefits for certain officers killed in the line of duty, COLA funding, and a reduction in the non-hazardous accrual rate. The committee adopted the amendments and reported HB 45 as amended favorably. HB 49, a related bill on municipal police and firefighter retirement issues, was also replaced by a substitute that changed opt-out procedures, revised partial dissolution rules, and preserved full dissolution liability; after testimony that the changes would save New Orleans and other cities significant money, the committee adopted the substitute and reported HB 49 as substituted favorably. The meeting ended with adjournment.

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:

• And I asked, does the high school math teacher in the math department ever meet with the other teachers
• </c> with a room of 50 or 60 math teachers with a room of 50 or 60 math teachers from<00:31:55.120><c
• </c> seen some folks saying that teachers seen some folks saying that teachers saying<00:37:36.079><c
• </c> districts to hire on more math teachers. districts to hire on more math teachers.
• </c> Federation of Teachers New Hampshire. Federation of Teachers New Hampshire.

Committee: House Education Policy and Administration

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:

• 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:

• Teachers come at my It is a big deal. Teachers come at my son's<00:03:53.440><c> graduation.
• </c> always nominates their favorite teacher always nominates their favorite teacher to<00:03:56.640>
• We need to keep teachers in front of students. We need to keep the teachers that we have.
• </c> keeping teachers in front of students. keeping teachers in front of students.
• </c> fewer teachers in front of students. fewer teachers in front of students.

Bills: HF3790 , HF3654 , HF3371 , HF3470 , HF1099

Committee: House Education Finance

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