Transcript Highlights:

• </c> the teachers and build the schoolhouse. the teachers and build the schoolhouse.
• Um, when I talk to teachers in our like.
• They will have less teachers. That means class sizes go up.
• Representative Chaw did an amazing job talking about the impact of his EL teacher, how that EL teacher
• They will have less teachers. That means class sizes go up.

Transcript Highlights:

• They are behind their kids, supporting, and they believe in teachers.
• Now, I was a very, I want to say, very passionate teacher.
• Microschools emerge from parents and teachers working together.
• I was a public school teacher prior.
• We deliver personal finance curriculum and teacher professional development to 140,000 teachers and 5

Committee: Senate Education

Summary: The committee heard SB 1067, which would require annual math screening for kindergarten through second grade students beginning in 2028-29 to identify early numeracy difficulties and connect students to evidence-based supports. Senator Weber and supporters, including EdVoice, UC Davis researcher Charles Wilkes, and several education and community advocates, argued that California’s math performance is too low and that early screening would help close gaps before they widen. Opponents, including the California Mathematics Council, county superintendents, and the CTA, said the bill could narrow instruction, overemphasize deficit-based measures, and should instead be paired with stronger investments in teacher training and implementation of the California Mathematics Framework. Committee members generally expressed support for the bill’s goals while discussing how the screener would work and what kinds of follow-up supports would be needed. The committee also heard SB 1110 on child care subsidy administration, which would restructure funding for alternative payment programs and core contracts as the state moves to enrollment-based funding. Supporters said the bill would stabilize child care providers, improve payment timelines, and better reflect the administrative work of enrolling families and managing services; there was no opposition testimony. SB 1374, supported by the CSU and UC systems, would allow public higher education institutions to seek temporary restraining orders when credible threats are directed at a campus rather than a specific person. Supporters described recent campus threats that created safety concerns but did not fit current restraining-order law; there was no opposition. Senator Nilo presented SB 1321, which would direct the State Auditor to review remedial course use and student preparedness at selected UC and CSU campuses after a UC San Diego report showed a sharp decline in incoming students’ math readiness. Supporters argued the audit would help identify gaps in college readiness and the effects of K-12 changes, while some members raised concerns about bypassing the usual legislative audit process; the bill was held on call. The committee then took up SB 1086 on microschools, which would define microschools and direct model ordinances for local land-use regulation. Supporters said it would create a clearer path for small, individualized learning communities, but several members questioned whether the concept was sufficiently defined and whether the state had enough information to draft model ordinances; the bill was also placed on call after a quorum was established. Finally, SB 1181 was presented as a limited pilot program in Central Valley counties to connect schools with regional threat assessment centers when credible safety concerns arise. The author and supporters, including the mother of a student killed in a shooting and several students, said it would improve early intervention and communication; committee members raised privacy and federal-sharing concerns but indicated support, and the bill was moved forward on a vote once quorum was present.

Transcript Highlights:

• , a lot of master teachers.
• I mean, it's cheaper to keep them in many ways, and they're better teachers.
• </c> and they're if they're better teachers and they're if they're better teachers so<00:35:49.319><c
• </c> My brother and I both became teachers and coaches.
• Many of my cousins became teachers and coaches.

Summary: Aaron Thompson, president of the Council on Postsecondary Education, and Travis Pal briefed the committee on Kentucky higher education performance, affordability, workforce alignment, and budget needs. Thompson said the state has made progress toward its 60x30 attainment goal, reporting 56.2% of adults with a credential of value and a 6.4% one-year increase in credentials. He highlighted gains in completion, enrollment recovery after COVID, lower student borrowing and debt, and faster degree completion, saying Kentucky is now back to an average of 4.1 years for four-year degrees. He also emphasized that postsecondary education has a strong return on investment for both students and the state. A major theme was student success and access. Thompson described efforts to reduce barriers through test-optional admissions, the elimination of zero-credit developmental education, expanded wraparound supports, and Bridge programming for students not fully prepared for college. He also promoted Futurity, a student-facing information website, and said CPE wants modest ongoing funding to maintain it. He argued that higher education must work in a P-20 system with K-12, and that the state should better communicate the value of certificates, trade programs, and other credentials, especially for adult learners and men, who he said are underrepresented in college-going. The presentation also focused on performance funding, capital needs, and workforce initiatives. Thompson and Pal said performance funding has pushed institutions toward more need-based aid and lower costs for low-income students, but they want more base funding, more performance funding dollars, and relief from about $38 million in mandated tuition waivers. They also said asset preservation and deferred maintenance remain major needs, estimating roughly $7 billion in campus need overall. On workforce, they cited healthcare pipeline work supported by state funding and private partners, and said HB 200 continues that effort into aviation, aerospace, and defense. No votes or formal committee actions were taken during the presentation, which ended with members indicating interest in further discussion.

Transcript Highlights:

• Teacher Education Program. Teacher Education Program.
• She's a teacher. Works as at the school. She's a teacher. Works as at the school. She's a teacher.
• to give them the teacher to be able to give them the teacher to be able to give them the teacher because
• There is no teacher to work on. There is no teacher to work on. There is no teacher to teach.
• And I it's like one teacher on them? And I it's like one teacher on them?

Bills: HJR 4 , HJR 6 , HB 195 , HB 13 , HB 143 , HB 135

Transcript Highlights:

• Madame chair, members, on teachers.
• </c> funds would be used for teacher funds would be used for teacher incentive<00:38:26.720><c> pay</
• This is in a teacher uh reduction.
• </c> teachers collective bargaining units? teachers collective bargaining units?
• So, do we know how many teachers?

Committee: Senate Education Finance

Transcript Highlights:

• </c><00:47:26.440><c> of</c> prioritizing recruiting teachers of prioritizing recruiting teachers of
• </c> funds including for the costs of teacher funds including for the costs of teacher training<00:47
• </c> for advanced courses such as teacher for advanced courses such as teacher recommendations<01:09:
• <01:12:25.960><c> of</c><01:12:26.280><c> teachers</c><01:12:26.600><c> of</c> teachers of teachers of
• </c> teachers in general especially teachers teachers in general especially teachers of<01:13:36.360>

Committee: Senate Education Finance

Transcript Highlights:

• Representative Bber doesn't have to keep retraining the teachers that he hires.
• </c><00:42:28.319><c> can</c> who need EXT help so a teacher can who need EXT help so a teacher can concentrate
• Currently, I serve in a role that we call teacher on special assignment, where I mentor and support teachers
• Unfortunately, we also have fewer job protections than teachers.
• Unfortunately, we also have fewer job protections than teachers.

Bills: HF6 , HF52 , HF53

Committee: House Education Finance

Transcript Highlights:

• No, it's not that the teachers are doing that.
• And so nothing stops those teachers from teaching bell to bell.
• And as a teacher, an early childhood educator...”
• Well, I mean, it's got to be a physical education teacher.
• But school districts can't just ignore a certification for a teacher.

Summary: The House approved the journal and recognized several special guests and departing staff before moving to bills on perfection and printing. House Bill 2636, the Mortgage Modification Act, was explained as a banking measure to keep a first mortgage in first position when modified, and it received bipartisan support and was ordered perfected and printed. House Bill 1718, dealing with sovereign immunity caps and the inflation factor under section 537.610, was also advanced after questions about whether the cap should be measured at the time of injury or judgment; the sponsor said the bill would use the injury date and that trial attorneys were the main opposition. House Bills 2120 and 1698, combined as an anti-bullying measure known as Sawyer’s Law, were then taken up and advanced after extensive debate. The bill would require prompt reporting and investigation of bullying, reporting to administrators and school boards, and protections for staff and schools acting under the policy. An amendment from the Lady from Boone sought to remove zero-tolerance references, limit identifying information in reports, and give school boards more flexibility, but it failed on a voice vote. Supporters of the bill cited tragic bullying cases and argued schools need stronger reporting and accountability; opponents of the amendment and some speakers warned about due process, school board overreach, and potential liability. House Bill 2748, requiring daily physical activity for students, was then brought up with an amendment that would remove the emergency clause, delay implementation, and specify weekly activity minutes and how some activity time could count toward class requirements; members debated scheduling, teacher workload, and whether the proposal would reduce instructional time, but the discussion was still ongoing at the end of the transcript.

Transcript Highlights:

• We just bless each one of these children, the teachers, the administrators as well.
• We also have five teacher positions in special education.
• Let's just say the classroom teachers, so 24.94. What does that mean?
• Percentage of the matrix funded spent for classroom teachers?
• , central office, and special education teachers.

Summary: The House/Joint Education committee continued its adequacy study with a Bureau of Legislative Research presentation on resource allocation, focusing first on matrix spending and then non-matrix spending. Staff explained the methodology for mapping APSCN expenditure data to matrix lines, reviewed district and school categories used in the analysis, and highlighted key findings: foundation funding covered a large share of matrix costs but total spending on matrix items exceeded foundation funding, with classroom teachers making up the largest share. Members asked for additional breakdowns on waivers, superintendent survey responses, trend data, and spending by district type, size, and rural/urban status. Staff also noted limitations in tracking two matrix lines—salary enhancement for other employees and all personnel health insurance—because of coding and definition issues. The committee then reviewed non-matrix expenditures, including instructional aides, facilities, school safety, mental health, dyslexia services, gifted and talented, and career and technical education. Staff reported that non-matrix spending remained above $2 billion over the last three years, with most of it coming from other funds rather than foundation funding. Members raised concerns about dyslexia identification and funding, mental health needs, school safety, food service, athletic transportation, and whether some items should be added to the matrix. The Department of Education clarified that the building fund reflects district-held funds for construction and maintenance projects, while the facilities partnership program is a separate state process for approved projects. In the final discussion, staff summarized total spending as more than $15,800 per student in 2025, with about 69% going to matrix resources and 31% to non-matrix resources. The chair explained the adequacy process and the committee’s role in setting future funding recommendations, and members discussed the recommendations worksheet included in the binder. The chair then proposed postponing the remainder of Part Two of the presentation until a May meeting after the fiscal session, along with inviting the Department of Education back for more detailed questions; with no objections, the committee adjourned.

Transcript Highlights:

• We just bless each one of these children, the teachers, the administrators as well.
• So, for example, this year the special education teachers are at 67%. Is that trending higher?
• So, for example, this year the special education teachers are at 67%. Is that trending higher?
• We also have five teacher positions in special education. Very high-need area.
• We also have five teacher positions in special education.

Transcript Highlights:

• Have this question from a constituent: Will this allow other Teachers unions to go into like private
• So if one specific teachers union has a luncheon that they pay for off campus with a separate teachers
• The choice is made that one group has access to the school group of teachers and other Teacher professional
• And I did not want any of my hard-earned teacher bucks being spent with that company.
• So I do believe that that is a right that teachers have.

Bills: SB2063 , SB1877 , SB1884 , SB2174 , SB1525 , SB1771 , SB1805 , SB1916 , SB1365 , SB1810

Committee: House General Government

Transcript Highlights:

• I'd rather a part-time teacher than no part-time teacher than no one.
• I'd rather a part-time teacher than no part-time teacher than no one.
• This bill adds to the definition of part-time teacher.
• This bill adds to the definition of part-time teacher.
• </c><01:33:40.920><c> as</c> um May employ a part-time teacher as um May employ a part-time teacher as

Summary: The committee first took up House Bill 695, relating to school districts and medically related grants. The sponsor argued the bill was vague and could undermine existing law, and another member said it would add an unnecessary mandate for school districts. The committee voted to recommend inexpedient to legislate, and the motion passed 18-0. Next, House Bill 765, which would consolidate school administrative units and make superintendent jobs elected positions, was also recommended inexpedient to legislate. Members said the bill raised too many questions, could duplicate other legislation, and would move away from local control. That motion likewise passed 18-0. House Bill 768, allowing public school districts to contract with approved private schools, drew more debate. Supporters described it as a language cleanup and an expansion of educational opportunity, while opponents raised concerns about the placement of the language and pending Supreme Court cases. The committee voted 10-8 to recommend ought to pass, and then 10-8 to recommend ought to pass as amended, with a minority report noted. The committee then considered House Bill 446, dealing with parental notice for non-academic surveys. An amendment was offered to make the Youth Risk Behavior Survey opt-in rather than opt-out. Supporters said parents should be informed and should choose whether their children participate, while opponents argued the survey is an important tool for mental health data, grants, and school programming, and that opt-in would reduce participation and data quality. The amendment passed 10-8, and the bill as amended also passed 10-8, with a minority report noted. Finally, the committee began House Bill 741, which would allow parents to send children to any school district they choose and expand open enrollment. The sponsor described it as broadening choice and keeping public funds in public schools, and an amendment was proposed to restore provisions for children of military personnel. Discussion on the amendment began, but the transcript cuts off before any vote on House Bill 741 or the amendment.

Transcript Highlights:

• So this teacher shortage in Kentucky.
• </c><00:29:18.480><c> apprenticeship</c> the registered teacher apprenticeship the registered teacher
• Uh they get paid up certified teacher.
• This is a Grow Your Own teacher program.
• Um, it lowers college teacher program.

Summary: The Senate convened with an invocation and pledge, established a quorum, excused absent members, and approved the journal. During second reading, several bills and a joint resolution were reported to the Rules Committee, including measures on trauma center provider coverage, cremation, public library trustees, local occupational license fees and taxes, and a food-is-medicine resolution. The House also communicated passage of House Bills 176, 178, and 280 and requested concurrence. Committee reports advanced Senate Bill 39, Senate Bill 181 with a committee substitute, Senate Bill 17 with a committee substitute and title amendment, and Senate Bill 34. The chamber then took up and passed Senate Bill 13, which would allow military installations to have ex officio representation on nearby planning and zoning bodies to improve communication about land use near bases. It passed 37-0. Senate Bill 46, concerning school transportation, was amended by committee substitute to require background checks and drug testing for drivers of school vans and to extend van use to 10-passenger vehicles; it passed 37-0 after a brief clarification about the amendment’s display in the system. Senate Bill 22, expanding the dual credit scholarship program to support a teacher apprenticeship pathway, was amended to require a 2.75 GPA and then passed 36-1 after questions about employment status and liability; the sponsor explained it would help address teacher shortages and reduce student debt. The Senate also passed Senate Bill 90, which extends the behavioral health conditional dismissal pilot program from 2027 to 2031 to continue offering treatment-based alternatives to incarceration for eligible low-level offenders; it passed 37-0. Senate Bill 51, a proposed constitutional change to freeze property tax assessment increases for homeowners age 65 and older on their primary residence, also passed 37-0. Senate Bill 30 was passed over but retained its place in the orders of the day. The rules committee later posted Senate Bills 27, 40, and 76 for the next day, and the Committee on Committees referred Senate Bill 109 to Licensing and Occupations, Senate Bill 68 to State and Local Government, and Senate Resolutions 45 and 46 to the Senate floor.

Transcript Highlights:

• Teachers already are stretched so thin buying supplies.
• I don't think this is supportive to our students, families and teachers.
• I have spoken to so many citizen parents, teachers.
• Those schools not and enroll because the teacher is a bad, the schools bad.
• , preparation and teacher certification programs as we know it in Florida.

Transcript Highlights:

• I know that there's data that comes along with teachers, oh, for the teachers, but the money doesn't
• And you have to answer a parent's question: well, why is our teacher?
• And you have to answer a parent's question, well, why is it our teacher?
• And I, too, was an ESE teacher for a very long time.
• And I, too, was a ESE teacher for a very long time.

Summary: The Pre-K through 12 Budget Subcommittee met to review how Florida’s Education Finance Program (FEFP) works, receive an update from the Department of Education on the October 2024 FTE survey and third FEFP calculation, and hear from three county superintendents about forecasting enrollment and reconciling scholarship students. The chair explained that FEFP is funded by both state and local dollars, is recalculated multiple times during the year, and is now closely tied to school choice policy. Department staff said the third calculation was still being rerun but should be completed soon, and described the forecasting process as collaborative among districts, DOE, and the Education Estimating Conference. Superintendents from Polk, St. Lucie, and Hendry counties said enrollment shifts, especially students moving to Family Empowerment Scholarships, homeschooling, or private schools, make budgeting and staffing difficult. They said districts often must hold back funds to protect against midyear losses, which affects collective bargaining, staffing, transportation, and classroom organization. Several members raised concerns about duplicate counting, transparency, and whether students receiving scholarship funds can also remain in district classrooms. DOE said districts can access scholarship information through a secure portal and that scholarship funding organizations are paid quarterly, with a new process requiring certification and possible future payment adjustments to reduce duplication. The superintendents urged better real-time tracking of students through a statewide ID or student information system and suggested scholarship students should be funded separately from district FEFP calculations. Members also discussed whether more frequent or daily attendance-based calculations would improve accuracy, though some warned that daily attendance could create new problems for high-poverty districts. The committee also briefly discussed categoricals, including mental health and ESE funding, with DOE saying it evaluates programs through studies, reporting requirements, and legislative direction. No votes were taken; the meeting ended with a motion to rise and adjourn.

Transcript Highlights:

• My name is Jessica Tang and I'm a teacher.
• Communities are supporting teacher strikes because they understand what's at stake.
• It will mean putting teachers in jail.
• It will mean putting teachers in jail.
• I sat across from teachers.

Committee: Joint Joint Committee on Labor and Workforce Development

Summary: The hearing focused on employment rights legislation, especially the Protect Labor Act (H. 2086/S. 1327), which would create state-level labor protections if federal private-sector labor law is weakened or struck down, and would also add protections such as bans on captive audience meetings, virtual elections, stronger misclassification rules, and protections for health care workers and immigrant workers. Supporters from the AFL-CIO, nurses, SEIU, UAW, building trades, teachers, graduate workers, and policy groups argued that the bill is needed because of Trump administration actions, Project 2025, and threats to the NLRA and NLRB. They described the bill as a “trigger” law meant to preserve organizing and bargaining rights in Massachusetts if federal protections disappear or if the NLRB declines jurisdiction over certain workers. The committee also heard testimony on bills to restore a limited right to strike for certain public employees (H. 2078/S. 1311 or related filings). Supporters, including a representative, educators, and labor advocates, said the current ban on public employee strikes weakens good-faith bargaining and leaves workers without leverage to secure wages, staffing, and student supports. They argued that strikes are used as a last resort and that legalizing them under defined conditions would improve negotiations and better reflect the realities of recent teacher strikes in Massachusetts. The Massachusetts Municipal Association opposed the strike bills, warning that public employee strikes are already prohibited by state law, that strikes disrupt students and communities, and that local governments face budget constraints under Proposition 2 1/2. The committee also took testimony on paid family and medical leave bills (S. 1351/H. 2110 and S. 1352), which would improve notice to workers, expand public reporting on claim denials and demographics, and fix a technical definition issue that has limited access for some covered contract workers. Witnesses from legal aid, policy organizations, and a small business owner said the changes would improve transparency, equity, and access to benefits without imposing major burdens on employers. Additional testimony supported a railroad sick leave bill and a private construction transparency bill, with Senator Keenan urging favorable action on both. No votes were taken during the hearing; members asked questions, and several witnesses and legislators requested favorable reports on the bills.

Transcript Highlights:

• It demands a teacher.
• It demands a teacher.
• It demands a teacher.
• The K-12 teachers are the amazing teachers, right?
• You can go into it, you can pick whether you're an elementary teacher or a high school teacher.

Committee: Joint Artificial Intelligence and Data Center Committee

Transcript Highlights:

• Data is out there about how many Missouri retired teachers are already at that 80% max.
• And so that facts. retired teachers are already at that 80% max.
• And the last thing I'd want to do is to have new teachers have a great...
• And I want to get to... for the PSRS teachers from $5,000 to $10,000.
• Maria Walden with the Missouri Retired Teachers Association.

Committee: House Local Government, Elections and Pensions

Summary: The Committee on Pensions met without a quorum at first, then later returned to executive session and held several bill hearings. Representative Haley presented House Bill 295, which would allow PSRS retirees who have reached the 80% COLA cap to receive an additional 2% COLA in years when investment returns exceed the system’s assumed rate and CPI conditions are met. Haley and supporters from the Missouri Retired Teachers Association said the bill was narrowly targeted, non-cumulative, and protected by guardrails; committee members questioned whether it could affect funding stability. PSRS/PEERS counsel testified informally that the proposal would function like a one-time “13th paycheck,” would affect about 3,400 PSRS and 800 PEERS retirees, and would cost roughly $32 million for PSRS and under $1 million for PEERS, while emphasizing the systems’ smoothing policy and funded status. The committee then adopted a substitute and passed House Committee Substitute for House Bills 2884 and 1655 by a 12-0 vote. The substitute combined language dealing with St. Louis police retirement board quorum/appointment timing, public employee retirement system provisions, and public school retirement system board quorum/vote requirements, and it also added clarifying language so retirement systems could continue routine informational communications without using funds to support ballot measures. The committee next took up House Committee Substitute for House Bills 1762 and 2059, which would increase the income tax deduction for private retirement income and raise the income threshold for eligibility. Supporters argued it would provide parity with the earlier public-pension tax break and help retirees and self-employed taxpayers; opponents raised concerns about the fiscal impact and timing. The substitute passed 8-4. Representative Bromley then presented House Bill 2144, which would increase the PSRS death benefit from $5,000 to $10,000. He said the current amount no longer covers funeral costs and that the change would help older retirees’ families. MRTA supported the concept but urged caution about system solvency and suggested looking at PEERS as well; PSRS/PEERS counsel testified that the benefit applies to all vested PSRS members, would cost about $137.8 million in actuarial liability, and would reduce the trust fund by about 0.19%. An EMPERS representative confirmed that system also has a $5,000 death benefit and uses similar third-party death-notification services. Finally, Representative Mayhew briefly presented House Bill 2205, which would exempt all public and private retirement income from Missouri income tax; no one testified in support or opposition, and the hearing adjourned after no further discussion.

Transcript Highlights:

• If you will recall, we've done this for teachers and other groups.
• The teachers had been serving Paid in prior years.
• same rate of pay as our current teachers.
• And the teacher TrS system just reached 80%.
• teachers.

Bills: SB134 , SB1356 , SB1407 , SB1611 , SB1639 , SB169 , SB1722 , SB182 , SB1870 , SB2039 , SB432 , SB609 , SB715 , SB716

Committee: Senate Retirement and Government Resources

Transcript Highlights:

• Newly employed classroom teachers are to enroll in their first year of employment.
• That gives two full school years for all K-5 teachers...”
• “That gives two full school years for all K-5 teachers to be enrolled in and be trained.
• But down on page five, where it allows public charter school teachers to...”
• “Down on page five, where it allows public charter school teachers to choose to participate.

Summary: The Senate Finance Committee met with a quorum present, approved the prior meeting minutes, and then took up several House bills with strike-and-insert amendments. House Bill 5510 was amended to incorporate provisions from Senate Bills 1065 and 928, modernizing Alcohol Beverage Control licensing and adding rules for low-proof spirit alcohol products, including a $1.25 per gallon tax; the committee adopted the amendment and reported the bill to the full Senate with a do-pass recommendation. The committee then considered House Bill 5453 on school funding. After discussion of a proposed block-grant system and supplemental aid for special education, the committee adopted an amendment replacing much of the bill with weighted funding for level two and level three special education students, exempting those funds from block grant rules and limiting their use to direct instruction. The committee also adopted a clarification to extend the special education funding to charter school students and reported the amended bill to the Senate. House Bill 5412, dealing with multi-year technology licensing contracts for local fiscal bodies and science-of-reading training for K-5 teachers, was amended to clarify contract language, delay implementation dates, change “endorsement” to “training,” and require charter school teachers to participate; it was then reported. The committee next amended and reported House Bill 4006, which creates aerospace development and workforce grant programs, changing the funding mechanism to use Department of Commerce reporting and personal income tax proceeds rather than direct employee withholdings. It also took up House Bill 4009, combining voluntary portable benefits for independent contractors with microcredentialing and an expanded apprenticeship tax credit, adopted the Finance Committee amendment, and reported it. Finally, House Bill 4004 creating the Recharge West Virginia training reimbursement program was amended to raise the annual employer reimbursement cap from $50,000 to $100,000 while keeping the $10,000 per-employee limit, and the committee reported the bill. The meeting ended with adjournment.