Transcript Highlights:

• The work you do is year-round.
• And what I found out is now my goddaughter, who's seven years old, is learning the new math concepts
• My, you know, and we asked my 12-year-old daughter if she could help the 7-year-old, and the 12-year-old
• expect them to learn.
• So we've been doing this about five years, six years, since 2019.

Keywords: 996, all

Transcript Highlights:

• These schools will receive four years of coaching support, beginning a year ahead of the required rollout
• As we work together to plan professional, this is a program for educational learning that assures that
• And we're learning a lot of the setup of the program, and thank goodness it's a pilot, but we are ready
• When I started eight years ago, teachers were making $35,000 a year.
• year, different programs to decrease those barriers to increase student engagement.

Transcript Highlights:

• The most visible part of our program in Roswell is our immersive learning component.
• Last year in our second year, our sixth graders became our seventh graders.
• This fall, we are heading into our first year with a full academic program.
• I mean, I began my teaching career in California in a program in which I was for many years, usually
• 20 to school year 2024.

Transcript Highlights:

• In the past, you had to spend years learning how to master your craft of scamming.
• I'm a 30-year veteran of crime prevention tools. I'm a 30-year veteran of crime prevention tools.
• That is a program through the U.S. Department of Justice, Office of Justice Programs.
• She learned how to buy property. She learned how to get some of her fellows free, buy people...”
• It's a youth diversion program. It's a national program that we're working with right now.

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• It takes years, and they will certainly be learning as they go for years to come, but they need to hit
• It takes years, and they will certainly be learning as they go for years to come, but they need to hit
• It takes years, and they will certainly be learning as they go for years to come, but they need to hit
• It takes years, and they will certainly be learning as they go for years to come, but they need to hit
• It takes years, and they will certainly be learning as they go for years to come, but they need to hit

Keywords: 1183, house

Transcript Highlights:

• So this is by no means undermining tenure on a year-to-year basis.
• Let's not wait another 50 years.
• in advanced learning and from their teachers who were certified and licensed in advanced learning and
• , group work, independent projects, extended learning, and increased research. learning, group work,
• After teacher training programs and years of professional development, teachers and administrators are

Keywords: 995, all

Summary: The Joint Committee on Education held its 13th hearing, chaired by Senator Jason Lewis and Representative Gordon, and heard testimony on a large slate of bills covering personnel and miscellaneous education issues. The first major topic was House Bill 711 and Senate Bill 327, the “So All Students Thrive” proposal, which would change reduction-in-force rules so districts could consider teacher effectiveness, student impact, staffing needs, and diversity-related factors alongside seniority. Supporters from Educators for Excellence, including teachers and a former school committee chair, argued that current seniority-based layoff rules can push out effective early-career educators and harm efforts to build a more diverse workforce. Committee members raised questions about tenure, union involvement, and how the bill would interact with the Educator Diversity Act and local contract negotiations; members generally said they shared the goal of diversifying the educator workforce and encouraged continued collaboration and feedback. The committee then heard testimony on House Bill 658, which would require educator training on gifted and advanced learners. Parents, teachers, researchers, and advocates said Massachusetts lacks required preservice or professional development on gifted education, leaving many advanced students unchallenged and underserved. Witnesses described students who are bored, under-identified, or even discouraged in school, and argued that training would help teachers recognize and support gifted students, including students of color, multilingual learners, low-income students, and students with disabilities. Testimony also supported related prior bills on advanced learners and emphasized that the state should act on a 2019 DESE report recommending such training. The committee also heard testimony on House Bill 736 and Senate Bill 435, which would establish de-escalation training for school transportation. The Massachusetts Developmental Disabilities Council said the measure would improve safety for students and bus operators, fill a gap in current school bus driver certification requirements, and better support students with disabilities. Finally, the committee heard House Bill 4720, concerning the Athol-Royalston Regional School District’s state bailout-related reserve requirements; the superintendent said the district has long maintained fiscal stability but is still forced to leave over half a million dollars unspent each year, limiting resources for a high-poverty student population. After testimony concluded, the chairs read the full list of bills on the agenda, thanked the committee and staff, and the hearing was adjourned.

Transcript Highlights:

• . with a little bit of computer programming involved and I encouraged some kids every year to participate
• assistance learning.
• In the 2019-2020 school year, 11.7% of California students had a learning disability. 2023-2024 school
• year, 13.7 did.
• Right now, our CTE programs depend on these CTIG applications that are on a year-to-year basis, and we

Keywords: 988, house, all

Transcript Highlights:

• <00:04:24.199> local report on the successful programs local report on the successful programs
• <00:09:31.519> or know referred to a diversion program or know referred to a diversion program
• that's sort of a a bat school program that's sort of a a diversionary<00:09:48.959> program<00
• <00:09:56.600> it's criminal prosecution uh program it's criminal prosecution uh program it's
• counties and those different programs counties and those different programs too<00:42:59.880>

Keywords: 1187, senate, all

Transcript Highlights:

• and new media program for the last five years.
• and new media program for the last five years.
• and new media program for the last five years.
• and new media program for the last five years.
• and new media program for the last five years.

Keywords: 958, all

Summary: The House convened with an invocation and the Pledge of Allegiance, then established a quorum with 96 members present. The chamber excused absent members, suspended rules to allow bill and resolution co-sponsorship and vote modifications, approved the previous day’s journal, and received Senate messages announcing passage of Senate Bills 101, 129, 162, and 170. The clerk then reported second-reading bills and favorable committee reports, which were ordered to first reading and placed on the calendar. The House then took up several bills on third reading. House Bill 521, relating to stalking, was presented as a modernization of Kentucky’s stalking laws and passed 95-0 after debate; a motion to reconsider was tabled. House Bill 220, relating to pension spiking in the Kentucky Public Pensions Authority systems, was amended by House floor amendment 1 to move the effective date back to July 1, 2021 to capture additional employees, then passed 95-0 and the clincher was applied. House Bill 510, relating to organ donation safety, passed 97-0 after explanation that it would require a pause and restart if anyone in the process believed there were indications of life. House Bill 467, relating to real property, passed 96-0 after adoption of a committee substitute; it creates a process for local governments to identify abandoned or underutilized state-owned property and sets procedures for review, notice, and disposal. House Bill 190, relating to licensed child care centers, passed 96-0 after a committee substitute that adjusts square-footage calculations for certain school-aged child care areas and excludes infants and toddlers. House Bill 141, relating to type 1 diabetes, passed 96-0 after a committee substitute removed an annual distribution requirement and instead made informational materials available in school offices; members spoke in support, including one describing a family experience with the disease. House Bill 518, relating to collection of local business taxes and fees, passed 91-3 after a committee substitute that allows electronic filing while preserving local control, creates an advisory committee, and phases in implementation through July 2029. House Bill 497, relating to post-secondary tuition waivers, was explained as addressing waiver costs to universities and was amended with House floor amendment 3 to expand and clarify eligibility, including up to 128 hours for eligible students and additional provisions for certain groups; discussion was underway when the transcript ended. The meeting also included committee reports on bills covering wildlife depredation, light pollution, limited commercial driver’s licenses, prison educational programs, civil rights, respiratory care, dietitians, temporary structures, controlled substances prescribing authority, the Athletic Trainer Compact, children of military families, local boards of education, youth health services, and class sizes for exceptional children and youth.

Transcript Highlights:

• On these programs, it's based on them going and participating in it, doing the years, and they get these
• So within that, there the programs from the previous school year.
• In Arkansas, there are nine programs in the 2025 school year.
• compared to first-year teachers coming from alternative preparation programs.
• the last year before the LEARNS salary increases were enacted. 2024 is the first year of the new salary

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• AND BASKETBALL PROGRAM.
• THE FOCUS ON IMPROVING THE QUALITY OF TEACHING AND LEARNING WE HAVE ELABORATED A LEARNING PROGRAM THAT
• OF THIS YEAR.
• THE SHEPHERD IS 25 YEARS OLD. OKAY.
• LAST 10 YEARS IS TRULY AMAZING. 10, 15 YEARS THE LASTINGER CENTER HAS BEEN SUCH AN IMPORTANT PART OF

Keywords: 999, senate, all

Transcript Highlights:

• But the ESA program, through a program called horse equine therapy, helped that child learn how to walk
• We provide year-round continuous learning rather than shutting down learning for three months of summer
• And there is no program in place for the last 30 years to alter that.
• And there is no program in place for the last 30 years to alter that.
• And even though we are sitting here 30 years later, more than 30 years later, that program transferred

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Several senators emphasized support for public education, teacher pay and safety, parental choice, and the combined K-16 jurisdiction of the committee. The chair also reviewed hearing procedures, including public testimony registration and time limits. The main item was Senate Bill 2, the Texas Education Freedom Act, laid out by Chairman Creighton. He described the bill as an education savings account program intended to expand school choice, with a $200 million universal eligibility pool and an additional $800 million targeted to students with disabilities and lower-income families. He said the bill includes anti-fraud safeguards, criminal background checks for vendors, reporting requirements, data protections, and annual testing for participating students, while not imposing STAAR on private schools or homeschoolers. He also said the bill removes a prior hold-harmless provision for public schools and is separate from public school funding and teacher pay legislation. Members questioned the bill’s income threshold, lottery and priority structure, treatment of homeschoolers, microschools, charter schools, religious freedom protections, citizenship/lawful presence language, cybersecurity, open records, and disability-related issues, including whether 504 students and foster children should be included. Creighton said the bill is designed to prioritize former public school students with disabilities or lower incomes, while also allowing universal eligibility within the program’s first funding tier, and that the Comptroller would oversee vendor screening and cybersecurity rules. He said the bill does not direct curriculum or interfere with religious beliefs and that amendments may be offered later on citizenship and other issues. After member questions, the committee began invited testimony, starting with EdChoice representative Robert Inlow, who testified in support of SB 2 and cited national growth in school choice programs and studies he said show positive effects for students and public schools.

Transcript Highlights:

• Members, this bill is to continue the Interoperability Program that was done a number of years ago.
• What this program does...
• What this program does, and what it required after four years of a study program, is if there's a problem
• Both programs are supposed to be the school safety interoperability program.
• The 1583 program mentioned is meant to be the program in this bill.

Bills: SB1074, SB1327, SB1475, SB1582, SB1583, SB1598

Keywords: student discipline, classroom management, temporary removal, administrative action, education policy, foreign relations, university governance, research security, international agreements, Arizona Board of Regents, interscholastic activities, student eligibility, criminal offenses, school district, youth sports, academic participation, conduct, planned communities, homeowners association, HOA

Summary: The Senate Education Committee heard a presentation from Superintendent of Public Instruction Tom Horne focused on school safety, academic improvement, career and technical education, ESA oversight, and teacher pay. Horne argued that students cannot learn without safe schools and urged more funding for school police officers, citing threats and violent incidents. He also highlighted Project Momentum, tutoring, attendance, classroom phone restrictions, the Student Industry Partnership, expanded ESA participation, and his call to use Proposition 123 land trust funds for direct teacher raises. In response to a question, he said the department is using AI tools, residency checks, and investigators to reduce ESA fraud and abuse. The committee then considered SB 1074, which would require written certification from a principal or administrator before a student removed for discipline could return to class. Horne and the sponsor said the bill would support teachers and hold administrators accountable, while opponents from the Arizona Education Association argued it was redundant, could undermine administrator judgment and FERPA-protected information, and would not address the root causes of classroom disruption. The bill passed 4-3. The committee also heard SB 1327, as amended by a strike-everything amendment requiring Arizona public universities to adopt and report on research security policies to protect against foreign adversary threats and preserve federal funding eligibility. Support came from the sponsor, State Armor, and the Arizona Board of Regents, and the amended bill passed 5-2. Members next approved SB 1475, which bars students convicted of, or admitting to, certain serious offenses from participating in school-sponsored interscholastic activities, with some discussion about rehabilitation, school discretion, and whether a readmittance process should exist. Supporters said the measure was needed for accountability and uniformity after a particularly egregious case; opponents warned it could remove an important rehabilitative outlet. The bill passed 4-3. The committee then advanced SB 1582 and SB 1583, both related to school safety interoperability funding and technical corrections; SB 1582 passed 4-2, and SB 1583, as amended, passed 4-2. Finally, SB 1598, which appropriates $500,000 for school and community gardens, passed unanimously 5-0 after testimony that gardens serve as hands-on learning spaces and supportive environments for students.

Transcript Highlights:

• Where the legislature could be learning more if we just wait a couple more years.
• Last year, the program served 326 students.
• Last year, 136 degree programs were suspended or discontinued across the system.
• Additional programs are slated to be eliminated this year.
• We're a 55-year-old, small but mighty program with a big impact.

Keywords: 988, house, all

Transcript Highlights:

• are reading to learn.
• So, we've been rolling out the reading specialists now for 2 full years. 3 years.
• And continuing This year.
• learning in, in any language.
• Um, then we're basically building conceptual Velcro, where the, the continued learning over the years

Transcript Highlights:

• room students in the the college program room students in the the college program learn<00:26:59.240
• And I have been the program director for over 20 years or so.
• Family medicine is a three-year training program and spans all age groups.
• Family medicine is a three-year training program and spans all age groups.
• Family medicine is a three-year training program and spans all age groups.

Keywords: 1183, house

Transcript Highlights:

• Last year we had over 300 teachers on our campus living and learning about how to be a better teacher
• For those who are less familiar with our program, the Gatton Academy is a two-year residential program
• This is the enrollment for our academy this current year. program. This is one of the program.
• I mentioned to you that we are a state-mandated program codified in your biennial budget each year.
• I mentioned to you that we are a state-mandated program codified in your biennial budget each year.

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• , and then at the end of the year for accountability purposes, and really to measure the full learning
• You're learning the mathematics concepts throughout the year, and they build from August through May.
• At the conclusion of the last PM3 for the last school year for the VPK program year, we had 70% of our
• At the conclusion of the last PM3 for the last school year for the VPK program year, we had 70% of our
• The end of that program year performance are two pieces of the new required VPK provider accountability

Summary: The Senate Committee on Pre-K through 12 Education received a Department of Education presentation from Deputy Commissioner Juan Copa on Florida’s K-12 assessment system, including FAST progress monitoring, end-of-course exams, science, writing, alternate assessments, English language acquisition testing, and VPK progress monitoring. Copa reported year-over-year gains in ELA and mathematics, noted that end-of-course and science results also improved, and explained how assessment data are used for school grades, third-grade promotion, graduation requirements, and other accountability measures. He also reviewed the independent study required by SB 1048, which recommended keeping PM3 as the primary accountability measure, proceeding cautiously on further test-length reductions and remote testing expansion, and using PM1/PM2 only as supplemental evidence in limited cases. Committee members focused on whether the new system is improving student outcomes enough, what supports teachers and schools need to use the data effectively, and how Florida compares nationally. Chancellor Dr. Burns said the department is emphasizing implementation of the new standards, high-quality instructional materials, coaching, professional learning, collaboration, and school improvement support, and also pointed to resiliency education standards and mental health supports. Copa said Florida’s latest NAEP results remain mixed but still generally outperform the nation in some grades, while members pressed for more information on best practices, other states’ approaches, and how districts are using the data. Several members requested follow-up information, including the independent review report, breakdowns of PM1/PM2/PM3 results by grade and subgroup, details on VPK outcomes by provider type and full-day versus half-day programs, and data on use of the CLT versus SAT/ACT for graduation concordant scores. The committee also discussed third-grade retention outcomes, computer-based testing, district assessment calendars, and whether some districts still administer additional local testing. No votes were taken on legislation, and the meeting adjourned after Senator Davis moved to adjourn.

Transcript Highlights:

• And that also includes 103,000... ...program enrollments over the prior year, and that also includes
• There are 7,798 students enrolled in that nursing program last year.
• earnings, and median five-year earnings for some of our top enrollment programs.
• And we also, over the years, thanks to the support from the legislature, have developed new programs
• That program is just over a year old, and it's continued to expand day by day during this school year

Summary: The Committee on Education Postsecondary held an informational hearing focused on how Florida’s public colleges and universities are aligning bachelor’s degree programs with workforce needs and improving student outcomes. Chancellor Kathy Hebda described Florida College System enrollment growth, the state college system’s workforce-oriented bachelor’s degrees, approval and accountability processes for those programs, and outcomes data showing strong completion and wage results, especially in health care. Emily Sykes of the Board of Governors outlined the State University System’s program review practices, performance-based funding metrics, strategic emphasis programs, and the MyFloridaFuture tool that lets students compare earnings, debt, and employment outcomes by major and institution. University and college leaders then described campus-level workforce initiatives. Florida Gulf Coast University highlighted employer-driven microcredentials, digital badges, internships, career fairs, service learning, and partnerships with regional employers. UCF discussed its career navigator requirements, major industry partnerships such as Lockheed Martin, nursing and faculty career-integration efforts, and a centralized career development center. Northwest Florida State College and the University of West Florida emphasized their bachelor’s programs, transfer pathways, teacher and nursing outcomes, military and defense-related workforce pipelines, cybersecurity training, and stackable credentials tied to regional labor needs. During member questions, senators asked how microcredentials and military experience translate into college credit, whether credentials transfer across institutions, and what legislators can do to help. Witnesses said the state’s common course and articulation systems already support transfer, and they encouraged continued legislative support for innovation, faster curriculum alignment, internships, and specialized transfer degrees. No bills were voted on, and the meeting ended with no public comment and an adjournment motion adopted.

Transcript Highlights:

• This year we piloted the first 3Y typically developing 3-year-old program.
• The first year, the schools are learning Tier 1 supports and gaining buy-in from teachers and staff on
• Year 2, the schools are learning how to implement database decision making using screeners and office
• Um, every year since Eastern Eastern New Mexico University Roswell started their aviation program, we've
• Program for aviation maintenance and um one of our early college high school graduates from last year