[0:01] Good afternoon, everyone and members.
[0:07] We're going to go ahead and begin while everybody starts taking their way in.
[0:10] They're one of those, sure.
[0:13] For today's consideration of the bills, we're gonna be holding SB 1131.
[0:19] And we will start with, in the order of bills SB 104074,
[0:25] 1423 and 1754.
[0:28] So that'll be the Order of The Bills.
[0:30] And represent the student, will you please move the first bill, bill SB 1074.
[0:37] Do things differently here.
[0:40] Thank you, Madam Chair, and with the SB10, so for the return of the due pass recommendation.
[0:44] Okay, Justin, can you face it by the vote?
[0:48] Madame Vice Chairman, Senate Bill 1024 stipulates that if a teacher moves a student from a classroom according to student.
[0:55] conduct rules, a principal or administrator may direct a student to return to the classroom only if the principal
[1:00] or administrative provides the teacher a written certification that states the
[1:04] principal
[1:04] or administrators authorizing the student be readmitted and that describes any
[1:08] disciplinary action taken in response to students behavior with that. I'm available for questions members any questions for Jasmine
[1:15] Seeing none. Okay.
[1:17] I think I saw Mr. Kevin or senator Kevin outside if he's ready
[1:22] Thank you
[1:35] Welcome Mr. Senator Kavanagh, we're ready to ready for your bill SB 1074
[1:45] Okay, sorry I got way laid
[1:49] Constituent there number one of course. Thank you members
[1:52] one the leading
[1:54] courses of losing teachers is
[1:57] Burnout and one other causes of burnout is that they don't feel that. They're supported by the administration
[2:05] And this bill attempts to address a small part of that.
[2:10] When a teacher refers a student for discipline to the principal,
[2:14] then the teacher should expect that the principle will do something.
[2:19] And at their every least, the teachers should know when the student gets back,
[2:24] that student did in fact go to principal and what happened.
[2:27] You know, we do this for crime victims, that the voters amended the state constitution to say that victims have a right to be informed in all steps of a court process where they were a victim.
[2:39] Well, this simply says that teachers should be told what was the result of the disciplinary referral that they made?
[2:46] Was it even dealt with?
[2:55] Let's make teachers feel a little bit more wanted and respected and
[3:00] we'll lose less of them, and I stand for any questions.
[3:04] Thank you.
[3:04] Members?
[3:05] Thank You Mr. Chairman, Senator Cavanaugh.
[3:09] Have you spoken directly with teachers and they come to you to ask for this bill?
[3:14] No.
[3:15] Teachers have not come direct, I'm sorry, Mr Chair.
[3:17] No, however, any teachers who want to speak to me, my door is always open.
[3:20] I speak the teachers, but none have seen fit to discuss this Bill with me.
[3:25] Madam Chair, while I am a teacher and I know that a lot of the issues that we have when
[3:32] you have a child that is being disruptive is that there is a
[3:37] deeper something going on.
[3:40] So I'm interested in knowing why you haven't proposed a bill
[3:44] that teachers and staff and educators would be interested
[3:47] in doing such as like hiring more mental health
[3:50] and psychologists to be able to help those students get
[3:53] to the root of the issue so that the disruption
[3:56] in a classroom can just be can be permanently gone rather
[3:59] than just removing them for the moment.
[4:03] And I have done that over the years. We've increased funding for counselors and safety officers and schools in jail.
[4:10] I've been there 20 years, we put a lot of money into those type of things. So I done
[4:13] that. But this is a matter of respecting you as a teacher. You should not be left out of the loop.
[4:19] You shouldn't know what's happening with your students. Don't you agree?
[4:23] Madam Chair.
[4:24] Please proceed.
[4:25] Yeah, I know that there's usually a route to why a child is acting out and as a teacher,
[4:30] it's my job to have that communication with them and be able to talk to them about it.
[4:35] And I, in the past, have not had an issue with my principle in that regard.
[4:40] And it is interesting to me that you would propose a bill that
[4:43] you have now once spoken to teachers about or nor did they ask you to present this bill.
[4:48] So, without a matter.
[4:53] referral. Do you think they should be told that? Would you like to be
[4:58] told? And I'm sure I am not answering questions right now anymore. Thank you.
[5:02] That's I think it is much thank you for answering itself. Any more questions? No
[5:07] we can't move on to the speakers. All right thank You Madam Chair. We're with
[5:11] again with we'll have two agains we have a solo blog with Arizona Education
[5:21] You'll have two minutes.
[5:23] Two minutes, okay.
[5:25] Celebrant with the Arizona Education Association, so we are here to express the concerns with Senate Bill 107.4.
[5:31] It's a solution looking for a problem.
[5:34] So there's the quote off and attributed by Einstein.
[5:36] The definition of insanity is doing the same thing over and over again and expecting different results.
[5:41] I say this because this will reflect that pattern.
[5:43] Variations of this proposal have been introduced before and yet it is the Amazon Department of Education who continues to introduce the bill.
[5:51] and has yet to actually speak with the Arizona Education Association.
[5:56] You know, there's claims that they want to help educators and we do appreciate the attempt of trying to
[6:01] help and support educators. But again, this ongoing exclusion highlights a
[6:06] deeper disconnect, particularly in how we address the court issues related to discipline in our schools.
[6:11] Let me be clear, removing a student from a classroom
[6:14] Already happens and this is not the right solution. Educators already know when removal is necessary.
[6:20] The real issue is what happens next. How that student receives a behavioral emotion on academic support they need to successfully return to learning.
[6:29] Senate Bill 1074 does not address that.
[6:31] Instead it prioritizes a procedural punitive approach that ignores root causes and
[6:36] fills both students and educators.
[6:38] And with all kindness and respect to Mr. Kavanaugh, he noted that when we're in a criminal defense that we should know,
[6:46] and that was very kind of inappropriate because students are not criminals.
[6:50] Sometimes, as we know classrooms are under extreme strain.
[6:54] There is, this is the 10th year of teacher shortage, and when I see teacher
[6:57] shortage I'm talking about the qualified educators who went to school who learn
[7:01] how to do management, classroom management all the things. Schools, you
[7:07] know, it should be implementing discipline, positive things, I am just
[7:11] going to end with this.
[7:13] A lot of times when a student leaves the classroom and goes to admin,
[7:18] oftentimes the educator may not know what is happening in a child's life because of FERPA.
[7:24] And educators and administrators cannot violate FerPA, and for those reasons we stand opposed to Senate Bill 1074 and I stand for questions.
[7:32] Thank you. Any questions, members?
[7:35] No, thank you, you said.
[7:36] Thank You.
[7:38] Okay, we'll go with Jay Kupresse.
[7:43] And you will have two minutes.
[7:47] Madam Chairman and members of the committee, my name is Jake Rosie here today on behalf of
[7:50] the Arizona Charter Schools Association with a little bit different opposition to this bill.
[7:56] We may even concede that this may be best practices and for how to manage that classroom.
[8:03] However, it is our position that these kind of classroom management.
[8:08] discipline and administrative questions should be left to the individual charter school into the
[8:13] individual school. We are concerned by the number of mandates that we that
[8:19] we are seeing more and more commonplace to address what are likely limited issues.
[8:26] We don't fault the notion of trying to apply best practices,
[8:32] but we don t feel that statute is the appropriate place to
[8:35] micromanage these key functions of schools.
[8:38] I'm happy to answer any question.
[8:40] Members, any questions?
[8:41] Seeing none, thank you, Mr. Caprosi.
[8:44] Thank you.
[8:45] Next speaker.
[8:49] We're going to go with the Camilla.
[8:53] Strong.
[8:56] So Camilla, sorry.
[8:59] Thank you.
[9:00] Welcome to two minutes as well.
[9:03] Madam Chair, members of the Education Committee, my name is Camola Strong, and I'm here on behalf of Superintendent Horne.
[9:13] I'd like to thank Senator Cavinaise. He correctly stated this is a common sense bill that addresses one of
[9:21] the most common
[9:23] uh significant issues that we see when it comes to retention and recruitment.
[9:30] Each year over the past three years under Superintendent Horn's leadership, ADE has conducted teacher
[9:38] retention in recruitment studies. The data can be found on our website asa.gov in the most recent
[9:52] Over 2,500 teachers responded.
[9:56] 68.4 listed student behavior and discipline problems as an issue.
[10:03] These are teachers that have left the classroom.
[10:09] 59% of respondents listed a lack of support of administration regarding student behavior
[10:16] and discipline as an issue. And 54, 56%
[10:22] of the respondents were dissatisfied with administration.
[10:27] 31%
[10:28] of
[10:28] the
[10:28] respondents felt unsafe in the classroom.
[10:32] On September 3rd of 2024, ADE warned of the crisis in attracting and retaining classroom
[10:41] teachers, citing administrative support, discipline and pay as the top three issues.
[10:50] Based on that survey, and that was nearly 1,000 teachers that responded, who had left
[10:55] the classroom in 2023.
[11:02] is common sense, it encourages communication
[11:07] between administrators and the teacher in the classroom.
[11:12] And we ask for your support in this bill.
[11:16] Happy to answer any questions.
[11:19] Thank you.
[11:21] Thank, you, any members, Any questions?
[11:51] Okay members I have to remember I motion for it with no objection to recess for five minutes
[12:02] Okay, roll call vote has been called
[12:08] Representative abatia
[12:14] Members we're gonna vote because I needed recess four five minute. So we are voting on the motion to recess for 5 minutes
[12:20] And if you can hold your, if
[12:21] you could address the chair when
[12:23] you're doing it.
[12:26] Representative LaVatia.
[12:28] Madam chair, it's to recess.
[12:30] Correct.
[12:31] Correct, Nate.
[12:33] Representative Piusucci.
[12:36] Representative Fink.
[12:37] I.
[12:38] Representative Garcia.
[12:41] Representative Gutierrez.
[12:43] Representative Hernandez.
[12:45] I
[12:47] Representative Marshall.
[12:50] Representative Olson.
[12:52] Aye.
[12:53] Representative Rivera.
[12:56] Representative Simichek.
[12:58] No.
[13:01] Vice Chairwoman Pena.
[13:02] Ayes.
[13:03] Chairman Gress.
[13:11] Six ayes and four noes.
[13:15] Thank you members with six aisles and
[13:16] four nos we're gonna recess for five minutes.
[13:23] the Education Committee, thank you.
[13:41] Thank you, everyone.
[13:42] The Education committee at this moment, we're going to adjourn.
[13:50] For this afternoon, and we will get with the chairman to continue on the bills, so thank you
[13:57] The education committee is adjourned