Transcript Highlights:

• I am the program analyst for our elderly program, and I strongly urge that we do not cut our funding
• The funding we maintained that we retained in the program is to continue funding the existing programs
• grant program because it wasn't used.
• The program requires a 30-year covenant to continue serving ISTs for 30 years, and for some programs,
• understanding of program costs.

Keywords: 988, house, all

Transcript Highlights:

• Noring Foundation.
• obtain his high school diploma.
• we<00:09:31.480> had obtain his high school diploma we had obtain his high school diploma
• I found my program at 7:38 a.m.
• to get the cell phones out of schools to get the cell phones out of schools and<00:18:09.480>

Keywords: 919, house, all

Summary: Rep. Zach Stevenson and Sen. Mann presented Minnesota legislation aimed at requiring warning labels on social media platforms, modeled on the Surgeon General’s recommendation, and adding pop-up notifications every 30 minutes to show users how long they have been on a platform. They argued that social media use is linked to serious mental health harms among youth, including anxiety, depression, sleep disruption, self-harm, and suicidal ideation, and said the bill is part of a broader effort to add guardrails on big tech. They also referenced related Minnesota efforts on deepfakes, child influencers, platform-use disclosures, and a separate effort to remove cell phones from classrooms. The hearing featured emotional testimony from parents Bridget Noring and Tabitha Urbansky, who described losing sons to fentanyl poisoning after drugs were arranged through Snapchat. Both said social media platforms can function as drug markets and that warning labels and other restrictions could help prevent similar tragedies. Eric Mishy of SAVE and the Kids Campaign also testified in support, saying social media is contributing to anxiety, depression, suicide, sextortion, trafficking, bullying, and drug sales, and that companies have not done enough to stop these harms. In response to a question about the pop-up feature, Stevenson said the idea is new in Minnesota but similar to “are you still watching” prompts on streaming services, intended to add friction and interrupt addictive use. He and others said no state had yet enacted similar warning-label laws, though several have proposed them, and they emphasized that regulating technology companies is difficult because of their resources and lobbying power. No vote or formal committee action was taken in the transcript, though the bill was scheduled for a House Commerce Committee hearing the next day.

Transcript Highlights:

• And we're no different than the schools. The same thing is happening to the schools.
• And we're no different than the schools. The same thing is happening to the schools.
• And we're no different than the schools. The same thing is happening to the schools.
• these programs. these programs.
• Minnesota sex offender program, St. Minnesota sex offender program, St.

Keywords: 1183, house

Transcript Highlights:

• We're former both school board members.
• And we have so many MOUs with different school districts, 28 local school districts and tribal partners
• And those school buses pull up right under my office window.
• And when they come out of high school, they've got that college credit.
• But those programs are. committed in scale and funding.

Keywords: 988, house, all

Transcript Highlights:

• after-school programs, including clothing drives and school supplies, and more.
• through community school programs and well-resourced libraries.
• These schools connect families with wraparound supports and health care to after-school programs.
• Community schools in early education are foundational.
• , that in this state actually school, one library program or two library programs, that in this state

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• And also, how can the community colleges and technical schools kind of pair up with our high schools?
• It's a county of four stoplights, four schools.
• That is being facilitated by the Virginia Health Care Foundation.
• And then the VHHA Foundation, the Virginia Hospital and Healthcare Association Foundation, is helping
• That's important to the sustainability of the program.

Keywords: House Select Committee on Advancing Rural and Small Town Health Care, 976, house, all

Transcript Highlights:

• I am the Director of Strategic Initiatives for the Women's Foundation of Arkansas.
• being in a supervised program with her center.
• that accept school readiness assistance funding.
• A lot of times, this is where you'll see school districts working closely with their public schools and
• No, but what the schools... Right. But a rating.

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the report found that Arkansas moms want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing most mothers want full-time work, 69% identified child care costs as a barrier, and many said flexible hours were the most important workplace support. She also described county-level dashboard data, the high cost of infant and toddler care, and examples from working mothers about spending most or all of their paychecks on child care. Members asked questions about labor force participation trends, the meaning of the child care cost figures, and how flexibility could be implemented across industries. The presenter and members also discussed the broader economic-development impact of child care shortages and the need for public-private partnerships. The Department of Education then gave an update on early childhood programs. Officials said they are building internal dashboards to improve transparency and data access for school readiness assistance, including enrollment, application, and provider participation monitoring. They reported that the state is still moving forward with the CLASS transition and expects to release transition funding to providers in the coming weeks using Preschool Development Grant funds. They also clarified that OEP awards based on CLASS scores are separate from OEC’s work and that the data is FOIA-able. Officials warned providers about a temporary payment delay during the transition to a new system, saying payments will stop June 30 and resume around July 14, with any owed funds processed then. Members raised additional concerns about early childhood special education funding, overpayment recovery from a child care center, audit requirements for Head Start and SRA funds, the market rate survey, and the status of local leads after a recompete. Department staff said they would follow up on special education funding levels and audit rules, noted that the overpayment case is under appeal, and said the market rate survey is still in procurement. They also reported that 23 local leads will cover all counties starting July 1, with no major job-description changes, and described a new PDG Partners stakeholder group and an upcoming June 23 QRIS webinar to gather provider and parent input. The meeting ended with no further business and adjournment.

Transcript Highlights:

• In Table 3, you'll see eight school districts and 61 charter schools gaining program units, with an average
• So, East Mountain... has a really big emphasis on out-of-school time programs, after-school programs.
• and after-school programming and things of that sort.
• , and 9 states have school voucher programs.
• With school voucher programs, state educational agencies are the primary entity involved with program

Transcript Highlights:

• why can't we have our own medical school, add to the doctoral programs at UWF?
• why can't we have our own medical school, add to the doctoral programs at UWF?
• go on to law school.
• Pensacola State College, was the school in which you could work and go to school.
• I had to pay my way through both undergraduate school as well as law school. And at the...

Summary: The Appropriations Committee on Higher Education heard and approved two bills before moving into confirmation hearings for several university and college board nominees. CS/SB 1458 on apprenticeships and pre-apprenticeships was presented as a measure to improve consistency and transparency in local education agency partnerships, cap LEA administrative funding at 10% when applicable, and require public meetings and work papers for workforce funding model decisions. Support was noted from Associated Builders and Contractors, the Florida Chamber of Commerce, Foundations for Florida Futures, and Independent Electrical Contractors. The bill passed unanimously and was reported favorably. The committee then considered CS/CS/SB 1726 on higher education governance and presidential searches after adopting a delete-all amendment and a late-filed amendment defining the final group of presidential applicants as no fewer than three. The amended bill added provisions on trustee citizenship and residency/alumni eligibility, interim president succession planning, longer presidential contract renewals, limits on candidate polling by universities, syllabus posting, textbook/open-access material lists, and other governance and academic policy changes. Senators raised concerns about the minimum-three finalist requirement, interim president selection, trustee eligibility, and polling restrictions, while supporters said the bill would depoliticize leadership selection and improve transparency. The bill was reported favorably after the amendments were adopted. The committee then heard confirmation testimony from multiple appointees and reappointees, including nominees for FAMU, UNF, Pensacola State College, UWF, and UF. Most nominees emphasized ties to their institutions, student success, workforce development, military connections, and institutional growth. Several UWF nominees were questioned extensively about their votes for former chair Scott Yenner and his controversial comments about women and other groups; some said they were unaware of those remarks at the time of the vote and would not have supported him with that knowledge. Public testimony on UWF expressed concern about the nominees’ lack of higher education experience, their ties to the region, and the impact of Yenner’s views. The committee later voted to recommend a block of non-UWF nominees favorably, and it agreed to vote on the UWF nominees individually, with some remaining nominees deferred to a later hearing due to time.

Transcript Highlights:

• Since the program was established, Since the program was established in 1970 with bipartisan congressional
• So the program rules were changed, which devastated... ...the entire program system, right?
• wrong as it relates to the program.
• Every time I register my daughter for our new school, a camp, or another program, it is so much easier
• These are foundational funds.

Summary: The subcommittee held an oversight hearing on federal actions affecting California’s public health and family planning systems, focusing first on the freeze to Title X family planning funds and then on broader CDC/public health grant terminations. Chair and members described the cuts as abrupt, harmful, and likely to create major gaps in disease surveillance, vaccination, contraception, STI testing, and other preventive services, while also criticizing the federal administration’s explanation that the actions were tied to DEI or civil-rights compliance. The chair thanked Attorney General Bonta for legal action and said the hearing was intended to document the real-world impacts and inform state budget responses. Witnesses from Essential Access Health, Planned Parenthood Affiliates of California, a Central Coast clinic, and other providers said California’s Title X network serves more than half a million low-income patients annually and relies on the funds for staffing, outreach, training, mobile and school-based clinics, and confidential care. They warned that the freeze has already forced reserve spending, delayed services, and could lead to layoffs, reduced hours, longer waits, and fewer appointments, especially for sexual and reproductive health care. Public comment included support for a proposed state backfill of Title X losses, with advocates emphasizing impacts on low-income, LGBTQ+, and communities of color. On the public health side, CDPH, county health officials, and local health officers testified that the CDC’s rescission of $11.4 billion in grants would affect California by an estimated $840 million and threaten lab capacity, immunization programs, health disparities work, and data systems such as CalConnect and vaccine registries. Sacramento County and others described how the grants supported outbreak response, sequencing, community vaccination clinics, and equity-focused partnerships, and said terminations had already led to canceled appointments, stopped contracts, and layoffs. Several speakers urged the Legislature to preserve and expand state “future of public health” funding and to backfill federal losses, while public commenters from HIV, immunization, labor, and county organizations echoed concerns about workforce losses and worsening health outcomes.

Transcript Highlights:

• uh especially from those school uh especially from those school districts<00:04:47.639> across
• says that a that a school says that a that a school May<00:09:27.560> hold<00:09:27.839><
• in those schools identified as CSI, and it would require the superintendent of those schools to use
• :48.239> schools<01:15:48.560> of Schools social work um schools of Schools social work
• ><01:44:17.560> ring high school getting a high school ring high school getting a high school

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and first considered two concurrent resolutions. SCR 76, sponsored by Sen. Amanda Bledsoe, would create a Kentucky School for the Deaf Governance Task Force to examine the school’s future governance and its relationship with the Kentucky Department of Education. Bledsoe described the school’s long history and said the task force would give the small deaf-school community more voice. The committee adopted the resolution unanimously with favorable expression. The committee then took up SCR 131, sponsored by Sen. Max Wise, to continue the Efficient and Effective Districts Task Force from 2024. Wise said the prior task force met about 10 times and focused on student achievement and district policy, and the new version would continue that work as a legislature-only task force. The resolution passed unanimously with favorable expression. Members next considered HB 240 on primary school promotion. Rep. Truitt explained that the bill would require students who are not ready in kindergarten to repeat kindergarten, while a committee substitute softened the approach by allowing a school to hold a child back in kindergarten but requiring action in first grade. He said the bill aligns with existing reading-screening efforts and is intended to strengthen early literacy foundations. The committee adopted the substitute and passed the bill unanimously with favorable expression; Sen. Williams briefly explained his support as favoring performance-based advancement. The committee also approved HB 298, which would change the identification of schools for comprehensive support and improvement from every three years to annually, require KDE recommendations during management audits, add professional development in reading and math, and require effective instructional resources. The committee substitute also allowed districts with multiple CSI schools to contract for a turnaround vendor. The bill additionally carried employee-misconduct provisions from prior sessions, including disclosure requirements for applicants; the only change discussed was removing the word “investigation” from one disclosure section. HB 298 passed unanimously with favorable expression, and the committee also adopted a title amendment. Finally, the committee heard HB 424 on employment at public postsecondary institutions. Rep. Tipton said the bill would require performance and productivity reviews for faculty at least every four years, clarify appointment and removal authority for presidents at certain institutions, and expand “cause” for dismissal to include failure to meet performance and productivity requirements. Dr. Ray Horton, speaking for faculty groups, proposed a small substitute that would tie any performance measures to existing employment contracts to preserve academic integrity and avoid unintended changes to tenure processes. Members discussed how tenure works at Kentucky universities, and the committee was still in the middle of considering the proposed substitute when the transcript ended.

Transcript Highlights:

• the programs and also allowing school the programs and also allowing school districts<00:35:56.000
• <01:10:02.239> programs CIS uh college and the schools programs CIS uh college and the schools
• This model would stabilize CIS enrollment, help our rural schools sustain programs, and state grants
• This model would stabilize CIS enrollment, help our rural schools sustain programs, and state grants
• The foundational aspects of what is important to school—we heard Superintendent Law talk about how we

Keywords: 1183, house

Summary: The Education Policy Committee approved the minutes from January 21, 2025, and then heard testimony from several school superintendents about the financial and operational impact of recent education-related mandates. Chair Bennett framed the hearing as an opportunity to hear from districts about the effects of more than 65 new mandates and restrictions adopted in recent years. The first witnesses were Corey McIntyre of Anoka-Hennepin, Michael Thomas of Prior Lake-Savage Area Schools, and David Law of Minnetonka Public Schools. The superintendents said districts are facing rising costs, flat or declining enrollment, the end of federal pandemic aid, and mandates they described as unfunded or underfunded. McIntyre cited major budget cuts in Anoka-Hennepin, including reductions in central office staff, and said the district faces continuing shortfalls tied to special education, multilingual learner costs, unemployment claims, paid leave, transportation, literacy materials, and the K-3 discipline statute. Thomas said Prior Lake-Savage is balancing growing student needs against limited revenue, and argued that mandates such as REACT and other requirements should be delayed or better funded so districts can implement them with fidelity. Law said the concerns are statewide, not just metro-based, and criticized the accumulation of expectations around food service, mental health, sick and safe time, unemployment, and family leave without corresponding resources. Several witnesses emphasized that school budgets are heavily committed to staff costs and that new obligations create administrative burdens as well as direct expenses. They urged lawmakers to reduce, delay, or better fund mandates, adjust timelines, and provide more flexibility in local revenue tools and equalization aid. No votes were taken on legislation during this portion of the meeting beyond approval of the prior day’s minutes.

Transcript Highlights:

• So I graduated from Mansfield High School in 1981, when your grandparents were in school.
• But I was a high school athlete, and I know both the men's and women's programs in Duncanville are not
• only perennial championship programs, they are legendary championship programs.
• And so congratulations. programs. They are legendary championship programs.
• and concerns in Texas schools.

Summary: The Senate opened with a quorum, an invocation, and routine motions to excuse Senator King and dispense with the reading of the previous journal. Members then took up several ceremonial resolutions and recognitions, including honoring Duncanville High School’s boys basketball state championship, recognizing the city of Palestine, welcoming the Texas African American Lawyers Foundation and Barbara Jordan Leadership Institute, acknowledging the Cibolo Chamber of Commerce, and designating Texas County Treasurer’s Day and Mesquite Day. A memorial resolution for Clyde Vance Dunham of Waco was adopted, with multiple senators speaking in tribute to his long legal career and community service; the Senate agreed to adjourn in his memory. The chamber then considered a series of bills, most of which were advanced on expedited motions. Senate Bill 1948, concerning fire prevention standards for certain agricultural facilities, passed after suspension of the rules and the three-day rule. Senate Bill 1394, updating weight and tire-load rules for ready-mix concrete trucks, passed unanimously. Senate Bill 1814, creating an electronic database to provide information to certain veterans, also passed unanimously. Senate Bill 241, tightening enforcement of the public camping ban and authorizing state enforcement and reimbursement mechanisms, drew questions about impacts on unhoused people but ultimately passed. Senate Bill 1147, withdrawing Texas from the Interstate Mining Compact, passed unanimously. The Senate also passed Committee Substitute for Senate Bill 921 on Medicaid ex parte renewals after a narrower vote, and Senate Bill 609, requiring school districts and charter schools to comply with legally required policies, after rejecting an amendment by Senators Menendez and Perry that would have added a good-faith/resource-limitation safeguard for districts. Committee Substitute for Senate Bill 660, requiring bollards or similar barriers near certain hospital emergency rooms, passed with rural exemptions and exceptions for existing protections. Senate Bill 2155, a cleanup bill returning veterinary board authority from TDLR to the State Board of Veterinary Medical Examiners, passed with amendments. Committee Substitute for Senate Bill 1209 on election dates and Committee Substitute for Senate Bill 1396 prohibiting national sex education standards in public schools also passed. The Senate then received first-reading bills and adjourned until the next day.

Transcript Highlights:

• With a local school district where instead of fighting for teachers, instead of fighting for programs
• The USDA has not sufficiently funded the national school lunch program.
• a high school with a range of of technical education programs.
• And what you see is that there aren't a lot of business programs offered in high schools.
• Our Mandela Magnet School does the IB program. Thank you.

Transcript Highlights:

• and leads RISE Community School.
• A sign language interpreter and a trustee to the Browns Elementary School Board.
• A Charter Oak High School senior.
• Caitlin McGuire has embraced numerous leadership roles beyond school.
• Olympic Foundation, NPR Foundation, Human Rights Watch, the California California Community Foundation

Keywords: 988, house, all

Transcript Highlights:

• The first program we're going to talk about is the Empower Program.
• And Ashley Bradley is the director of the program. The program launched in 2017.
• So the students who are in the program, they So the students who are in the program, they demonstrate
• The program started with significant support from the Chilton Foundation.
• programs?

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• I mean, school of forestry, that's what it is.
• And we're working with the schedule that the high school here at Bottineau would have, or the high school
• high schools—I had a high school just call me a month and a half ago, and it was because they heard
• The other one is our paramedic program.
• Want to come to North Dakota for school.

Keywords: 908, all

Transcript Highlights:

• being in a supervised program with her center.
• that accept school readiness assistance funding.
• A lot of times this is where you'll see school districts working closely with their public schools and
• No, but schools, but what the schools?
• But again, that PDG programs off the ground really going strong.

Keywords: 1204, all

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but face major barriers from inflexible schedules, high child care costs, and the mental load of balancing work and caregiving. The report cited survey and focus group findings showing most mothers want full-time work, with flexibility as the top requested workplace support. It also highlighted that child care costs can consume a large share of family income, with one infant care averaging about $8,900 annually and infant-plus-toddler care about $17,500. She also discussed paid leave, noting many mothers returned to work before six weeks after birth, and shared a personal story from a working mom in Monticello to illustrate the strain families face. Committee members asked about labor force data, flexibility examples, child care voucher changes, and whether state or employer policies could help. San Juan also referenced partnerships with Excel by 8 and business leaders to address child care as both a family and economic development issue. The committee then received an update from the Department of Education’s Office of Early Childhood on several administrative issues. Officials said new internal dashboards had gone live to improve transparency and data tracking for school readiness assistance, including enrollment, applications, and provider participation. They also said the state is continuing the CLASS transition and expects to release transition funding to providers soon, while emphasizing that OEP awards based on CLASS scores are separate from OEC’s work. They warned providers that a system transition from ACE to a new platform will likely delay payments from June 30 through about July 13, with payments owed during that period to be processed once the system is back online. Members also asked about Head Start audit requirements, market rate survey work, and an overpayment case involving a child care center that is under appeal. Additional updates covered early childhood special education funding, with one member raising concerns that inflation has eroded the value of the funds and that rural areas need more early intervention support. Department officials said they would follow up with special education staff to review funding sources and needs. They also discussed the upcoming QRIS work, including a June 23 webinar, and said the local lead network has been recompeted and will consist of 23 local leads covering all counties starting July 1. Officials said the local leads’ job duties remain the same, and that a new stakeholder group has been formed to provide ongoing feedback on PDG and broader early childhood issues. The meeting ended with no further business and adjournment.

Transcript Highlights:

• Family Pact, Cancer Detection Program, Every Woman Counts, the Breast and Cervical Cancer Treatment Program
• The program rules were changed, which devastated the entire program system.
• wrong in relation to the program.
• Every time I register my daughter, we're at a new school, a camp, or another program, it is so much easier
• These funds have not just been helpful; they are foundational. These are foundational funds.

Keywords: 988, house, all

Transcript Highlights:

• The Llanos Foundation, Think New Mexico, Santa Fe Public Schools, the All Pueblo Council of Governors
• schools.
• Our big schools in APS, we should be everywhere in our charter schools.
• They have to be in school.
• We're looking at early warning systems when kids are missing school, and we really have programs like