Transcript Highlights:

• rather than the program itself.
• year.
• <01:09:52.279> so year or the previous fiscal year so year or the previous fiscal year so
• PELSB's portfolio program saved me thousands of dollars in tuition bills, as well as years of pursuing
• Bailey and said that was 95 a year for the three years.

Keywords: 1183, house

Transcript Highlights:

• There was a report that I talked about in this committee a couple years ago that took the programs that
• There was a report that I talked about in this committee a couple years ago that took the programs that
• There was a report that I talked about in this committee a couple years ago that took the programs that
• couple years ago that took the programs couple years ago that took the programs that<00:58:52.640
• We also have an A+ transition program for our older students, which is our 18- to 22-year-olds, that

Keywords: 1187, senate, all

Transcript Highlights:

• This is about the LEARNS Act that was passed here a few years ago.
• , it doesn't matter if it's LEARNS or the Brian King program, it's going to contract other areas, and
• I think you have some LEARNS people that are sitting there and they're doing the LEARNS program, and
• I think you have some learns people that are sitting there and they're doing the learns program, and
• If you're in a DNF school and you go to the LEARNS, you get a one-year voucher.

Keywords: 1204, all

Transcript Highlights:

• I've attended the event for several years, and every year it has grown and drawn more people from around
• expand programming.
• We believe that hosting the Hmong New Year provides children with an opportunity to learn about the Hmong
• A few years ago, the Minnesota Poet Laureate Program was established, and this is a program where we're
• put this together, something we've worked on all year long, every year, every month.

Transcript Highlights:

• <00:05:04.639> programs utilization of based learning programs utilization of based learning
• leaders in just three years in a program called Kapohu Hopui, we were able to reap the benefits that
• Using learning, you learn while you do.
• just 3 years in a program<00:08:14.560> called<00:08:15.039> Capohu<00:08:15.800> Hopui
• to continue the use of based learning to continue the use of based learning programs<00:18:40.880

Keywords: 912, senate, all

Summary: The Health and Human Services committee heard testimony on several resolutions. HCR 190, asking the Department of Health to convene a demolition waste reduction work group, drew only written testimony; the Department of Health provided comments in opposition and the Department of Attorney General Services supported it. HCR 91, on requiring insurers and managed care providers to cover prosthetic and orthotic devices, received supportive testimony from SHIPA and an amputee youth advocate who described the high cost and importance of sports prosthetics. HCR 174, on examining the availability and use of land-based learning programs for youth in the juvenile legal system, drew support from the Office of the Public Defender, youth advocates, and a youth council that described land-based learning as culturally rooted and rehabilitative. HR 171, on assessing the social and financial effects of mandatory coverage for continuous glucose monitors, received support from SHIPA, the Hawaiʻi Medical Association, and kidney care and dialysis groups. HCR 146, on the Elderly Simplified Application Project for SNAP, drew support from disability, hunger, and public health groups, with DHS explaining it could implement the project but would need to do manual certification work until its new system is ready. During decision-making, the committee deferred HCR 190 because the Department of Health said it could not carry out the work group without an appropriation. The committee voted to pass HCR 91 as is. HCR 174 was recommended for passage with amendments to clarify that the resolution would request continued use of land-based learning programs and to reflect existing work already underway. HCR 171 was recommended for passage with amendments to correct a statute description. HCR 146 was recommended for passage with amendments to add language that DHS should apply for and implement the project when capable, acknowledging current system limitations. All recommendations were adopted, and the meeting adjourned.

Transcript Highlights:

• so testing reflects what students have actually been taught and learned during a full academic year.
• I know that after teaching public school for years and years and years, we have a lot of absenteeism
• In effect, we are expecting teachers and students to compress a full year of learning into three-quarters
• It measures partial learning.
• ; Fire Science, which is our firefighters program, and EMT paramedic program.

Keywords: 1182, all

Summary: The committee first heard House Bill 2266, which would change school district and charter governing board policy from permissive to mandatory for excusing students for religious instruction during the school day. The sponsor and supporters framed it as a parental-choice and religious-liberty measure that preserves release-time programs, while opponents argued it would reduce local control, take students out of core instruction, create peer pressure and bullying, and raise constitutional concerns. After testimony from Secular AZ, a LifeWise Academy board member, and a school board president, the committee voted 7-5 to give HB 2266 a do pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations such as PTOs/PTAs/APTs. Supporters said the bill would restore parent-to-parent communication that had been unintentionally limited by prior privacy legislation, while some members raised concerns about how the information could be used and suggested narrowing the language to prevent political or lobbying uses. The bill advanced on a 10-1 vote, with members generally supporting school-community communication but asking for possible amendments. Finally, the committee heard House Bill 2075, which requires public school districts to submit superintendent and other top administrator contracts or attestations to ADE and have the information posted in a searchable database. The sponsor and Goldwater Institute supporters said the bill is a transparency measure because base salary reports do not show total compensation, benefits, or allowances; opponents from school administrator groups and rural districts argued the bill singles out districts while ignoring charters and other publicly funded education providers, and they said superintendent pay is already publicly available in other forms. Discussion also touched on whether the bill should be expanded to charters and private schools. The sponsor closed by emphasizing transparency and the committee continued discussion of the measure.

Transcript Highlights:

• approvals to six years, ensuring these programs can access the same funding and support as in other
• to extend AB program approvals to six<00:05:09.919> years<00:05:10.720> ensuring<00:05
• programs can six years ensuring these programs can access<00:05:12.479> the<00:05:12.600>
• ><00:09:44.640> replaced<00:09:45.000> it learning act last year and replaced it learning
• to run for 6 years as it does in program to run for 6 years as it does in other<00:10:34.120> states

Keywords: 1187, senate, all

Transcript Highlights:

• , along with meaningful family engagement, this program has the potential to close early learning gaps
• to four and online literacy program to four and 5-year-olds<00:32:50.960> not<00:32:51.200>
• c> another the program year, they'll take another the program year, they'll take another assessment
• for the K-12 learning community as well as four- and five-year-olds.
• community as well as four and 5 learning community as well as four and 5 year year year olds.<00:52:

Keywords: 928, house, all

Summary: The committee heard testimony on SB 69, including a germane amendment about local school boards’ acceptance or rejection of gifts and donations and a non-germane amendment creating a virtual early childhood readiness family engagement program for preschool children not yet in kindergarten. Rep. Cordelli said the early literacy proposal was a modified version of an earlier kindergarten readiness bill, would rely on gifts and donations rather than state appropriations, and would include reporting requirements. Members questioned the shift from a broader technology program to an online-only model, the lack of detailed evaluation metrics, how long children would use the program, and whether it was appropriate for very young children. Cordelli said the change was intended to avoid government dependence and still allow the program to be offered next school year. Several members raised concerns about the gift-acceptance language on the underlying bill, including whether school boards would need to vote on small donations, whether gifts could be handled in blocks or at regular meetings, and how anonymous donations would work under right-to-know laws. Rep. Han noted that some gift discussions might belong in non-public session under RSA 91-A, while Rep. Cornell said acceptance or rejection of gifts could be handled at regular meetings and suggested a dollar threshold could be added later. The New Hampshire School Boards Association said it was not taking a position but wanted clearer guardrails, policy guidance, and clarification on timing, anonymity, and public-meeting requirements. Supporters of the early childhood program, including Waterford.org, said the proposal would provide an evidence-based, adaptive online literacy program with family engagement for four- and five-year-olds, and that it could help close early learning gaps. Waterford said it could work collaboratively with school districts and IEP teams, and that it would provide devices and internet access for families who need them. Committee members pressed on how the program would interact with existing special education services and whether districts could use it as part of an IEP; the response was that it would be supplementary and not an approved special education service. No votes were taken during the hearing; the chair indicated the committee would later executive the bills and try to get reports filed promptly.

Transcript Highlights:

• 25 or fiscal year 26. 4.9 4% growth in tax year 26 or fiscal year 27 under current law and as presented
• , we're gaining a year and a. years' time.
• over year.
• The legislature has the money included this year. for $2.137 million to continue this program.
• about well was the virtual program as good as the in-person program that we operate so the Person program

Keywords: 1184, house, all

Transcript Highlights:

• Uh, in fiscal year 2025 alone, our programs as a network served over 14,000 adults and children.
• Last year, our program saw a 44% increase in the number of unmet requests for shelter since 2023.
• Last year, our program saw a 44% increase in the number of unmet requests for shelter since 2023.
• Last year, our program saw a 44% increase in the number of unmet requests for shelter since 2023.
• Last year, our program saw a 44% Last year, our program saw a 44% increase<00:36:15.040> in<00

Keywords: 958, all

Summary: The committee first approved the minutes from its July 30, 2025 meeting. Members then heard a presentation from Roger McCann of the Department for Community Based Services on Kentucky’s 2026-2027 Community Services Block Grant state plan. He explained that the federally funded grant, now about $12 million annually, is distributed through 23 local community action agencies that use flexible funds for locally identified needs such as housing, nutrition, transportation, Head Start, and domestic violence services. McCann said the plan is submitted every two years and that the agencies served about 264,000 Kentuckians and 130,000 families in 2024. Senator Meredith asked whether there was a central place to review local projects, and McCann said regular reports exist and could be shared with members. The committee then approved the CSBG state plan by roll call vote. After that, members received an update on Kentucky’s state-designated domestic violence shelter programs from Angela Yanelli of ZeroV, Mary Foley of Maryman House Domestic Crisis Center, and Elizabeth Martin of the Center for Women and Families. The presenters described ZeroV’s role as the statewide domestic violence coalition, its 15 member programs across all area development districts, and its contract with the Cabinet for Health and Family Services to provide emergency shelter, supportive services, housing assistance, and batterers intervention programming. They emphasized that services are available 24/7 and are trauma-informed, with a strong focus on children and family support. The domestic violence providers reported high demand and rising costs. ZeroV said its network served more than 14,000 adults and children in fiscal year 2025, including nearly 900 children in shelter and more than 500 in outreach, while Maryman House reported operating at 90-92% capacity, with 53 households waiting for emergency shelter and 63 more waiting for intake. Maryman House also described an 8-unit transitional housing complex and plans for a 48-unit apartment complex if tax credit funding is approved. The Center for Women and Families highlighted school-readiness support for children, tutoring, counseling, and family services, including back-to-school supplies and rights information for homeless students. No additional votes or formal actions were taken during the domestic violence presentations.

Transcript Highlights:

• So we are planning to open a two-year transition program for young adults with autism.
• We've learned in the two years of planning to open this program that there's a lot of really good resources
• program.
• Our program right now is a private-pay, tuition-based program.
• So that way, again, we can have this year to really establish what our program is and how it operates

Keywords: 995, all

Summary: The meeting began with a presentation from Run the Gamut, a new two-year transition program for young adults with autism ages 18 to 24. Staff described the program’s focus on person-centered planning, independent living skills, social connection, and experiential learning, including a teaching kitchen, laundry room, community-based instruction, and job shadowing. They said the program is intended to complement existing Massachusetts services and partnerships rather than duplicate them, and that it is inspired by the founders’ experience helping their daughter transition to adulthood and employment. Committee members asked about employment outcomes, employer readiness, funding, eligibility, and whether students with intellectual disabilities could participate. Run the Gamut said the program is currently private-pay tuition-based, but a grant is covering tuition for the first cohort while they explore additional funding sources, including possible school-district or insurance pathways. They said students with intellectual disabilities would not be automatically excluded if they meet admissions criteria. Staff also emphasized building employer relationships in advance, using job shadowing and industry partnerships to improve hiring practices and create real opportunities for students. They noted partnerships with programs such as PYD, JBS, Aspire, and Boston University, and said the program is opening soon with about eight students enrolled and an open house planned for September 18. After the presentation, the committee shifted to planning its proposed workshop for the Massachusetts APSE conference, “Employment Matters,” themed “Partners in Progress.” Members discussed submitting the application by the August 31 deadline, selecting a second presenter, and shaping interactive questions for attendees using a live polling tool. Suggested audience questions focused on the benefits of hiring people with disabilities and the barriers or challenges employers and employment advocates face, with an emphasis on connecting responses back to commission resources and partnerships. The committee also approved the minutes from the prior meeting unanimously and ended with a discussion of future fiscal year goals, including interest in a possible veterans-and-disability-focused event or resource effort.

Transcript Highlights:

• All children who are six years old or will be six years old by February of the school year must attend
• And if our kids aren't there to learn, they aren't going to learn from home.
• If they are there, they can learn. If they're not there, they're not learning.
• So here's our year-over-year chronic absenteeism for Volusia County Schools.
• , from the year before.

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• We're continuing to meet with the Early Learning Committee to look at these programs.
• And I think it's good to have this update around the state-supported early learning program.
• We've notified 28 programs that have shown a three-year trend of being significantly below the slots
• at four, and then they back down and allow three-year-olds in the program.
• Okay, so let's say that they were a five-year-old currently in a program and the next year they're going

Summary: The meeting began with approval of the prior minutes and then shifted to an update from Department of Education Secretary Jacob Oliva and Deputy Commissioner Stacey Smith on early childhood education, especially the state-funded Arkansas Better Chance (ABC) program. They said Arkansas had received a federal Preschool Development Grant and described ABC as a large state program with about 23,800 funded slots and roughly $114 million in annual appropriations. Department officials said they are reviewing slot allocations because about 1,000 seats are funded but unfilled, while more than 2,000 families are on waiting lists, and they plan to reduce or reallocate slots from providers that have not filled them over several years. They also said they are examining whether income thresholds, curriculum expectations, daily rates, and summer programming should be updated, and members raised concerns about access, local control, transportation, and whether the program should better align with K-12 choice and school readiness goals. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical data and other information for future discussion. The committee then received a legal presentation from BLR attorney Taylor Lloyd on the constitutional and statutory framework for education adequacy in Arkansas. She reviewed the Dupree and Lake View cases, explaining that the state must maintain a general, suitable, and efficient system of free public schools, and that adequacy and equity are distinct but related concepts. She emphasized that the General Assembly is responsible for defining adequacy, studying whether the system meets that standard, and reacting to the evidence, while the courts ultimately decide constitutional compliance. Lloyd also explained the current adequacy definition, the role of the matrix as a funding tool rather than a spending mandate, and the distinction between unrestricted foundation funding and restricted categorical funding. BLR’s Elizabeth Bynum followed with a historical overview of how Arkansas responded to the court cases and developed the current adequacy process. She traced major legislative actions from the 1980s through the Lake View litigation, including the creation of funding formulas, categorical aid, isolated funding, declining enrollment funding, and the 2003-2004 adequacy study that led to the Continuing Adequacy Evaluation Act and the matrix used to set foundation funding. She also described later changes to the adequacy statute, the financial reporting requirements for districts, and the ongoing use of surveys, stakeholder testimony, and consultant studies in the biennial adequacy process. Members asked questions about whether private or homeschool programs could use public funds for expenses like utilities, whether stakeholders should include those groups, the difference between average daily membership and attendance, and whether school board members are surveyed; staff said those issues would need further research or were outside the scope of the presenters’ role.

Transcript Highlights:

• program and Hawaii Education learning program and Hawaii King<00:04:22.440> nurse<00:04:23.120
• So this is specifically referring to our early learning program.
• That's for our pre-K program, or the expansion of our Early Learning Program. got I don't know 15 of
• or the expansion of our Early program or the expansion of our Early Learning So who's teaching?
• If I wanted to join the field of early learning and I learned about the STEIN program, we have a QR code

Keywords: 912, senate, all

Transcript Highlights:

• THIS IS YEAR 2 IN A FIVE-YEAR CONTRACT WITH CENTURY ON HEALTH.
• PROGRAM REVIEW, DEPARTMENT OF CORRECTIONS PERFORMANCE MEASURING PROGRAM WITH SECRETARY DIXON.
• THEY GENERATED 520,000 PROGRAM LEARNING HOURS SO VIRTUAL TRAINING IS VERY EFFECTIVE IN PRISONS.
• WITH THEIR PROGRAM THERE.
• PROGRAMS.

Keywords: 999, senate, all

Transcript Highlights:

• see<00:10:41.279> in<00:10:41.680> u ads program this year you'll see in u ads program
• The retail management certificate is an eight-course, two-year program with transferable credits that
• <00:23:41.480> program<00:23:41.840> with course two-year program with course two-year
• It's starting from ground zero again, so learning about this as a resource, learning about the programs
• It's starting from ground zero again, so learning about this as a resource... ...learning about the programs

Bills: HF1439, HF1004, HF498, HF1326

Keywords: HF1439, Minnesota Grocers Association Foundation, Carts to Careers, workforce development fund, DEED, Department of Employment and Economic Development, grocery industry, food industry, food retail, retail workforce, job training, career pathways, scholarships, certifications, workforce pipeline, one-time appropriation, industry training, labor shortage, youth employment, apprenticeship

Transcript Highlights:

• , and enrolling tens of thousands of Anders each year, we design our learning models and our support
• And we sued them last year, and they immediately rescinded the program, even though it was— Forty-two
• The Expanded Learning Opportunities Program, also known as ELOP, represents one of the largest investments
• ELOP programming is meant to give students more time for hands-on learning, physical activity, social-emotional
• In order to ensure that the legislative intent of the Expanded Learning Opportunities Program is fulfilled

Keywords: 987, senate, all

Summary: The committee first heard AB 402, which would increase Cal Grant award amounts for students attending private nonprofit colleges and allow community college transfer entitlement awards to be used at those institutions. The author and supporters said the bill would restore award levels to their 2001 value and improve access for low- and middle-income, working, military, and transfer students. Several witnesses from private nonprofit universities, community college districts, and advocacy groups supported the measure. Senators raised concerns about the prior Cal Grant agreement tied to Associate Degree for Transfer participation and about the need to fund broader Cal Grant reforms, but the bill advanced on a unanimous due-pass vote to Senate Appropriations and was placed on call. The committee then took up AB 2067, a sunset extension for lease-lease-back authority for TK-12 school construction through July 1, 2032. The author and supporters from school housing and contractor groups said the method provides flexibility, early collaboration, cost control, and legal certainty for school construction projects. Senators asked how often lease-lease-back and other alternative delivery methods are used, and whether the skilled-and-trained workforce provisions limit competition. Some members objected to the skilled-and-trained requirement, while others said the bill simply preserves an existing tool without changing labor rules. The bill passed on a 6-1 vote, with Senator Ochoa Bogh voting no, and was placed on call. AB 1204, which would revise the Local Control Funding Formula by increasing supplemental and concentration grants, lowering the concentration threshold, adding regional cost adjustments, and setting a minimum annual COLA floor, drew extensive testimony on both sides. Supporters said the bill better reflects regional costs, inflation, and student need, especially for low-income, multilingual, and unhoused students. Opponents, including several school district leaders, argued it would widen funding disparities and divert money from the LCFF base grant, which they said should be the priority. Committee members also questioned the fiscal impact, the proposed 4% COLA floor, and whether the bill had enough research and stakeholder consensus. Despite those concerns, the bill was advanced to Appropriations on a due-pass vote and placed on call. Finally, the committee heard AB 1235, which would require a skilled-and-trained workforce process for CSU design-build projects to align CSU with UC and community college construction rules. Supporters said it would improve training and project quality, while opponents from contractor groups argued it would reduce competition, increase costs, and impose mandates without evidence of better outcomes. Several senators objected to the skilled-and-trained requirement as limiting opportunities for contractors who comply with state law, while others noted the issue was already common in higher education construction. The discussion was still underway when the transcript ended, and no final vote on AB 1235 was captured.

Transcript Highlights:

• , remote learning.
• learning.
• committee has made in recent years. committee has made in recent years.
• The Germans used to call, or still do, learn, fry, bite. Freedom to learn. Freedom to learn.
• Hundreds of programs serve nearly 6,000 people each year.

Keywords: 1187, senate, all

Transcript Highlights:

• , literacy coaches and reading specialist grant program, mathematics professional learning program, National
• , literacy coaches and reading specialist grant program, mathematics professional learning program, national
• Under the way that the program is currently designed, essentially the first three years are startup,
• out of the Expanded Learning Opportunities Program and ASIS funding sources.
• are all provided through high school expanded learning programs.

Keywords: 987, senate, all

Summary: The committee heard the Governor’s May Revision proposals for TK-12 education, beginning with a Proposition 98 overview from the Department of Finance and the Legislative Analyst’s Office. Finance said the May Revision increases the Proposition 98 minimum guarantee by about $6.4 billion relative to the Governor’s January budget across the three-year window, with higher guarantees in each year, continued full payment of the outstanding settle-up obligation in 2024-25, and a reduced $3.9 billion settle-up amount in 2025-26. Finance also described larger mandatory and discretionary deposits into the Proposition 98 reserve, ending with an estimated $10.3 billion reserve balance. The LAO said the overall estimates were reasonable, but urged the state to fully fund the guarantee and use other budget tools, including reserves, to manage volatility rather than delay settle-up payments. Members questioned the remaining settle-up amount, the risk of revenue volatility, and possible alternatives such as advance payments or other reserve strategies. The second panel covered Department of Education proposals and trailer bill language. Finance outlined additional state operations funding and positions for CDE, along with trailer bill changes affecting community schools, preschool, literacy, special education, charter accountability, teacher-related programs, and other technical cleanups. The LAO supported the overall structure of the package but recommended changes to several items, including rejecting some additional one-time community schools, literacy, math, multilingual screener, and inclusive college proposals, while supporting the ongoing LCFF and special education increases and raising concerns about the paid pregnancy disability leave proposal’s cost and implementation complexity. CDE supported the special education increase, community schools, literacy and math investments, homelessness funding, and the paid pregnancy leave proposal, while asking for more funding for county office support, clearer homelessness definitions, and continued preschool parity. Members also asked about immigrant student supports, community schools reporting, and the rationale and cost estimate for the paid pregnancy leave proposal, which Finance estimated at $218 million annually. The final panel addressed the Commission on Teacher Credentialing. Finance proposed additional legal staffing for SB 848 implementation and educator misconduct caseloads, a fee increase for clear credential renewals from $100 to $125, a $5 million one-time Proposition 98 investment to build a transcript review platform, $2 million ongoing for transcript review staffing, and $30 million one-time for the statewide residency technical assistance center. The LAO had no concerns about the legal staffing, supported the transcript review platform if the fee increase and ongoing staffing were adopted, and recommended rejecting the residency technical assistance center expansion because existing funding runs through 2029. The Commission explained that the misconduct workload has grown over several years, that AI would assist but not replace human review in transcript matching, and that the residency technical assistance center helps recruit and retain teachers and support rural districts. Public commenters largely supported special education, discretionary block grants, community schools, literacy investments, homelessness funding, and teacher credentialing alternatives, while some urged rejection of the settle-up proposal and preschool COLA reduction.

Transcript Highlights:

• This program works.
• This program works.
• It was a year before.
• There was actually a gap in the funding for this program, and last year that was funded in the budget
• last year.

Keywords: 996, all