Transcript Highlights:

• I'm testifying for educational purposes.
• I mean, they’re educating you.
• There's Journalism Education Association.
• They said if the expression substantially or materially limits expression or education, the educational
• education of the students, but they also can play a role in the education of society.

Committee: House Elementary and Secondary Education

Summary: The committee first took up House Bill 2710, which would revise school accountability report cards. The sponsor and members described a committee substitute that clarified the report card’s purpose, added an appeal process and changed deadlines, set the top decile of schools as the highest rating, addressed the 95% participation issue with an asterisk-style disclosure, shifted the Show Me Success funding language toward growth-based criteria, clarified growth-to-proficiency language, added agricultural industry reporting, and removed an anonymous survey section and a changing-target provision. After discussion about how letter-grade cutoffs would be set and whether the bill captured enough information about school quality, the committee adopted an amendment changing “growth to proficiency” to “growth relative to grade level” and exempting special school districts or state-operated schools serving only students with disabilities. The substitute was adopted and the committee voted the bill do pass by 16 ayes and 6 noes. The committee then considered House Bill 2872, a literacy bill. The sponsor explained that the substitute kept the four approved screeners, retained the commission, and softened the three-cueing language so science of reading remains the primary approach while allowing teachers some flexibility. Members discussed retention and possible future exceptions, including parental consent and reading plans, but those changes were not yet drafted. The substitute was adopted and the bill passed the committee 20-0, with two present. Next, the committee heard House Bill 2120 and House Bill 1698 together under a combined substitute addressing bullying and related reporting requirements. The substitute removed language on second-degree harassment, added a title reference to Sawyer’s Law, modified reporting procedures to require notice by the end of the school day or the next school day if the incident occurs on a weekend, and clarified investigation and liability protections for teachers. The substitute was adopted and the combined bill passed unanimously. The committee then moved out of executive session and heard House Bill 2335, which would let districts and administrators reduce repetitive annual teacher trainings by using a rotation after a teacher’s first three years. The sponsor and several witnesses from school administrator and teacher groups supported the bill as a time-saving retention measure, while a student witness raised concerns about ensuring continued training on mental health emergencies. Testimony then began on House Bill 2918, the Cronkite New Voices Act, which would expand student journalism rights at public schools and public colleges. The sponsor, a Hazelwood plaintiff, student journalists, an advisor, a law professor, and free-speech advocates testified in support, arguing the bill would protect student speech while preserving limits for libel, obscenity, privacy, and disruption; no opposing testimony was presented before the transcript ended.

Transcript Highlights:

• I'm the education and outreach lead.
• Lark Park, I'm the director of the California Education Learning Lab.
• As a final note, the state created a new education workforce entity last year, the California Education
• California Department of Education Uniform Complaint process.
• , administrators, and educators.

Summary: The hearing began with a vote-only agenda and then focused first on San Mateo County’s request to restore in-lieu vehicle license fee (VLF) funding. County officials, city leaders, labor representatives, nonprofits, and public safety advocates argued that the loss of roughly $157 million would force major cuts to homelessness services, housing assistance, mental health programs, libraries, parks, fire and police staffing, and other local services. They described the current formula as outdated and unfair, tied to school funding and basic-aid dynamics that no longer work for San Mateo County, and urged both an immediate budget restoration and a permanent legislative fix. The Department of Finance said the payments are discretionary, not statutorily required, and noted the administration does not view the expenditure as sustainable in the current fiscal climate. Committee members expressed sympathy, questioned the formula, and said they would keep the issue under consideration; the committee later voted to move the two vote-only items on the agenda. The committee then received an update from the Department of General Services on state property redevelopment, including the Hillcrest DMV site in San Diego, the Fell Street DMV site in San Francisco, and other state-owned properties. DGS explained that Hillcrest is not currently an active project, while the Fell Street project shifted from an integrated DMV-housing plan to a more feasible relocation of the DMV into leased commercial space, with a budget change proposal pending. Members pressed DGS on the slow pace of redevelopment, the potential for housing on state sites, and the costs and feasibility of adaptive reuse. DGS said many state buildings are aging and that adaptive reuse depends heavily on building design, floorplate depth, light, and risk from unknown conditions behind walls. The Government Operations portion then turned to the California Education Learning Lab, which supports intersegmental higher education innovation grants. The Lab asked for permanent restoration of $4 million in ongoing funding and a move of its home agency from the Office of Land Use and Climate Innovation to GovOps, along with technical trailer bill changes. Supporters said the program has funded more than 120 projects reaching thousands of faculty and hundreds of thousands of students, including work on generative AI in higher education. The Legislative Analyst’s Office recommended rejecting the restoration and continuing the wind-down, citing the state’s projected deficit and suggesting the California Education Interagency Council could pursue non-state-funded grant opportunities instead. The committee held the item open. Finally, GovOps presented the new California Education Interagency Council staffing request, seeking four ongoing positions to support the council, with funding already included in last year’s budget. The department said the governor has appointed Debbie Cochran as executive officer and that the remaining positions are being recruited. Finance and LAO had no objections, and the committee began questions about how the council will be staffed and organized.

Transcript Highlights:

• , excuse me, three categories, and higher education.
• Since the Cal housing, education, tourism, and taxes.
• Finally, pay is already unsustainably low for early educators, and many of our educators depended on
• Finally, pay is already unsustainably low for early educators, and many of our educators depended on.
• is already unsustainably low for early educators and many of our educators depended on SNAP and Medicaid

Summary: The Assembly Budget Subcommittee on Accountability and Oversight held its fifth hearing of the year to examine the newly enacted federal H.R. 1 and its effects on California. Members and the chair described the law as a major threat to state health, food, education, and climate programs, and emphasized that California would not be able to fully backfill the federal cuts. Several members also highlighted the bill’s tax provisions, including temporary deductions for tips, overtime, seniors, and auto loan interest, while warning that the largest benefits flow to higher-income taxpayers and that major cuts to Medi-Cal, CalFresh, and clean-energy incentives are delayed or phased in over time. The Legislative Analyst’s Office and the Department of Finance presented detailed overviews of the bill’s likely impacts and implementation timelines. They identified the main affected areas as health care coverage and financing, food assistance, higher education, personal income taxes, and clean-energy/electric-vehicle credits. They explained that H.R. 1 limits provider taxes used to finance Medi-Cal, adds work and redetermination requirements, restricts CalFresh eligibility and increases state costs, changes student loan and Pell Grant rules, extends and modifies federal tax provisions, and phases out many clean-energy credits. Finance also noted major rescissions of Inflation Reduction Act funds, new border and immigration enforcement spending, and the possibility of PAYGO sequestration if Congress does not act to offset the deficit increase. During member questions, the committee focused on likely enrollment losses, administrative burdens, and fiscal exposure for the state and counties. Witnesses said many details still depend on federal guidance, but they estimated significant impacts on Medi-Cal, CalFresh, and graduate/professional student borrowing, and noted that California’s high CalFresh error rate could increase state costs. UC testified that the elimination of Graduate PLUS loans would affect thousands of professional students, especially in health, law, and other high-cost programs. Members asked for follow-up data on county, health, and tax impacts, and staff agreed to provide additional tables and estimates as implementation guidance becomes clearer. Public commenters from counties, early childhood advocates, health coalitions, disability rights groups, immigrant-rights organizations, and other stakeholders urged the Legislature to mitigate the law’s effects. They warned of higher county costs, reduced access to health care and food assistance, increased administrative burdens, and harm to children, immigrants, people with disabilities, and low-income families. Several urged new state revenue solutions and stronger protections for Medi-Cal, CalFresh, child care, and home- and community-based services. No votes were taken; the hearing was informational and ended with a commitment to continue monitoring federal guidance and to work on state responses in the budget process.

Transcript Highlights:

• ...education.
• Representatives, Steve Applebe, New Hampshire Department of Education, educator support and higher education
• </c> Hampshire uh Department of Education Hampshire uh Department of Education educator<02:13:47.079>
• :13:49.159><c> so</c> educator support and higher education so educator support and higher education
• He had problems with education.

Summary: The committee heard testimony on HB 129, which would redefine “evidence-based” in public education to require objective, science-based evidence for pedagogical methods. The prime sponsor said the bill is a verbatim reintroduction from the prior session and argued that current federal definitions are too vague, allowing subjective surveys and other weak evidence to justify teaching methods. He said the bill is limited to pedagogy, not subject matter, and is intended to improve student outcomes, reduce fad-driven practices, and potentially save money by limiting unnecessary retraining and new materials. Members asked repeatedly about the bill’s scope, including whether it would affect classroom teachers, curriculum content, and existing instructional approaches such as phonics versus whole language or queuing. The sponsor said the bill applies to state and local education bodies and educator training policies, not individual teachers in their classrooms, and that teachers would retain flexibility. He also said standardized testing could be part of a scientific study but is not itself a study, and that textbook providers could be asked to furnish the studies supporting instructional guidance included in their materials. Several members raised concerns about the fiscal note and possible cost shifts to local districts and taxpayers. The sponsor disputed the idea that the bill would necessarily create major new costs or require additional staff, saying any costs would likely be limited and that the department is already applying federal evidence-based rules. He also said if some current methods are not science-based, updating them would be justified even if there were some initial expense. No vote or final action was taken in the portion of the meeting provided.

Transcript Highlights:

• </c><00:34:56.639><c> After</c> Committee on education. After Committee on education.
• Education to Financial Literacy<00:55:09.119><c> Education</c><00:55:09.520><c> for</c><00:55:09.680
• c> plays</c><00:55:58.079><c> an</c> literacy and education plays an literacy and education plays an
• And whereas Young American Center for Financial Education supports educators across Colorado through
• </c><01:02:20.960><c> Education</c> Center for Financial Education Education Center for Financial Education

Transcript Highlights:

• 00:05:08.400><c> remains</c><00:05:08.720><c> at</c> education equity partnership remains at education
• /c><00:05:49.759><c> data</c> statewide longitudal education data statewide longitudal education data
• It's uh Higher Education Board.
• </c> not the same thing as educating fosters. not the same thing as educating fosters.
• This weight list will education.

Bills: HF2312

Committee: House Higher Education Finance and Policy

Transcript Highlights:

• We include over $1 billion for educational capital outlay.
• As we all know, education is the second largest swath in our budget.
• The total budget for pre-K-12 education includes local funds...
• and engagement in Florida's K-12 education.
• It expands it to include a health science education program.

Summary: The Senate took up the 2026-2027 budget package, beginning with an overview of the $115 billion General Appropriations Bill (SB 2500). Appropriations Chair Hooper said the budget reduces overall spending from the prior year, preserves reserves, and includes a 3% pay raise for state employees and 5% raises for law enforcement, firefighters, correctional officers, and park rangers. Committee chairs then highlighted major spending in their areas, including K-12 education, higher education, health and human services, criminal and civil justice, transportation/economic development, and environmental/agricultural programs. Major items discussed included school funding increases, workforce and university investments, Medicaid and child welfare funding, corrections operating deficits, housing and hurricane recovery, Everglades and water quality projects, and state employee compensation. Members asked detailed questions about several budget items. In education, senators discussed teacher salaries, declining enrollment supplements, scholarship funding growth, and charter school capital outlay. In higher education, they asked about Bright Futures, New College funding, and the EASE grant program. In health and human services, senators focused on the iBudget waiver, Medicaid hospital rate reductions, the ADAP HIV drug program, and the use of opioid settlement funds. In criminal justice, questions centered on DOC deficits, inmate health care and food service costs, public defender and state attorney funding, and whether the budget would prevent the need for National Guard support. In environmental and state agency budgets, senators discussed Florida Forever land acquisition, conservation easements, cultural grants, the Emergency Management Trust Fund, and election security funding. After the budget presentations and questions, the Senate substituted House bills for the Senate budget bills and adopted amendments to place Senate language onto the House vehicles for conference. The chamber passed HB 5001, the appropriations bill, by a 36-0 vote and agreed to conference. It also passed the implementing bill, collective bargaining and state employee bills, retirement legislation, fuel tax and SLERS bills, the court trust fund bill, judicial certification bill, K-12 and higher education conforming bills, and other related measures, generally by unanimous votes. Several motions were adopted to request the House to pass the Senate versions or include them in budget conference.

Transcript Highlights:

• Anytime we're the education committee.
• </c><00:12:42.159><c> parents</c> point in time from educating parents point in time from educating parents
• </c><00:14:29.080><c> Uh</c><00:14:30.080><c> but</c><00:14:30.320><c> I</c> educating education on this
• Uh but I educating education on this.
• </c> is meant for education, not medical. is meant for education, not medical.

Summary: The committee first took up Senate Bill 34, concerning parental consent for student participation in the Medicaid-to-schools program. Members said they were not comfortable with a suggested amendment and wanted more information from Health and Human Services about how the program and billing work. On motion by Representative Noble, seconded by Representative Freeman, the committee voted unanimously to retain the bill, 18-0. The committee then considered Senate Bill 102, which would make informational materials about type 1 diabetes available on the Department of Education website. Supporters said the bill could help parents and teachers recognize warning signs early and could be life-saving in some cases. Opponents argued the material belonged on the Health and Human Services website rather than the DOE site, and some suggested a narrower link-only approach. After discussion, the committee voted 13-5 to ought to pass, with a minority report requested. The final major item was Senate Bill 97FN on intradistrict public school transfers. The committee first adopted an amendment that incorporated provisions from House Bill 68, required superintendents to approve best-interest transfer requests unless they failed to meet requirements, and revised language on capacity and accommodation. Supporters said the changes would help students, including those facing bullying, while opponents raised concerns about local control, capacity, and fairness to families who can transport children. The amendment passed 10-8, and the bill as amended also passed 10-8, with a minority report requested. The chair then announced the next meetings would be on the 21st and 27th, and reminded members to watch the Senate calendar.

Transcript Highlights:

• </c> the refugee from the re-education the refugee from the re-education camp.<00:09:56.000><c> The</
• The challenge is education, is about educating our colleagues.
• </c> kind of a lack of education around this. kind of a lack of education around this.
• ><c> about</c> challenge is education is about challenge is education is about educating<00:21:38.480
• But most educating our colleagues.

Summary: Minnesota lawmakers and advocates discussed House File 2444, a veterans and military affairs bill to formally recognize Special Guerrilla Unit (SGU) veterans who fought alongside U.S. forces in Laos during the secret war from 1961 to 1975. Speakers, including Rep. Ethan Cha and other veterans and family members, said the measure is long overdue and framed it as both a symbolic and practical step to restore dignity, honor, and veteran status to Hmong, Lao, and other ethnic minority veterans whose service had not been formally acknowledged. Testimony emphasized the historical role of the SGUs, the secrecy of the war, and the heavy losses suffered by the community. Speakers described the bill as a bipartisan effort with support from House and Senate members, and noted that a similar version had already passed the Senate unanimously. They also said the bill would help Minnesota set an example for other states and improve public understanding of the secret war and the contributions of Southeast Asian communities. Rep. Cha explained that the bill creates a new statutory definition for veterans of the secret war in Laos, establishes eligibility criteria for benefits and privileges, authorizes the commissioner of veterans affairs to verify veteran status, and creates a 12-member task force to advise that process. The bill would allow access to certain state veterans benefits and privileges, including veterans designation on IDs, grave markers, honor guard, state veterans cemeteries, and related preferences. In response to questions, speakers said the main challenge had been educating colleagues because the war was classified, and they estimated fewer than 1,000 SGU veterans are still alive. They also said the bill carries no major monetary benefit and is intended primarily to provide recognition and a framework for verification.

Transcript Highlights:

• Education.
• Education favorably.
• Education favorably.
• Education favorably. Passed to third reading.
• Education favorably. Passed to third reading.

Bills: HR65 , HR66 , HR67 , HR68 , HR69 , HCR33 , HCR34 , HB1006 , HB1007 , HB1008 , HB1010 , HB1011 , HR58 , HR59 , HR60 , HR61 , HR62 , HR63 , HR64 , HCR32 , SCR2 , SCR5 , SCR6 , SCR11 , SCR16 , SCR17 , HB43 , HB447 , HB573 , HB1000 , HB1001 , HB1002 , HB1003 , HB1004 , HB1005 , SB8 , SB10 , SB12 , SB16 , SB20 , SB21 , SB22 , SB29 , SB32 , SB41 , SB42 , SB44 , SB49 , SB58 , SB68 , SB75 , SB77 , SB81 , SB97 , SB103 , SB159 , SB163 , SB172 , SB180 , SB182 , SB244 , SB248 , SB253 , SB254 , SB279 , SB306 , SB318 , SB334 , SB380 , SB385 , SB397 , HB53 , HB57 , HB64 , HB100 , HB102 , HB106 , HB111 , HB137 , HB152 , HB155 , HB177 , HB238 , HB256 , HB258 , HB272 , HB337 , HB350 , HB359 , HB363 , HB386 , HB434 , HB445 , HB546 , HB557 , HB584 , HB661 , HB697 , HB726 , HB727 , HB747 , HB752 , HB756 , HB758 , HB759 , HB765 , HB767 , HB825 , HB858 , HB930 , HB941 , HB957 , HB964 , HB203 , HB228 , HB234 , HB260 , HB268 , HB271 , HB285 , HB289 , HB351 , HB400 , HB413 , HB469 , HB534 , HB551 , HB552 , HB574 , HB576 , HB634 , HB649 , HB677 , HB735 , HB739 , HB779 , HB784 , HB796 , HB842 , HB850 , HB919 , HB8 , HB9 , HB10 , HB15 , HB16 , HB17 , HB18 , HB19 , HB22 , HB33 , HB34 , HB35 , HB44 , HB46 , HB47 , HB48 , HB61 , HB101 , HB126 , HB135 , HB142 , HB164 , HB185 , HB215 , HB226 , HB232 , HB233 , HB242 , HB284 , HB292 , HB297 , HB301 , HB334 , HB436 , HB468 , HB548 , HB571 , HB582 , HB593 , HB594 , HB609 , HB613 , HB712 , HB722 , HB732 , HB746 , HB827 , HB845 , HB848 , HB921 , HB923 , HB951 , HB953 , HB999 , HB733 , HB875 , HB952 , HB868 , HB119 , HB140 , HB52 , HB901 , HB193 , HB570

Summary: The House convened with a quorum, opened with prayer and the Pledge of Allegiance, and then spent much of the morning on personal privileges recognizing guests and honoring individuals and organizations. Recognitions included the Zachary High School girls’ and boys’ basketball teams for back-to-back state championships, Zeta Phi Beta Sorority and Phi Beta Sigma Fraternity for Blue and White Day, visitors from Natchitoches Parish, the Louisiana Community and Technical College System, the Parish Presidents Association, Crime Stoppers of Greater New Orleans, student parents pursuing higher education, and a delegation from Alexandria honoring the late Dr. Joe S. Green. The House also adopted or laid over several condolence and commendation resolutions, including tributes to former Northwestern State football coach Sam Goodwin, Michael B. Jordan, Richard Williams, and others. The chamber received a large batch of Senate bills and House bills for referral, covering topics such as retirement systems, highway memorial designations, criminal justice, education, health and welfare, municipal governance, insurance, natural resources, and tax policy. Committee reports were read across multiple committees, with many bills reported favorably or with amendments, and several measures advanced to third reading or were recommitted to other committees. Among the actions taken, the House adopted resolutions honoring community figures and organizations, concurred in several Senate resolutions, and moved a number of bills forward, including measures on criminal penalties, school policy, environmental regulation, insurance, and public retirement. Near the end of the session, the Speaker outlined plans for the next day’s floor debate, noting 54 bills scheduled and explaining that questions on bills would send them to the bottom of the list rather than removing them. The House then recessed until 3:30 p.m., with members instructed to return for regular order and continued debate on the calendar.

Transcript Highlights:

• Nutrition education: poor nutrition drives chronic disease, yet most doctors receive little training
• Health, Physical Education, Recreation, and Dance, which is a mouthful, so we say TAPERED.
• We agree that physicians need ongoing education in nutrition.
• Enthusiasm for continuing education.
• We are attacking it at the education level as a minimum to add in. So here is Dr.

Bills: SB 25 , SB25 , SB314

Committee: Senate Health & Human Services

Transcript Highlights:

• The Committee on Higher Education and Workforce Development will come to order.
• That concludes the executive session of the Higher Education and Workforce Development Committee.
• So I think it makes complete sense to align it with higher education workforce development.
• This commission really dovetails With the skills and education needed for success.
• This commission really dovetail. with the skills and education needed for success.

Committee: House Higher Education and Workforce Development

Transcript Highlights:

• This bill amends the Education Law to establish a rural teacher education loan repayment program for
• This bill amends the Education Law to allow the State Education Department to access patient or client
• This bill amends the Education Law to allow the State Education Department to access patient or client
• This bill amends the Education Law to extend the duration of limited permits This bill amends the Education
• continuing education for each registration period.

Committee: Senate Higher Education

Summary: The Senate Higher Education Committee met on May 5 and considered 12 bills, with most measures relating to higher education administration, student services, and professional licensing. The committee advanced a rural teacher loan repayment program for teachers serving underserved rural areas, a SUNY/CUNY mental health staffing requirement, a bill allowing SED access to patient or client records in professional misconduct cases, an AI-in-therapy regulation bill, cross-profession supervision for certain mental health professionals, an extension of limited permits for social workers, continuing education requirements for acupuncturists, and updated supervision rules for physical therapy assistants. One bill reorganizing SUNY police was held for further negotiations with SUNY, SUNY police, and stakeholders. Two Article 7, Section 2, subdivision E motions for committee consideration were taken up. Senator Rose’s bill to withhold financial aid from SUNY or CUNY institutions that permit organizations designated as terrorist organizations was defeated after several senators voted no or without recommendation. Senator Kanzanari Fitzpatrick’s bill requiring anti-Semitism awareness training, incident reporting, and compliance with state reporting rules for higher education institutions was approved and sent to the Codes Committee, with some senators voting without recommendation because they viewed the subject as already covered by existing law. The committee also reported Senator Rivera’s nurse practitioner conformity bill to the floor, and several other bills were reported either to the floor or to Finance depending on their fiscal impact. Most measures were approved without opposition, though some senators voted without recommendation on bills they said overlapped with existing statutes or prior legislation. The meeting adjourned at 10:52 a.m.

Transcript Highlights:

• Education money is ultimately for educating our students.
• </c> to educate the students. Okay. to educate the students. Okay.
• Senator from Green. relating to education. Senator Given, relating to education.
• . education. education.
• </c> of certified educators. Senator Reid. of certified educators. Senator Reid.

Transcript Highlights:

• By Education and Employment Committee, Education Administration Subcommittee, and Representative Valdés
• The Department of Education. Rep. Thank you.
• By Education and Employment Committee, Higher Education Budget Subcommittee, Careers and Workforce Subcommittee
• By Education and Employment Committee, Higher Education Budget Subcommittee, Careers and Workforce Subcommittee
• Overdorf last week related to nursing education.

Summary: The House convened with prayer, the Pledge of Allegiance, quorum established, and several recognitions, including a legislative intern, a guest in the gallery, and Representative Bruce Antone’s upcoming induction into the Tuskegee Athletic Hall of Fame. The Speaker also gave brief remarks about the end of session and the freshman class. The chamber then took up a series of Senate-returned messages and concurred or insisted on several amendments while moving bills toward final passage. The House unanimously approved CS/CS/HB 1299 on Department of Health matters, CS/HB 1549 on financial institutions after adopting a House amendment to remove the IOTA-related provision, and CS/CS/SB 768 on foreign ties and business interests after a House concurrence motion. It also insisted on its amendment to CS/CS/CS/SB 184 on housing. CS/CS/HB 875 on educator preparation was amended to restore House provisions on teacher-prep courses, the Florida Center for Teaching Excellence at Miami-Dade College, and related testing and mentor-qualification changes; it passed 91-22 after debate over teacher certification, testing, and “identity politics” language. HB 1101 on out-of-network providers was amended to keep the House’s original notice and referral framework with a good-cause exemption; it passed 87-27 despite objections that it placed too much responsibility on doctors. After recess, the House took up CS/CS/SB 180 on emergency preparedness and response. Members described changes including removal of some homestead-assessment and debris-removal provisions, a study requirement for a post-hurricane county restriction concept, and a Florida Keys evacuation-time change paired with a 10-year cap of 900 permit allocations; the bill passed 116-0. The House also refused to concur in a Senate amendment to HB 1609 on waste incineration and requested the Senate recede. Later, the House returned to HB 1101 and insisted on its amendment after the Senate refused to concur. The longest debate came on CS/CS/HB 1115 on education, where the House amendment replaced the Senate version with the substance of HB 1267, including Schools of Hope, higher education governance, and course transparency. Members questioned provisions expanding Schools of Hope co-location and sponsorship authority beyond traditional opportunity zones, the role of the Department of Education versus school districts, transportation and facility-cost issues, and performance-based agreements. Supporters said the changes would expand options for students and use vacant or underutilized facilities; opponents argued the language was added late, lacked transportation funding, and could allow charter operators to enter high-performing schools. The bill remained under debate at the end of the transcript, with no final vote shown.

Transcript Highlights:

• </c> is my 27th year in education. is my 27th year in education.
• And value our public education system.
• </c> as an educator, that goes a long way. as an educator, that goes a long way.
• Um and again education resources.
• Um, and the Department of Education.

Summary: The Commission on Race and Access to Opportunity met in September 2025, established a quorum, introduced new member Larry Forester, and approved the minutes from the August 26 meeting. The main presentation came from Warren County Public Schools Superintendent Rob Clayton and Assistant Superintendent Sarah Johnson, who discussed the district’s work serving English language learners and multilingual students, including immigrant and refugee families. They said Warren County now serves roughly 5,500 multilingual students out of about 19,000 total, representing about 92 languages and 90 countries, with 57 certified multilingual teachers, a GO Center, migrant and refugee advocates, and the state’s first international high school. The presenters emphasized that the district welcomes immigrant families and that students and parents generally value public education, but they described major challenges tied to accountability and funding. They explained that multilingual students are tested after one year in the system, even though many need more time to become proficient in English and grade-level standards, and they argued that current graduation-rate rules can unfairly penalize schools when transient students enroll briefly and then leave. They also said the cost of serving this population has risen sharply, with special revenue and especially general-fund spending increasing substantially over the past decade, prompting the district to reallocate resources from EL teacher assistants toward translation technology and additional certified staff. Committee members asked questions about how long-term multilingual students compare with the general student body and whether the district’s data show similar graduation outcomes. Clayton said he did not have the specific comparison data at hand but believed students who stay K-12 generally reach proficiency. He and Johnson asked legislators to consider giving students more time before accountability measures apply and to shift some graduation accountability from individual schools to the district level for highly transient populations, while still maintaining accountability. No formal votes or legislative actions were taken beyond approval of the minutes.

Transcript Highlights:

• That is a fancy title for special education director.
• Special education students are general education students first. So we want to— staff.
• Special education students are general education students first.
• Special education students are general education students first. So we want to staff.
• Special education students are general education students first.

Summary: The House Education Committee held a work session on reducing restraint and eliminating isolation in schools, then moved into a public hearing on House Bill 1795 and its proposed substitute. Chair Sharon Santos reviewed committee procedures and emphasized the short session timeline, then framed the discussion as part of a longer-running effort to address student restraint and isolation. Representative Callan, the bill sponsor, said the committee’s pilot and demonstration sites would help identify both benefits and implementation challenges for legislation. OSPI Acting Director of Policy and Legislative Affairs Misha Cherniski presented an update on the state’s demonstration project, saying it is in its third year and has $2 million per year in the current budget for fiscal years 2026 and 2027. He described intensive, targeted, and universal supports, including grants to pilot and demonstration districts, a technical assistance manual, and statewide professional learning. He reported that 68% of project sites saw reductions in restraint and isolation compared with the prior year, and said OSPI’s immediate policy recommendations are to extend prohibitions on dangerous restraints such as prone, supine, wall, mechanical, chemical, and noxious spray restraints, and to clarify the definition of “imminent likelihood of serious harm.” Committee members asked for more detailed disaggregated data by race, ethnicity, grade level, incident type, and sample size, and raised questions about authorized entities, student movement, and whether data captures incidents in nonpublic settings. Representatives from Auburn, Bainbridge Island, and Concrete school districts described how the grant-funded work has affected their districts. Auburn reported major reductions in isolation after removing its last isolation room, expanding behavior supports, and training staff through multiple professional development options; the district said the biggest challenge has been shifting staff mindset and navigating delayed access to vendors and grant systems. Bainbridge Island said it has used grant funds for universal staff training, administrator training, social-emotional MTSS work, and partnerships with multiple providers; it reported zero isolations and sharply reduced restraints, while noting the need to monitor nonpublic agencies closely. Concrete, a much smaller district, said the grant allowed it to hire a part-time BCBA, adopt Safety-Care training, and use OSPI’s manual and tracking tools, but staffing shortages and limited substitute coverage make it hard to attend demonstration sites or training in person. During the public hearing, the substitute bill was summarized as prohibiting certain restraints, banning isolation as a planned intervention, narrowing the definition of serious harm, and extending requirements to other providers of public educational services, while preserving lawful duties of school resource officers. Proponents included disability advocates, the Washington Education Association, and public school employees, who said the bill would reduce trauma and align practice with student safety and dignity. A parent testified about a child harmed by a room that was later used for involuntary confinement. A representative from a specialized learning center testified in opposition, arguing that a complete elimination of isolation for younger students could increase danger in some settings, that medical-provider requirements could be difficult to meet, and that specialized providers need broader exemptions. No vote was taken in the portion of the meeting provided.

Transcript Highlights:

• I'm Heidi Armstrong, Department of Education.
• </c><00:32:28.399><c> The</c> the Department of Education. The the Department of Education.
• and a well-rounded education.
• </c> educational gains. Mahalo. educational gains. Mahalo.
• </c> Education Principles providing comments. Education Principles providing comments.

Summary: The committee heard testimony on HB 2485, which would require cardiovascular screening for student athletes. The Department of Education and Department of Health said they support the bill’s intent but noted that many screenings are already part of existing school-entry and well-child exams. The Attorney General’s office asked for clarifying language on who performs the screenings, where results go, how “positive findings” are defined, how referrals would work, and whether funding would be appropriated if DOE must hire health professionals. The American Heart Association strongly supported the bill, citing the risk of sudden cardiac arrest in young athletes and arguing that sports physicals are an effective opportunity for early detection. No vote was taken, and the committee moved on after testimony. The committee then heard HB 89, concerning a school psychologist working group and possible licensing or credentialing of school psychologists. The Department of Education and Board of Psychology supported the measure. The Hawaii Psychological Association said it supports licensing school psychologists but asked to be included in the working group, arguing it is an important stakeholder. The Hawaii Association of School Psychologists opposed including HPA, saying the issue is between school psychologists and DCCA and that HPA is not part of their organization. Testimony and discussion focused on the long-running disagreement over whether school psychologists should be regulated under the Board of Psychology or another mechanism, and on title protection and scope of practice. No action was reported during this portion. The committee also took up HB 2445, relating to standardized emergency responses for immigration enforcement at or near schools. The Department of Education said it already issued internal law-enforcement guidance and questioned whether the bill was necessary, while also raising concerns about the bill’s 1,000-foot buffer language and the limits of school authority over activity off campus. The Board of Education echoed those concerns and suggested the bill may need clearer definitions. Supporters, including the White Coalition for Immigrant Rights, the Legal Clinic, and an attorney testifying on Know Your Rights training, argued that recent federal changes have increased ICE activity near schools and that a law is needed to ensure clear, public protocols, staff training, and family protections. A student testifier said the measure was a top priority of the state student council. The transcript ends during testimony, with no vote or final committee action shown.

Transcript Highlights:

• related to special education.
• </c> look at special education. look at special education.
• </c> past few months about special education past few months about special education uh<00:16:32.000>
• I do. education. Why students may be labeled education.
• </c> standards for public education. standards for public education. that<00:30:47.279><c> language</

Committee: Senate Education

Transcript Highlights:

• </c><00:10:07.120><c> from</c> the US Department of Education from the US Department of Education from
• </c> the Minnesota office of high education the Minnesota office of high education sorry<00:26:53.880
• </c><00:30:56.919><c> more</c> makes postsecondary education more makes postsecondary education more
• We're education advocates who work to ensure rigorous and engaging education for all students.
• policy or education either education policy or education Finance<01:25:41.400><c> but</c><01:25:41.560

Committee: Senate Higher Education