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Committee hears a slate of grant requests: Scribble classroom tech, social‑emotional programs and civic curriculum
Summary
Members heard multiple requests for state support: Scribble (teacher and district advocates asked for $1.4M to continue an instructional research platform), Teach It Right and We Are Friends mental‑health/social programs, United We Pledge civic curriculum expansion, EISP literacy software, and the Remarkability Project’s Friend to Friend assemblies.
The committee spent its later session reviewing several Requests for Appropriation (RFAs) from nonprofits and vendors seeking state support for classroom tools, literacy programs and social‑emotional interventions.
Senator Fillmore presented teacher testimonials for Scribble — a research and annotation platform used by multiple districts. Weber School District digital teaching director Nick Harris said the tool helps teachers see student annotations and the thinking behind writing, which he argued is especially important amid widespread AI usage. "With Scribble, teachers can see student annotations, notes tied directly to sources, evidence connected to claims, and the thinking behind the writing," Harris said. Amy Hall, an educator who trains teachers and librarians, stressed continuity and ease of onboarding. Victor, introduced as a cofounder and CEO of the vendor, said a recent national efficacy study with the National Writing Project showed a 40% improvement in argumentative writing tied to a new writing module; the vendor asked the committee to consider $1.4 million for statewide access and suggested multi‑year funding.
Other presenters sought funding for programs addressing early literacy, social‑emotional learning and civic education. Andrea Johnson described We Are Friends (a social‑skills program) and David Koslowski (licensed marriage and family therapist) highlighted early intervention to reduce later suicide risk. United We Pledge (Give Me Liberty curriculum) reported scale in 22 schools and sought state support to expand. Senator Johnson outlined evidence for EISP literacy software, citing a University of Utah study that higher vendor usage correlates with reading gains and warning that cutting usage could reduce the share of third‑grade students reading on grade level.
Representative Perucci summarized the Master Teacher (mentoring) program, asking to convert a successful pilot into ongoing funding to retain veteran teachers and sustain peer mentorship across districts. Shelley Davies of the Remarkability Project described an assembly pilot to reduce bullying of students with disabilities by pairing neurotypical students and neurodiverse performers.
Committee members asked standard questions about evidence, program reach and how funding would be structured. No RFAs were finalized in the hearing; presenters were asked to provide additional materials and the committee said it would consider multi‑year funding where feasible.
