Transcript Highlights:

• Teachers may Teachers may be<00:40:29.599><c> entrenched</c><00:40:30.520><c> in</c><00:40:31.520><c>
• Certainly if a teacher had a teachers.
• /c><02:35:54.160><c> union</c> representative of this teachers union representative of this teachers
• I mean, why would a teacher not tell a parent that? And as a teacher, I had tons of parents.
• </c> teachers that are not to be trusted. teachers that are not to be trusted.

Committee: Senate Education

Transcript Highlights:

• </c> the ability, kids as well as teachers the ability, kids as well as teachers need<00:02:21.160><c
• It damages teachers behind.
• </c> I'm a licensed elementary school teacher I'm a licensed elementary school teacher and<00:17:58.240
• </c> Because as a school teacher Because as a school teacher for<00:42:35.839><c> [clears throat]</c>
• </c> hear from administrators and teachers hear from administrators and teachers and<00:46:04.200><c>

Summary: The committee heard House File 3493, the Safe Schools Revenue Increase bill, and first adopted the DE amendment before moving the bill on for re-referral to Ways and Means. Representative Lawrence described the bill as a multi-layered school safety package for all students and schools, including public, nonpublic, charter, and tribal schools, with increased safety funding, mental health support, anonymous threat reporting, school safety plans, and student discipline changes. Several supporters emphasized the need for flexible safety funding and cited real-world safety concerns, including anonymous tip systems that had generated many reports, classroom evacuations, staff injuries, and the need for more resources for mental health and safety infrastructure. Some supporters, including charter school leaders and Catholic Conference testimony, argued the bill’s flexibility and broader safety approach were important, while others supported the K-3 suspension language as a needed tool in severe cases. Opponents focused heavily on the bill’s repeal of Minnesota’s K-3 suspension ban and non-exclusionary discipline requirements. Legal aid, disability advocates, and education groups argued that suspensions harm young children, worsen disparities, and disproportionately affect students of color and students with disabilities, and they urged the committee to keep restorative and non-exclusionary practices in place. Disability advocates also asked that any safety planning explicitly account for students with disabilities and that the bill remain aligned with IDEA protections and individualized education decisions. Several testifiers opposed using public funds for private schools, saying public money should stay in public programs. Other testimony came from school administrators and staff who supported restoring limited suspension discretion, describing serious elementary incidents, classroom evacuations, and injuries that they said required a short-term removal option to stabilize classrooms and plan for students’ return. Mental health and school support personnel witnesses stressed that safety and mental health funding should remain distinct and that more counselors, social workers, and related staff are needed to address student crises. No final vote on the bill itself was taken in the portion provided beyond adoption of the DE amendment and the motion to re-refer the bill.

Transcript Highlights:

• sure that when we have this time of shortages of classroom teachers that there's more teachers available
• Paul Teachers Retirement and CIO, St. Paul Teachers Retirement Fund<00:04:53.840><c> Association.
• </c> during the era of a teacher shortage. during the era of a teacher shortage.
• Paul teachers fund. St.
• Paul teachers. With that, thank you, St. Paul teachers.

Transcript Highlights:

• ,</c><00:04:44.639><c> principles,</c> cost are teachers, principles, cost are teachers, principles,
• </c><00:04:55.600><c> professional</c> technology, teacher professional technology, teacher professional
• You can change, for example, a starting teacher, the average starting teacher, or the average teacher
• You can change, for example, a starting teacher, the average starting teacher, or the average teacher
• You can change, for example, a starting teacher, the average starting teacher, or the average teacher

Committee: Senate Education Finance

Transcript Highlights:

• I'm not a teacher hater. I'm not hater. I'm not a teacher hater.
• As a teacher, could.
• As a teacher, could.
• have</c> doing. teacher.
• All the teachers have doing. teacher.

Committee: House Education Policy and Administration

Transcript Highlights:

• I'm not a teacher hater. I'm not hater. I'm not a teacher hater.
• As a teacher, could.
• also represent teachers and they're the largest teachers unions in the state.
• have</c> doing. teacher.
• All the teachers have doing. teacher.

Committee: House Education Policy and Administration

Summary: The committee heard House Bill 1331, which would allow the town of Derry to incorporate the Derry Cooperative School District as a department of the town through a charter amendment. The prime sponsor and several supporters argued the change would increase local control, streamline overlapping town and school functions, and potentially help align school spending with Derry’s tax cap. Supporters also said Derry is large enough to warrant a structure more like Manchester or Nashua, and one witness cited a 2018 nonbinding Derry ballot question that passed 597 to 547 in favor of seeking authorization for this change. Opposition came from NEA New Hampshire President Megan Tuttle, who said the association and the Derry Education Association opposed the bill because schools are not simply another municipal department and because Derry voters had already rejected merging the district into town government. She argued the state should respect local control and the community’s prior decision. Committee members asked about the scope of the proposed charter change, the role of the school board, and the reported prior vote, and the sponsor clarified that the amendment would be limited to this specific purpose rather than opening the entire charter. The hearing then moved to House Bill 1374, which would change the procedures for withdrawing from a cooperative school district. Representative Mary Murphy said current law gives other cooperative towns too much control over a withdrawing town’s decision, and her bill would remove the requirement for approval by the other towns while raising the withdrawing town’s approval threshold to a supermajority. She pointed to Francis Town’s 2024 withdrawal vote and said the bill was intended to protect students and local decision-making. The sponsor asked for an ought to pass recommendation, and committee members asked follow-up questions about the prior withdrawal vote and the number of voters involved.

Transcript Highlights:

• You don't want your teachers being investigators.
• You don't want your teachers being investigators.
• You don't want your teachers being investigators.
• </c><00:58:43.119><c> are</c> You put in the statute that teachers are You put in the statute that teachers
• ,</c> professional reporting be it teachers, professional reporting be it teachers, doctors,<01:37:54.239

Summary: The Legislative Oversight and Investigation Committee met without a quorum, so no votes were taken. Staff presented a study of the Kentucky Fire Commission focused on firefighter minimum training standards and administrative spending. The presentation explained that Kentucky’s training standards are built from NFPA guidelines, that the commission currently requires 115 hours for volunteer firefighters and 300 hours for paid firefighters, and that those reduced hours were adopted by removing electives and other non-NFPA content. Staff also said the commission’s IFSAC certification testing for firefighter 1 and firefighter 2 aligns with NFPA standards, but the commission cannot require local departments to train or certify firefighters. Staff recommended that the commission formally promulgate regulations establishing the reduced training hours and work with KCTCS to better separate administrative costs for certain programs so compliance with the statute can be demonstrated. The finance portion of the report said the commission is funded by general fund appropriations for State Fire Rescue Training and by an insurance premium surcharge that supports the Firefighter Foundation Program Fund. Staff reported that the commission stayed within the 5% administrative cap tied to the overall surcharge allotment, but could not confirm compliance with a separate 5% cap for specific programs because KCTCS accounting does not break out those costs in enough detail. Staff suggested the General Assembly may want to clarify what counts as administrative cost in statute. Members asked about investment returns, local fire department funding, and whether training documentation is required; staff said some of those topics were outside the study scope and that IFSAC testing relies on chief certification that a candidate is ready to test. Representatives from the Fire Commission then responded, saying they agreed with the report’s recommendations and would work to clarify the 5% issue with legislators and KCTCS. They explained that the reduction in training hours was intended to remove electives, better align with NFPA standards, and address the difficulty volunteer departments have in getting members to complete lengthy training. Commission officials said training is documented through rosters and annual compliance reviews, and that IFSAC-certified firefighter testing is based on demonstrated skills rather than a required number of training hours. They also said the difficulty in tracking the second 5% cap stems from the way KCTCS’s PeopleSoft system records reimbursements as single transactions, making it hard to isolate administrative costs by program.

Transcript Highlights:

• </c> that ongoing support to those teachers. that ongoing support to those teachers.
• :28.559><c> from</c> lift up uh uh teacher candidates from lift up uh uh teacher candidates from their
• </c> teacher compensation or Q comp program. teacher compensation or Q comp program.
• ,</c> serving their students, the teachers, serving their students, the teachers, the<01:20:41.120><c
• </c> principles, teachers, the ed Minnesota. principles, teachers, the ed Minnesota.

Bills: HF2430 , HF2433

Committee: House Education Finance

Transcript Highlights:

• A student that hits a teacher is often a threat not just to other teachers, but other students.
• A student that hits a teacher is often a threat not just to other teachers, but other students.
• A student that hits a teacher is often a threat not just to other teachers, but other students.
• It's not fair to our teachers.
• </c> teachers safe. teachers safe.

Transcript Highlights:

• And they said, well, these teachers, our teachers, do a fabulous job with our children.
• And, you know, these music teachers, the association represents about 1,000 of these music teachers.
• And my mother was a piano teacher. You should know that. For 50 years, she was a piano teacher.
• Miss Denise was my piano teacher.
• Guild of Piano Teachers.

Bills: SB6061 , SB6234 , SB6170 , SB6176 , SB6182 , SB6335 , SB5647 , SB6047 , HB2367 , HB2606 , SB5998 , SB6005 , SB6003 , SB6129 , SB6225 , SB6228 , SB6231

Summary: The Senate met on February 23, 2026, opened with the usual roll call, pledge, prayer, and approval of the previous journal. Members then adopted Senate Resolution 8698 recognizing piano teachers, with several senators sharing personal remarks about their own teachers and the role of music education in families and communities. Guests from the Washington State Music Teachers Association and the National Guild of Piano Teachers were recognized in the gallery. The chamber then moved into budget debate, considering a series of amendments to the operating budget. Several proposals focused on housing costs, local planning, utility rates, and state spending restraint. Amendment 0772, which would have created a housing-related task force and increased funding, was rejected after debate over housing affordability and regulatory costs. Amendment 0785, restoring growth management planning funding for local governments, was also rejected. Amendment 0791, directing the Department of Commerce to study the effects of climate and clean energy laws on utility costs, and Amendment 0769, related to grid capacity and clean energy investments, were both adopted. Other amendments drew sharper partisan debate. Amendment 0798, which would have reduced the Supreme Court from nine justices to five and redirected savings to public defense, failed. Amendments 0794 and 0795, seeking funding for ballot measure costs tied to initiatives, also failed. Amendment 0799, intended to redirect Pacific Tower lease savings to developmental disability services, was rejected after discussion of the building’s current public uses. Amendment 0773, capping state spending growth and tying it to median wage growth, failed on a roll call vote, while Amendment 0777, addressing concurrent use of paid family and medical leave and sick leave by state employees, also failed after extended debate. Later, Amendment 0776 on tort liability reporting was adopted, as were Amendment 0758 creating a DSHS work group on community-based services for people with intellectual and developmental disabilities, and Amendment 0786 was introduced to reduce cash and food assistance work-related funding, with debate beginning before the transcript ends.

Transcript Highlights:

• And they said, well, these teachers, our teachers, do a fabulous job with our children.
• And, you know, these music teachers, the association represents about 1,000 of these music teachers.
• And my mother was a piano teacher. You should know that. For 50 years, she was a piano teacher.
• Miss Denise was my piano teacher.
• Guild of Piano Teachers.

Bills: SB6061 , SB6234 , SB6170 , SB6176 , SB6182 , SB6335 , SB5647 , SB6047 , HB2367 , HB2606 , SB5998 , SB6005 , SB6003 , SB6129 , SB6225 , SB6228 , SB6231

Summary: The Senate convened with roll call, prayer, and approval of the previous day’s journal, then moved to a resolution honoring piano teachers. Senate Resolution 8698 was adopted after remarks from Senator Conway and others describing the role of piano teachers in music education, family life, and community service. Members of the Washington State Music Teachers Association and the National Guild of Piano Teachers were recognized in the gallery. The chamber then took up the operating budget and considered a long series of amendments. Several amendments focused on housing costs and local planning, utility and energy policy, ballot measure costs, state spending growth, tort liability, and paid family and medical leave. Some amendments were adopted, including a study of utility cost impacts from climate laws, a grid-related funding amendment, a tort liability oversight/reporting amendment, and a workgroup on services for people with intellectual and developmental disabilities. Others were rejected, including proposals to create a housing task force, cap state spending growth, fund ballot initiative costs, restore local planning grants, and change paid family and medical leave usage rules. Debate on the budget amendments was often partisan and detailed, with supporters arguing for fiscal restraint, cost transparency, and relief for taxpayers and local governments, while opponents emphasized existing work, program solvency, and the need to preserve services. The Senate also heard amendments on zero-based budgeting, federal education tax credit opt-in language, reproductive health funding, food assistance work requirements, and support for the Pediatric Interim Care Center; some were defeated and some were adopted. Roll-call votes were taken on certain amendments, and the transcript ends during consideration of Amendment 0787, which would restore funding for the Pediatric Interim Care Center.

Transcript Highlights:

• So I don't have the total number of teachers. I would assume not.
• How many teachers actually from New Mexico are working on this?
• They made teachers clock in with their time.
• along with everything else that teachers have to do.
• I think teachers should be teaching.

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

Committee: House House Education

Transcript Highlights:

• As a former school teacher and one who has family members who are school teachers, and seeing what has
• I’ve had certain calls from teachers, my cousin. She was on path to be a principal.
• 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.

Committee: House Administration of Criminal Justice

Summary: The committee first handled several criminal justice bills related to evidence, juror privacy, probation, and sex offender supervision. HB 95, by Rep. Lecombe, updates an older statute to allow electronic access to videotaped forensic interviews of protected persons for prosecutors, defense counsel, courts, and other authorized persons; it was reported favorably. HB 55, by Rep. Villio, prohibits public disclosure of juror identifying information such as names, addresses, and contact information; after testimony from District Attorney Tony Clayton about juror harassment and intimidation, the committee adopted a small amendment removing outdated language and reported the bill favorably with amendments. HB 125, by Rep. Horton, revises supervised release for certain sex offenders to address jurisdiction and notification issues, especially when violations occur outside Louisiana; after testimony from DOC and probation and parole officials and a witness describing victim-protection monitoring, it was reported favorably with amendments. HB 158, also by Rep. Horton, increases the maximum custodial treatment period for technical probation violations from 90 to 180 days, but witnesses raised concerns that the language was too broad and could impose extra jail time beyond treatment; the author agreed to work on clarifying language before floor debate, and the bill was reported favorably. HB 169, by Rep. Horton, makes probationers or parolees responsible for extradition costs if they are able to pay, and it was reported favorably. The committee then considered HB 133, by Rep. Newell, which strengthens penalties and treatment requirements for battery of a school teacher and related offenses. A large amendment package was adopted to add aggravated battery and second-degree battery involving students or school employees, define terms, require counseling and evaluations in certain juvenile cases, and adjust juvenile disposition provisions. Teachers and supporters testified about assaults in schools and the need to protect educators, while district attorneys warned that some of the amended language—especially the shift to “serious bodily injury” and some definitional changes—could make prosecutions harder or create unintended constitutional issues. Rep. Newell agreed to continue working with prosecutors to tighten the language before the bill reaches the floor, and HB 133 was reported favorably as amended. Later, the committee heard HB 821 by Rep. McFarland, which moves the Louisiana Center for Safe Schools from GOSEP to the Louisiana Commission on Law Enforcement; the change was described as largely administrative and the bill was reported favorably. The committee also took up HB 399 by Rep. Zerang, which extends the terminally ill/incapacitated inmate release window from 60 to 120 days. Secretary Gary Westcott and DOC officials explained that the program is tightly vetted, applies to inmates who are truly at end of life, and includes victim notification and maximum supervision; supporters, including medical and faith-based witnesses, emphasized dignity, hospice care, and the practical need for more time to complete release planning. The bill was reported favorably. Finally, HB 296 by Rep. Knox repeals the inactive Reentry Advisory Council and the Offender Rehabilitation Workforce Development Act, and HB 168 by Rep. Freiburg creates a transitional reentry program for female parolees within six months of release; both were presented as public-safety and reentry measures, with strong support from reentry advocates, business groups, and faith-based organizations, and both were reported favorably.

Transcript Highlights:

• It also includes raises for charter school teachers and staff in those schools.
• and our staff to make sure that we are doing raises for charter school teachers.
• It also includes raises for charter school teachers and staff in those schools.
• Something that I've been talking about, teachers and staff in those schools.
• Teachers and staff educating her.

Transcript Highlights:

• The tensions that we feel in this room are exactly what our teachers are feeling.
• It's an incredibly hard job to be a teacher right now and to know how to talk.
• The tensions that we feel in this room are exactly what our teachers are feeling.
• It's an incredibly hard job to be a teacher right now and to know how to talk.
• But the classrooms themselves should be places where teachers are dispassionate.

Summary: The Special Commission on Combating Antisemitism met to review and discuss draft preliminary recommendations, with the co-chairs explaining that the draft had been released publicly and that the meeting was intended for open discussion and edits rather than a final vote. They emphasized the urgency of addressing antisemitism in Massachusetts, especially in K-12 schools, while noting that the recommendations are preliminary, may be revised, and will be supplemented by further testimony and a final report later. Several members also referenced recent allegations and incidents in local schools as examples of why the commission’s work is needed. Commissioners broadly supported the draft but proposed numerous refinements. Common themes included clarifying the distinction between antisemitic incidents and hate crimes; strengthening reporting systems and privacy protections; adding clearer guidance from DESE and the Attorney General on First Amendment issues, curriculum, and investigations; expanding Holocaust and genocide education; and improving professional development for educators, school committees, and administrators. Several members urged better links to mental health and victim services, more support for the Genocide Education Trust, and stronger language on bystander training, digital literacy, and the role of school committees in addressing bias. There was also discussion of how to frame antisemitism as a distinct form of hate, how to address antisemitism related to Israel and Zionism without restricting legitimate political speech, and how to avoid unfunded mandates for school districts and municipalities. Some commissioners suggested adding timeframes, a centralized reporting or investigative mechanism, and more explicit model policies for schools. The meeting ended with the chairs thanking participants and the public for their input, and the commission then moved to adjourn.

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 is?
• There is a dedicated line item within the FFP for teacher salaries.
• And I do think we need to continue to invest in teachers.

Bills: S7010

Committee: Senate Appropriations

Summary: The Senate Committee on Appropriations met to take up SB 7010 by Senator Mayfield, which would authorize Roth post-tax contribution options in state and local deferred compensation plans. The bill was briefly explained, received one appearance in support, had no debate, and was reported favorably by roll call vote. The committee then heard a lengthy presentation from the Governor’s Office of Policy and Budget on the governor’s recommended $117.4 billion “Floridians’ First Budget.” The presentation highlighted major spending areas including education, health care, public safety, transportation, environmental restoration, and economic development. Key proposals included increased FEFP funding for K-12 schools, teacher salary funding, higher education support, Everglades and water quality funding, emergency preparedness reserves, corrections staffing and pay increases, law enforcement recruitment bonuses, cybersecurity, and affordable housing and infrastructure investments. Members asked extensive questions about property tax reserve planning, litigation funding, emergency response fund balances and expenditures, the use of federal reimbursement for the Everglades detention facilities, the animal abuse hotline, Hope Florida, corrections staffing, and the proposed reduction in ADAP eligibility for HIV/AIDS medication assistance. A member of the public also testified at length about concerns that the ADAP changes would harm access to life-saving medications and alleged improper shifting of program funds. Committee members and the presenter acknowledged follow-up questions on several items, but no additional votes or formal actions were taken beyond the favorable report on SB 7010 and adjournment.

Transcript Highlights:

• Thus, if a teacher wanted to, they could prolong the moment.
• The teachers are instructed not to instruct anything except what's in this bill.
• So the law does say teachers or school employees shall require, and that's on line 18.
• Burr, she was an amazing teacher.
• Burr, she was an amazing teacher.

Committee: Senate Education

Transcript Highlights:

• And then we have the five pilot teacher housing programs, which are identified in the evolution of teacher
• We have had some districts come requesting to build teacher housing in the district where the teachers
• But when we've asked, like, well, where do the teachers want to live?
• housing, as an example, last week on the teacher housing for Maxwell.
• That's only the teacher housing pilot program; it does not include the standards-based teacher housing

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• ,</c> When I got that email from my teacher, When I got that email from my teacher, she<00:05:19.760>
• I wasn't a math teacher, so if this is wrong, forgive me.
• I wasn't a math teacher, so if this is wrong, forgive me.
• I wasn't a math teacher, so if this is wrong, forgive me.
• I wasn't a math teacher, so if this is wrong, forgive me.

Summary: House Republican leaders and Speaker Melissa Hortman held a press event promoting House File 3490, which would opt Minnesota into a federal education tax credit program. They argued the bill has no state cost and would keep donations made by Minnesotans benefiting Minnesota students and schools rather than out-of-state scholarship organizations. Supporters said the funds could help with tutoring, extracurriculars, school supplies, special education-related services, learning loss, and other school needs, and they repeatedly urged Governor Tim Walz to opt in or publicly explain why he would not. Rep. Andrew Myers, the bill’s chief author, said the proposal is personal to him as a parent and legislator and described recent school budget pressures, including staff and resource cuts and larger class sizes. Rep. Ben Bakeberg, a middle school principal, said the bill could generate significant funding if many taxpayers participate and argued it could help offset school district shortfalls and the Blue Ribbon Commission. Rep. Griesbach also backed the bill, calling it a “no-brainer” and saying he would not work with the governor on other budget items unless the governor opted in. In response to questions, supporters said scholarship-granting organizations could be created by a variety of entities, including education foundations, and could support both private-school tuition and public-school-related costs such as extracurricular fees, field trips, and transportation for summer learning. They rejected the idea that the bill pits public and nonpublic schools against each other, saying it is meant to expand educational opportunity for all students. No vote or formal committee action was taken during the event; it ended with questions from reporters on the bill and other Republican priorities such as rental assistance, gas taxes, and energy costs.

Transcript Highlights:

• has to go toward the salaries of administrators or teachers.
• And a teacher said, yes, if you can come to school with her.
• I am a special education teacher at Discovery Elementary in Idaho Falls.
• We can't afford another teacher. We're already overstaffed.
• teachers.

Committee: House Education