Transcript Highlights:

• and communications access to state government services and programs for Californians who are English-language
• language learners. ...and programs for Californians who are English-language learners.
• Approximately 200 languages, including English, are spoken in our state. Isn't that phenomenal?
• People with limited English proficiency had not received meaningful language access to up-to-date COVID
• I myself grew up speaking Vietnamese as my primary language and then having to learn English in school

Summary: The committee heard a series of child care, social services, immigrant support, disability services, and language access bills, with many measures drawing strong support and no opposition. Early in the hearing, AB 450 proposed a Department of Aging task force to study and recommend policies for undocumented adults age 55 and older; AB 593 would let CDSS identify data-sharing opportunities to improve CalFresh administration and participation; and AB 904 would clarify child care subsidy eligibility so families do not lose care during pregnancy leave, family leave, caregiving, or job search periods. All three were presented as ways to reduce barriers and improve access to essential services, and AB 904 was moved out on a 1-0 call after support testimony from child care advocates and a member of the public. AB 617, which would expand and standardize respite care access for people with intellectual and developmental disabilities by requiring licensing and registry participation, drew both support and significant opposition from respite providers and disability service organizations concerned about added regulation, cost, and possible delays; the author said she would continue working with opponents, and the bill was moved out on a 2-0 call. The committee also heard AB 1220, which would require regional centers to document denials, notices of action, and appeals in individual program plans and include that data in annual reports to improve transparency and equity in developmental services. The bill drew extensive public support from parents, advocates, and disability organizations, with no opposition, and passed 5-0. AB 752 would make child care centers by right in certain residential zones when co-located with multifamily housing or institutional uses, and supporters argued it would reduce zoning barriers and help expand child care capacity; it also passed 5-0. AB 1242 would create a CalHHS language access director, require human review of machine translation, and improve language coverage determinations for state and local agencies; supporters emphasized health equity and the need for better access for limited-English communities, and the bill was moved out on a 4-0 call. Later, AB 548 would continue and expand the Asylee and Vulnerable Non-Citizen Program, which provides case management and integration services for asylees and certain visa holders; supporters said the program had been effective but had run out of funding, and the bill passed 4-0. AB 495, the Family Preparedness Plan Act, would strengthen family safety planning for immigrant families, standardize acceptance of caregiver authorization affidavits, and create a joint guardianship process for temporary separations; testimony focused on fear of family separation and the need for clear school and medical procedures, and the bill passed 4-0. AB 1357 would exclude guaranteed income payments from being counted as income for state public assistance eligibility, with supporters arguing it would prevent recipients from falling off the “benefits cliff”; it passed 4-1. Finally, AB 1201, the Reunity Act, was introduced to require individualized court assessments before denying reunification services to parents with certain violent felony convictions after a five-year period, with the author and a witness describing the bill as a trauma-informed approach to family reunification.

Transcript Highlights:

• language, arts or LA as well as algebra one another and of course examinations.
• I don't know what that means. >> Yes, you guys are speaking the same language.
• language learner in terms of a port Leo option.
• And then on that timing of when the student began their schooling as an English language learner and
• That particular option Pacific first it is for English language learners. If that would be helpful.

Transcript Highlights:

• We have a high level of English language learners, which is an area that we focus on, and the way that
• Particularly like in Navajo and English? Mr.
• The language loss of the Diné language has been pretty significant on the Navajo Nation over the last
• build that language again from an early age.
• language component.

Transcript Highlights:

• That are returning back home, meaning these are the re-entry students and also adult learners.
• And she's read the language, she sees what the language does, and with all due respect, I think she would
• Our English language learner proficiency percentage in California is 66%.
• It's the kind of instruction proven to help students succeed, especially our English language learners
• learners.

Keywords: 988, house, all

Transcript Highlights:

• So we provide English language acquisition, adult high school equivalencies.
• language faculty at the UW.
• language learners, first-generation, food insecure, people of color from lower-income brackets, workers
• language learners, migrant students, whatever grouping within there that you're interested in learning
• language learners, migrant students, whatever grouping within there that you're interested in learning

Summary: The committee held a work session on the state of Washington’s community and technical college system with State Board executive director Nate Humphrey and Tacoma Community College president Ivan Harrell. They described the system’s open-access mission, 34 colleges serving more than 307,000 students, relatively low tuition, enrollment growth over 12 consecutive quarters, and strong outcomes such as more than 46,000 credentials awarded last year. They also highlighted system initiatives including guided pathways, I-BEST, dual enrollment, tribal partnerships, a new program search tool, and six colleges named Aspen Prize finalists. At the same time, they emphasized major challenges: high rates of student food, housing, and homelessness insecurity; sharply rising emergency aid requests; and federal funding disruptions affecting TANF, BFET, adult basic education, Carl Perkins, NOAA-related tribal work, and several federal grants. Members asked about SNAP impacts, declining high school graduates, and how BFET and TANF interact with other aid programs. The presenters also discussed system priorities such as AI, Workforce Pell, capital planning, nursing accreditation alignment, and the Washington College Grant. The committee then heard testimony from AFT Washington and the Washington Association of Higher Education on faculty and staff conditions in the community and technical college system. Jackie Kane and Suzanne Sutherland argued that classified staff, professional staff, and contingent faculty are essential to student success but face low pay, instability, and weak retention, and they urged lawmakers to protect existing funding and avoid further cuts. They said working conditions for faculty and staff are student learning conditions, and that underfunding leads to reduced services, shortened advising, and program instability. Marina Parr of the Workforce Board presented on federal H.R. 1’s new Workforce Pell provisions and the updated Career Bridge website. She explained that Workforce Pell would allow federal aid for short-term training programs of 8 to 15 weeks, with high completion, employment, and earnings thresholds and a requirement that credentials be stackable and portable. She said Washington is well positioned to implement the program because of its existing eligible training provider evaluation system and Career Bridge, which now has a redesigned public portal, digital portfolios, multilingual access, and performance data on programs. Members asked about rulemaking, possible gaps in state services, and how the wage and completion standards would be applied. The Washington Student Achievement Council then briefed the committee on the new Washington Completes FAFSA campaign created by executive order. Staff described an advisory board with statewide representation, a pilot that used microgrants and other supports at 25 priority schools, and a new goal of 46,000 FAFSA or WASFA completions this year. They reported that completion rates were tracking slightly ahead of last year, with 24% of high school seniors having completed a FAFSA by the end of November, and they showcased a public dashboard with subgroup data and a WIAA-based leaderboard. Members asked about outreach to rural and homeschool students, legislative communications, Pierce County representation, and barriers to FAFSA completion, and staff said they would provide toolkits and continue expanding outreach. The committee then began hearing from student presenters about affordability, access, equity, and student experience.

Transcript Highlights:

• She is very instrumental in helping me craft the language in this bill.
• We discussed in our interim study it repeals the bond language currently there that has not worked and

Bills: HB4358, HB2398, HB3557, HB3129, HB3312, HB2210, HB1937, HB3021, HB4246, HB4230, HB3617, HB3657, HB2976, HB3391, HB4459, HB4128, HB3989, HB2989, HB4060, HB3145, HB2992, HB3464, HB3552, HB2984, HB4124, HB3934, HB3448, HB3131, HB4200, HB4201, HB3011, HB1912, HB3380, HB3881, HB3538, HB3851, HB3907, HB4430, HB4431, HB4457, HB2947, HB2951, HB2980, HB3082, HB3519, HB3644, HB3882, HB3661, HB3996, HB4335

Keywords: screen time, education, public schools, child development, digital learning, youth health, academic performance, credential of value, workforce development, labor market, government reporting, Oklahoma Agricultural Extension, local funding, financial institutions, county extension services, state funds, free expression, colleges, security fees, public forums

Bills: HB816, HB1535, HB1537, HB1541, HB1562, HB1574, HB1591, HB1853, HB1854, HB1871, HB1965, HB1966, HB1969, HB1973, HB1974, HB2315, HB2343, HB2501, HB2505, HB1577, HB2443, HB2498, HB2581, HB2622

Keywords: HB816, Hawaii, opioid overdose, opioid crisis, buprenorphine, naloxone, Narcan, paramedics, emergency medical services, EMS, first responders, substance use disorder, addiction treatment, withdrawal management, overdose reversal, pilot program, Department of Health, DOH, county population under 100,000, rural health

Transcript Highlights:

• And the next $5 million is based on English learner counts.
• Thank you. adjustments based on English learner and adjustments based on English learner and um<00:35
• language learners and students experiencing homelessness as the state average.
• language learners and students experiencing homelessness as the state average.
• And on average, they serve significantly more English language learners, homeless and highly mobile youth

Keywords: 1187, senate, all

Transcript Highlights:

• live in the school district's boundaries and the percentage of students who have been identified as English
• language learners.
• For English language learners, there can sometimes be cultural issues at play or difficulty determining
• whether a student's difficulty in the classroom might be due to a disability or to a language barrier
• authored the legislation that requested this study, this study was requested with very specific language

Summary: The JLARC I-900 Subcommittee heard a State Auditor’s Office performance audit on special education services, focused on comparing student needs, district identification practices, and funding. Auditors said Washington does not appear to under-identify any particular population for special education, though districts face ongoing challenges with identification, documentation, staffing shortages, and inconsistent referral tracking. They explained that their analysis used statistical models because the true prevalence of disabilities is unknown, and found Washington districts generally clustered near the national average, with little evidence that any demographic group was systematically under-identified. The audit also found that special education funding has historically been insufficient, with districts collectively covering about $500 million in costs not paid by state or federal sources, and that districts spent about 26% more per student than they received in funding. Auditors noted recent legislative changes that removed the special education enrollment cap and changed the safety net process, but said it was too soon to assess their effects. Their recommendations to OSPI included clarifying what counts as an official special education referral, requiring districts to report referral data even when no evaluation follows, and ensuring the new statewide data system is developed with district input, training, and possibly a mandate for uniform use. OSPI staff said they concurred with the report and appreciated the work of the auditor’s office and JLARC. During member questions, Representative Paulette raised concerns that the audit did not directly examine prevalence of specific disabilities, such as autism and dyslexia, in vulnerable populations or compare Washington’s identification practices to medical and peer-reviewed prevalence data. Auditors responded that medical prevalence is not known in a systematic way, that educational eligibility differs from medical diagnosis, and that the report’s conclusions should not be read as proving no populations are under- or over-identified. No public testimony was offered, and the meeting adjourned.

Transcript Highlights:

• have families that don't speak English have families that don't speak English as<01:35:16.719>
• Um, so it it our youngest learners.
• other than English.
• Avoid inflammatory language.
• Avoid inflammatory language. about. Avoid inflammatory language.

Keywords: 1187, senate, all

Transcript Highlights:

• I know that the bill language does address the issue of English learners, and I'm just curious: in terms
• learners?
• Yeah, so as you mentioned, the bill is clear that for English learners, we need to have tools that actually
• are, if possible, in their home language.
• So there are a strong number of Spanish-language tools.

Keywords: 988, house, all

Transcript Highlights:

• That's the language in the statute.
• That's the language in the statute.
• That's the language in the statute.
• That's the language in the statute.
• So, please Minnesota's learners.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:36:40.160> learners<00:36:40.960> and spike amongst English learners and spike
• Twenty percent receive English learner services, 25% special education services, and 89% are BIPOC.
• language learners, and 86% qualify for free reduced-price lunch.
• <00:58:37.119> language<00:58:37.520> learners.
• <00:58:38.400> 86%<00:58:39.440> qualify English language learners. 86% qualify English

Keywords: 1187, senate, all

Transcript Highlights:

• So, as an English teacher, I took the Praxis Secondary English.
• This bill revises provisions relating to pupils who are English learners, including the appointment,
• qualifications, and duties of school district administrators who support English learner pupils, among
• This bill again revises provisions related to pupils who are English learners, including the appointment
• , qualifications, and duties of school district administrators who support English learner pupils, among

Bills: SB175, SB277, SB374, SB400

Keywords: military, veterans, education, teaching, Junior Reserve Officers’ Training Corps, licensure, certification, public schools, charter schools, school social worker, school counselor, school psychologist, internship, practicum, student support services, mental health, harassment, bullying, power-based violence, school safety

Transcript Highlights:

• In regards to SB 518, we have actually submitted clarifying language through amendments to ensure that
• The bill originally also included language about a successor agency for postsecondary education.
• I will note that SB 391 has no language requiring that the fees simply equal the actual cost incurred
• I will note that SB 391 has no language requiring that the fees simply equal the actual cost incurred
• Students can gain high school equivalency, learn to read, write, and speak English.

Summary: The committee heard several higher education bills. It first approved the consent calendar, which included SB 67 and SB 619. The main discussion centered on SB 437, which would direct the CSU system to develop a fair, evidence-based process for verifying whether someone is a descendant of a person enslaved in the United States, as part of the state’s reparations work. Supporters said the bill fills a gap left by the Reparations Task Force and would create a transparent, credible lineage-verification process; opponents argued genealogy methods already exist, the bill would waste money and delay action, and some raised constitutional concerns. The committee took a vote on SB 437, but the roll was left open after the initial tally showed three ayes and three noes. The committee then heard SB 790, which would allow California to join the interstate reciprocity agreement for online postsecondary education. The author and supporters said the bill would improve consumer protections for California students taking out-of-state online courses and help California institutions compete more effectively by reducing the burden of seeking separate state approvals. Opponents, including University of Phoenix and other groups, argued the bill conflicted with the existing reciprocity framework, could exclude some institutions, and might not actually secure California’s entry into the agreement. The committee voted 3-1 to pass SB 790 as amended to the Business and Professions Committee, with the roll left open. The committee also heard SB 391, which would authorize the Community College Chancellor’s Office to charge fees for research partners seeking access to data. Supporters said the office is absorbing significant unfunded workload from data requests and that fees would help recover costs; opponents, including the California Teachers Association community college association, warned the fees could create barriers for faculty and smaller researchers. Members discussed possible exemptions and implementation details. The committee voted 5-1 to pass SB 391 as amended to the Appropriations Committee, with the roll left open. Finally, the committee heard SB 685, a pilot program to provide cost-of-attendance assistance at four CSU campuses for students who experienced homelessness in high school. Supporters said it would help students cover housing, food, and transportation costs and reduce dropout risk; members asked about eligibility and implementation, and the author explained the bill would use McKinney-Vento homelessness designations and target students at risk of “summer melt” and college homelessness.

Transcript Highlights:

• that may have a disability or speak a language other than English and allowing for a process to appeal
• that may have a disability or speak a language other than English and allowing for a process to appeal
• a partner language to English.
• So this language allows districts to provide information with the English language screener results about
• through 12 English as a second language through 12 English as a second language teachers<00:27:27.320

Keywords: 1187, senate, all

Transcript Highlights:

• "What would the language of the recommendation be?" >> Apologies.
• ><00:31:13.360> ones youngest learners are the ones youngest learners are the ones demonstrating
• And we would draft this language. And if you look, it's 007-7.
• <00:36:18.560> Um, worked on the consensus language.
• Um, worked on the consensus language.

Keywords: 918, senate, all

Summary: The Seclusion Working Group met for its final meeting on January 28 and first approved the prior meeting minutes after correcting two roll-call vote errors involving Miss Woodward. The chair then gave an extended recap of the history of seclusion policy, including the pre-2023 emergency-only framework, the 2023 ban on seclusion for children birth through grade 3, the 2025 introduction of SF 1830 to restore prior law, and the compromise amendment that allowed limited seclusion in grades 1 through 3 with added safeguards. The chair also reviewed the working group’s timeline, noting it had met from August 2025 through January 2026 and was required to submit findings by January 30, 2026. The main substantive discussion focused on the chair’s proposed timeline for eliminating seclusion and an alternative proposal from Mace. Several members criticized a Minnesota Department of Education letter that opposed parts of the working group’s recommendations, arguing it mischaracterized district practices, questioned informed consent and mental health professional provisions, and did not reflect the realities faced by schools. Members supporting the current use of seclusion said districts already use MTSS, PBIS, Ukeru, and other interventions, but still need seclusion in limited emergency situations. They also said the department’s comments felt inflammatory or unsupportive. On the timeline issue, Mace proposed allowing limited seclusion for students in grades 1 through 12 receiving certain special education services until July 1, 2036, with data collection on outcomes and related interventions. Some members supported a “runway” toward elimination, saying it would allow time to build alternatives and avoid an abrupt ban, while others said they could not support including grades 1 through 3 in any extended timeline and preferred elimination sooner. Members also questioned whether MDE currently collects enough data on law enforcement interventions and related outcomes. The meeting ended with continued discussion of the timeline proposal, but no final vote or report approval was recorded in the transcript excerpt.

Transcript Highlights:

• <00:32:42.000> add language Learners you calculate you add language Learners you calculate
• <01:11:11.360> language specific task like English language specific task like English language
• language learners.
• language learners.
• language learners, special education.

Keywords: 928, house, all

Summary: The committee held a work session focused on school funding formulas, adequacy aid, and special education aid, with the chair outlining a schedule for the next several Tuesdays and noting that the committee would likely need multiple executive sessions to narrow down the bills. Members discussed the FY 26 formula, including base cost, differentiated aid, extraordinary needs grants, hold harmless provisions, and the roughly $28 million in excess statewide education property tax (SWP) funds that are not currently returned to the state under the existing formula. The first bill discussed was HB 137, which would allow excess SWP funds to remain with the local municipality for school and municipal purposes. Representative Spilsbury argued the issue is fundamental and suggested the state should require excess funds to be remitted back to the state, while Representative Damon said the bill appears to codify current practice and may be unnecessary, especially given possible court action. The discussion then shifted to a related bill from Representative Fellas that would redefine SWP as local money rather than state money and keep the current adequacy aid numbers revenue-neutral for now. Representative Fellas explained that SWP was created in 1999 after the Claremont lawsuit as part of the state’s effort to show increased school aid, but that it effectively labeled part of the local property tax as state money without changing property tax bills. She argued the state should not be tapping local property tax revenue and said her bill would preserve the current distribution while removing the SWP tax label, with future work possible on a different measure of local capacity such as income, home values, or poverty rate. Members also referenced prior discussions of fiscal capacity aid, relief aid, and other formula changes as part of the broader effort to restructure school funding.

Transcript Highlights:

• and my new-to-English students.
• and my new-to-English students.
• and my new-to-English students.
• and my new-to-English students.
• and my new-to-English students.

Keywords: 1183, house

Transcript Highlights:

• And we invested in special education and English learner cross subsidies, boosted compensatory funding
• Over 90% qualify for free and reduced-price lunch. 75% are English learners.
• <00:59:24.880> Many<00:59:25.200> of lunch. 75% are English learners.
• Many of lunch. 75% are English learners.
• language learners than traditional public schools, and are an essential part of a healthy public education

Bills: HF1388

Keywords: BARR Center, Building Assets, Reducing Risks, education finance, school funding, grant appropriation, evidence-based program, student achievement, social and emotional learning, school climate, teacher effectiveness, high school graduation, students in poverty, students of color, BIPOC, equity in education, Minnesota Department of Education, urban schools, suburban schools, rural schools, school coaching