Transcript Highlights:

• </c> teacher at Edina High School. teacher at Edina High School.
• </c> The expectation cannot be for teachers The expectation cannot be for teachers to<00:48:17.920><c
• Teachers noticed.
• showing up for their teachers.
• </c> grade teacher at Nicollet Middle School. grade teacher at Nicollet Middle School.

Committee: House Education Finance

Transcript Highlights:

• </c> contracts with teachers. contracts with teachers.
• Let's say I'm a teacher, K through 2 teacher in Burlington, and my partner gets a job.
• I still want to be a teacher. So I'm going to start looking for teacher jobs.
• uh K through2 teacher say I'm a teacher uh K through2 teacher in<00:31:07.200><c> Burlington</c><00:
• I still want to be a teacher. Um, state. I still want to be a teacher.

Transcript Highlights:

• </c><00:41:18.560><c> that</c> saying that every single teacher that saying that every single teacher
• We actually, because of the language that mirrors this, do require PE teachers and music teachers and
• We actually, because of the language that mirrors this, do require PE teachers and music teachers and
• We actually, because of the language that mirrors this, do require PE teachers and music teachers and
• And this is for all teachers.

Transcript Highlights:

• So a shout-out to those teachers that actually do that.
• They may be an English teacher; they may be a multiple subject credential teacher, but we have experience
• I’m married to a 40-year teacher, and our son is a 10-year high school teacher, so I understand that
• I am a preschool special education teacher in San Francisco.
• I am a preschool special education teacher in San Francisco.

Summary: The subcommittee opened with remarks on the state budget and K-12 education, noting the large increase in the Proposition 98 minimum guarantee, the use of deferrals and reserves in the prior budget, and the challenge of balancing education funding against other state priorities. Superintendent Tony Thurmond described California education as improving overall, citing gains in test scores, graduation, and college readiness, but said major gaps remain for low-income students, students of color, agricultural communities, English learners, foster youth, and students with disabilities. He praised recent investments in universal meals, transitional kindergarten, community schools, arts, broadband, and special education, while warning that declining enrollment, chronic absenteeism, and the proposed $5.6 billion Prop. 98 settle-up create uncertainty for districts. He also urged a long-term literacy plan, expanded tutoring, universal kindergarten, and continued protections for students and families affected by immigration enforcement, including ICE-related fear and attendance loss. The committee then heard a detailed presentation on Proposition 98 from the Department of Finance and the Legislative Analyst’s Office. Finance explained that the Governor’s budget projects the minimum guarantee will rise by about $21.7 billion over three years, with a $5.6 billion settle-up obligation in 2025-26 intended to avoid overappropriation if revenues weaken. Finance also described revised reserve deposits and withdrawals, ending with about $4.1 billion in the Public School System Stabilization Account by 2026-27. The LAO said recent revenue collections were stronger than expected in the current year but warned that the outlook for 2026-27 is weaker and that stock-market-driven revenues remain volatile. The LAO supported maintaining reserves and one-time spending buffers, but recommended fully funding the guarantee and using other budget solutions rather than shifting the settle-up into future deficits. Members asked about the settle-up process, certification timeline, the effect of attendance declines tied to immigration enforcement, and wildfire-related impacts, including Pasadena Unified’s $4 million special appropriation. On LCFF and necessary small schools, Finance proposed a 2.41% COLA and about $2.2 billion in additional LCFF funding for districts and charters in 2026-27, plus a $30.7 million ongoing increase to raise the necessary small schools allowance by 20%. The LAO supported funding the COLA but said the small-school increase was not tied to a specific cost study and could be redesigned to better target small districts, noting that only a fraction of very small districts would benefit. Questions focused on how small schools access supplemental and concentration grants and how attendance recovery programs are being implemented. The Department of Education said only 130 LEAs had reported attendance recovery so far, likely because it is a new program with compliance requirements, though interest appears to be growing. FICMAT then reviewed the fiscal health of local districts, reporting an uptick in qualified and negative certifications, though still far below Great Recession levels. It said declining enrollment, rising special education costs, and higher labor and insurance costs are the biggest fiscal pressures, and that some districts are using fiscal stabilization plans and staff reductions ahead of second interim reports. FICMAT also discussed wildfire impacts on Pasadena Unified and Los Angeles Unified, explaining that Pasadena’s $4 million state appropriation was based on an early post-fire assessment and that the district is being monitored with the county office of education. Members raised concerns about Pasadena’s leadership, special education staffing shortages, AB 218 sexual abuse litigation costs, insurance premium increases, and the need for stronger prevention and training measures. FICMAT said SB 848 and related policies address some of those concerns by strengthening standards, training, and reporting requirements.

Transcript Highlights:

• So give that exposure, and as well as kind of bring in teachers, we're trying to bring in teachers on
• So give that exposure, and as well as kind of bring in teachers, we're trying to bring in teachers on
• So this law basically says a teacher may appeal.
• So this law basically says a teacher may appeal the decision of the TSEC, with the proviso that the teacher
• harmed, or the potential teacher was harmed.

Committee: Senate Education

Transcript Highlights:

• You go along every 45 minutes to another teacher; the teacher may see 100, 180, 200, even 220 students
• You go along every 45 minutes to another teacher, the teacher may see 100, You go along every 45 minutes
• to another teacher.
• It's a lot of transition in a very short period of time, steep learning curves in looking at teacher-to-teacher
• It's a lot of transition in a very short period of time, steep learning curves in looking at teacher-to-teacher

Transcript Highlights:

• </c> Um we want to make sure that teachers Um we want to make sure that teachers are<00:42:29.040><c>
• you know, keep teacher retention.
• you know, keep teacher retention.
• </c><01:42:30.680><c> you</c> looked at about trying to teacher you looked at about trying to teacher
• </c> know, keep teacher retention. know, keep teacher retention.

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• </c> investigation into this teacher in 2022. investigation into this teacher in 2022.
• </c> add that the vast majority of teachers add that the vast majority of teachers do<00:21:17.520><c
• </c> allows districts, schools, and teachers allows districts, schools, and teachers to<00:25:39.760>
• </c> how is this going to affect teacher how is this going to affect teacher preparation<01:05:08.480
• :08:36.480><c> are</c> teacher prep programs obviously are teacher prep programs obviously are going<

Bills: HF3489 , HF3550

Committee: House Education Policy

Transcript Highlights:

• , teachers who are licensed by the Commonwealth of Massachusetts.
• things meet students in the form of teachers, we are creating a vulnerability.
• Tarr: teacher support with early literacy funds. Senator Tarr.
• Association, the Boston Teachers Union, and the American Federation of Teachers feel that their voices
• Tarr, providing professional development access for special education teachers.

Summary: The Senate first handled a House petition from John H. Rawlers and others seeking eminent domain authority for a parcel in Norwood; Joint Rule 12 was suspended and the matter was referred to the Committee on State Administration and Regulatory Oversight. The chamber then resumed debate on the literacy bill, with Senator Tarr offering a series of amendments focused on school district funding, teacher competency, reporting, waivers, and curriculum implementation. Most of Tarr’s amendments were rejected, but one requiring written, appealable denials of district waivers was adopted by roll call, and another amendment on reporting from the Early Literacy Fund, including provisions for English language learners and special education educators, was also adopted. A separate amendment extending the timeline for DESE to publish high-quality curricula was adopted, while several other amendments were withdrawn or defeated. The Senate also considered and adopted an amendment from Senator Comerford addressing rural and regional equity in education funding. That amendment expanded eligible uses of the Early Literacy Fund to include screening assessments, required DESE to prioritize geographic and funding equity, mandated a public hearing in Western Massachusetts before final grant criteria were finalized, and directed technical assistance to rural districts. Senators from across the chamber spoke in support, emphasizing chronic underfunding, declining enrollment, minimum-aid pressures, and the need for a broader review of the Chapter 70 formula and a Foundation Budget Review Commission. The amendment passed unanimously. Later, the Senate took up an amendment from Senator Moore on children’s vision care, which would have created a registry for vision screening and expanded eye exam requirements, but it was withdrawn after supportive debate. The chamber then adopted the Ways and Means redraft, ordered the bill to third reading, and passed An Act relative to teacher preparation and student literacy to be engrossed by a unanimous roll call. Final passage was also achieved for a separate House land-taking bill allowing the town of Hingham to use municipal property for a center for active living, which passed by the required two-thirds vote and was enacted. The Senate then adopted an order to meet again the following Monday and adjourned in memory of Donna Goldstein.

Transcript Highlights:

• And then finally, Senator Wellman, to your point on the teacher preparatory program, I teach in a teacher
• I was a public school teacher.
• They've invited Washington State teachers to things.
• You've heard from students, teachers, organizations; it's a slam dunk.
• I mean, I talked to an econ teacher at my school.

Summary: The committee held a public hearing on Senate Bill 5849, which would require all high school students to receive financial education instruction and meet state financial education learning standards to graduate, beginning with the class of 2033 unless the State Board of Education recommends an earlier date. Staff explained the bill’s relationship to existing graduation requirements, the State Board’s role in integrating the requirement into current pathways, and a fiscal note showing about $201,000 in state costs plus unknown district costs. Senators asked about how the requirement would fit different school schedules, whether teacher preparation and clock hours would be addressed, and how the standards would stay current. The bill’s sponsor said it would be embedded within existing pathways, aligned with the Future Ready initiative, and supported by OSPI, the State Board, and the financial education public-private partnership. Testimony on SB 5849 was overwhelmingly supportive, especially from students, educators, nonprofits, bankers, and advocacy groups. Supporters said many students graduate without knowing how to budget, use credit, file taxes, understand loans, or make other basic financial decisions, and argued that a graduation requirement would make financial literacy more equitable and not dependent on family background or zip code. Several students described personal experiences with W-2 forms, student loans, credit cards, and lack of exposure to finance classes, while organizations such as Junior Achievement and the Washington Bankers Association said they already provide curriculum and support and could help districts implement the requirement. One school directors association representative opposed the bill, arguing districts are already overburdened and underfunded and should not receive new mandates without removing others or providing more resources. After the hearing, the committee moved into executive action on a separate packet of bills. It advanced SB 6278 on teacher preparation program review, SB 613 on National Voter Registration Day activities in high schools, SB 6222 on surplus school technology for students, and SB 6206 on a child care pilot for first responders, adopting proposed substitutes where offered. In a second packet, the committee referred SB 6260 on school bus depreciation, adopted a substitute and advanced SB 5346 on student mobile device use and digital citizenship, advanced SB 6263 on public bid thresholds, adopted a substitute and advanced SB 6268 on public access to special education complaint decisions, and adopted a substitute and advanced SB 6247 on financial oversight and misconduct in school districts. The committee then adjourned after signing the boards.

Transcript Highlights:

• , in this case, bilingual teachers. ...at the end with what we want, which is more teachers, in this
• case, bilingual teachers, to be employed at our LEAs.
• AB 2325 is critical for our future teachers.
• president-elect of the California Association for Bilingual Teacher Education.
• , significantly strengthening our bilingual teacher workforce.

Committee: House Education

Transcript Highlights:

• </c><02:09:01.240><c> Um</c> teachers and school staff. Um teachers and school staff.
• And that happens with teachers. >> Mhm. And that happens with teachers.
• </c> teachers.
• We have um a terrible teacher teachers.
• </c> teacher in this state. teacher in this state.

Committee: Senate Commerce and Consumer Protection

Transcript Highlights:

• Your expertise as a teacher is probably far beyond mine because I'm not a teacher, but I would be happy
• I'm a retired special education teacher here today with C Alliance.
• So I'm a former teacher. I'm a former school board member. I'm a former teacher.
• I was Teacher of the Year in 2017 for Orange County Public Schools.
• As a grandmother, as a teacher, former school board member.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• MODULAR TEACHERS, REENTRY TRAINING GRANTS, VIRTUAL EDUCATION.
• THAT'S WHAT THE TEACHERS THAT ARE IN PERSON ARGUING.
• >> Eric Hall: IT IS A BLENDED ENVIRONMENT SO WHILE WE HAVE TEACHERS ONLINE THERE ARE PHYSICAL TEACHERS
• THE 15% VACANCY REFLECTS THE PARAPROFESSIONALS THAT FLVS IS FILLING SO EVERY TEACHER HAS TEACHERS IN
• TEACHERS?

Transcript Highlights:

• We are going to have a bill about teacher certification to have teachers ready to teach our children.
• a reading teacher.
• Those students are Laura Fernandez and their teacher is Doris Marie Rodriguez Soto, a teacher I also
• , retain teachers, and educate teachers on how to actually penetrate the minds of their students.
• Every single member in this chamber says I am for teachers, I am for the best teachers in Florida, I

Bills: SB 5 , SJR 3 , HB 11 , HJR 72 , HB 48 , HB 27 , HB 144 , HB 37 , HB 1481 , HB 581 , HB 1696 , HB 2216 , HB 1035 , HB 1633 , HB 742 , HB 754 , HB 1689 , HB 1690 , HB 2669 , HB 391 , HB 517 , HB 1775 , HB 1024 , HB 1607 , HB 252 , HB 1716 , HB 1562 , HB 4116 , HB 1866 , HB 1741 , HB 2103 , HB 2637 , HB 2884 , HB 3707 , HB 503 , HB 1089 , HB 1757 , HB 2986 , HB 972 , SB 365 , SB 1786 , SB 5 , SJR 3 , HB 14 , HB 43 , HB 36 , HB 26 , HB 149 , HB 121 , HB 206 , HB 136 , HB 3114 , HB 2733 , HB 1732 , HB 3700 , HB 467 , HB 1130 , HB 1846 , HB 1442 , HB 1147 , HB 2176 , HB 2701 , HB 805 , HB 2890 , HB 1154 , HB 1644 , HB 2118 , HB 1718 , HB 2488 , HB 2596 , HB 2468 , HB 484 , HB 2578 , HB 3204 , HB 1041 , HB 307 , HB 685 , HB 538 , HB 2525 , HB 3125 , HB 2027 , HB 2894 , HB 3077 , HB 106 , HB 18 , HB 11 , HJR 72 , HB 48 , HB 27 , HB 144 , HB 37 , HB 1481 , HB 581 , HB 1696 , HB 2216 , HB 1035 , HB 1633 , HB 742 , HB 754 , HB 1689 , HB 1690 , HB 2669 , HB 391 , HB 517 , HB 1775 , HB 1024 , HB 1607 , HB 252 , HB 1716 , HB 1562 , HB 4116 , HB 1866 , HB 1741 , HB 2103 , HB 2637 , HB 2884 , HB 3707 , HB 503 , HB 1089 , HB 1757 , HB 2986 , HB 972

Transcript Highlights:

• As a former school teacher and one who has family members who are school teachers, and seeing what has
• Again, I’m a former school teacher. My mother was a school teacher.
• Again, I’m a former school teacher. My mother was a school teacher.
• And so I guess that’s my issue, is not to lessen the attacks on our teachers.
• I am a dedicated teacher of 31 years. I loved my job. I loved my students.

Bills: HB54 , HB55 , HB125 , HB133 , HB158 , HB161 , HB168 , HB169 , HB191 , HB245 , HB280 , HB296 , HB399 , HB821 , HB995

Committee: House Administration of Criminal Justice

Transcript Highlights:

• You are now a teacher and a mom, and he’s walking with you every single day.
• Or is the administrator designation only for teachers?
• Or is the administrator designation only for teachers?
• Or is the administrator designation only for teachers?
• Nobody's comparing teachers to coaches because teachers have their jobs and then coaches have theirs.

Summary: The House convened with prayer, a moment of silence for former Lee County Judge John Carlin, the Pledge of Allegiance, and recognition of Officer Cody Popple of the FSU Police Department for his actions during the April campus shooting. The Speaker also outlined the final week of session, noting the chamber had passed 253 House bills and 149 Senate bills to date, with budget negotiations still unresolved and the 2026-27 budget not expected to be completed that week. The special order report was adopted, setting the day’s calendar and debate times. The chamber then took up several Senate bills, mostly technical or open-government sunset review measures, and passed them with little or no opposition: SB 100, SB 104, and SB 102 on Florida statutes; SB 7006, SB 7014, SB 7002, SB 7012, SB 7024, SB 7016, SB 7026, SB 7008, SB 7000, and SB 7004 on public-records or meeting exemptions; and SB 7022 on public records related to exams. Members asked questions on a few of these bills, especially the exam-records bill and the military and gaming-related exemptions, but the measures generally advanced without amendment. Votes ranged from unanimous to modest opposition, with SB 7026 passing 106-3 and SB 7022 passing 101-8. The most substantial debate centered on SB 7040, which recreates the emergency preparedness and response trust fund in the Executive Office of the Governor. Rep. Eskamani offered an amendment to let the fund expire, arguing the money had been misused and that the Legislature should retain control over spending; several members supported her position, while others said the fund is needed for rapid disaster response. A strike-all amendment from Rep. Griffiths was adopted instead, adding accountability provisions and expanding the fund to cover man-made emergencies as well as natural disasters. The bill then passed 82-25. The House also passed CS/CS/SB 302 on coastal resiliency, CS/CS/SB 984 on firefighter cancer benefits, CS/SB 474 on military affairs, and SB 488 on Department of Highway Safety and Motor Vehicles issues, with SB 488 still under amendment debate when the transcript ends.

Transcript Highlights:

• You heard Secretary Dixon talk about hiring 300 teachers.
• You heard Secretary Dixon talk about hiring 300 teachers.
• are physical teachers in every classroom.
• So every facility has teachers in the classroom.
• How many teachers?

Committee: Senate Appropriations Committee on Criminal and Civil Justice

Summary: The committee met to hear an overview of the Appropriations Committee on Criminal and Civil Justice budget area and then received performance-measure presentations from the Department of Corrections, the Commission on Offender Review, and the Department of Juvenile Justice. Staff reviewed the roughly $7.4 billion criminal justice and judiciary budget, noting major funding areas such as corrections, law enforcement, victim services, courts, and due process, along with recent investments in prison health care, security equipment, fentanyl enforcement, court staffing, and juvenile justice salaries and education programs. Secretary Dixon of the Department of Corrections described staffing and population pressures, including growth in inmate population, overtime-driven deficits, and the opening of additional housing units. He emphasized the department’s use of performance measures and highlighted reforms such as incentivized prisons, administrative management units, reentry planning, faith-based programs, and expanded education and vocational training. Members asked about teacher hiring, public defender pay parity, fentanyl funding, staffing capacity, and the role of the National Guard; Dixon said teacher vacancies had improved, public defenders had received comparable pay increases, fentanyl funding would be addressed further by FDLE, and the Guard had helped stabilize staffing. The Commission on Offender Review reported on parole, conditional release, addiction recovery supervision, and revocations, saying its recidivism/success rates had improved over a three-year measurement period. Senator Rouson pressed the commission on clemency and pardons, saying that work was omitted from the presentation and asking for backlog and case data; the commission said it did not have those figures on hand and would follow up. The committee also discussed a conditional medical release pilot study, and members questioned the report’s conclusion that no suitable elderly inmate population could be identified, asking what criteria were used and whether stakeholders were consulted. Secretary Hall of the Department of Juvenile Justice outlined the agency’s prevention-to-residential continuum and its emphasis on education, data-driven decision-making, and evidence-based programming. He said salary increases had reduced vacancies, juvenile arrests and residential commitments had fallen sharply over time, and tools such as civil citations, risk assessments, and quality-improvement reviews were being used to guide placements and services. Hall also described the department’s use of dashboards, monthly data check-ins, and the dispositional matrix to improve outcomes and reduce recidivism.

Transcript Highlights:

• In Spring Valley, a sixth-grade teacher at Kingsland Public School, which has 44 teachers and just 500
• One teacher told reporters his cost.
• ><00:10:04.720><c> at</c> Valley, a sixth-grade teacher at Valley, a sixth-grade teacher at Kingsland
• ><c> how</c><00:20:10.080><c> arduous</c> Question for the teacher, how arduous Question for the teacher
• </c><00:20:31.880><c> give</c> a lot of days we don't and teachers give a lot of days we don't and teachers

Committee: Senate State and Local Government

Transcript Highlights:

• Early Childhood teachers many teachers Early Childhood teachers families<00:09:24.240><c> parents</c
• </c><00:14:33.880><c> like</c> singing to teach the teachers like singing to teach the teachers like
• </c> upcoming school year and the teacher upcoming school year and the teacher licensure<00:30:35.080
• </c><00:30:55.519><c> and</c> comparably compensated teachers and comparably compensated teachers and
• My mom was a preschool teacher.

Committee: Senate Education Finance