Transcript Highlights:

• language is he? language is he?
• language learners will be screened according to vendor guidelines.
• language learners aren't as proficient enough in English to not automatically be screened as having
• language learners will be screened according to vendor guidelines.
• language learners aren't as proficient enough in English to not automatically be screened as having

Keywords: 1187, senate, all

Transcript Highlights:

• The May Revision includes budget bill language.
• The trailer bill language sets forth these processes.
• language, as this will help ensure continuous oversight.
• to their faculty under the current language.
• as a Second Language Literacy Program held at our libraries.

Keywords: 987, senate, all

Summary: The Senate Budget Subcommittee on Education heard May Revision proposals covering higher education, including the Bureau for Private Postsecondary Education, the University of California, California Community Colleges, the California Student Aid Commission, UC College of the Law, San Francisco, and trailer bill reporting changes. For the Bureau for Private Postsecondary Education, the administration proposed a one-time $10 million General Fund backfill to repay a special fund loan taken to cover litigation costs, plus provisional language to adjust for a pending legal expense and to repay the loan without interest. The LAO opposed shifting costs to the General Fund and raised legal concerns about an interest-free loan under Proposition 26. Senators asked about whether the $10 million would cover the litigation and about the estimated $245,000 in interest savings. For UC, the May Revision maintained the Governor’s ongoing support and included budget language requiring campuses to grow by 2,968 California undergraduates in 2026-27. UC also sought $1.5 million in one-time General Fund support for the First Star foster youth program. UC described strong outcomes for the UCLA program, while the LAO recommended rejecting the new spending because UC already has overlapping outreach programs, including the Early Academic Outreach Program, and because the need for new state funding was not clear. Senators debated whether the proposal duplicated existing services and discussed the program’s reported college-going and completion rates. The committee also heard a request for $1 million ongoing General Fund for UC College of the Law, San Francisco, to maintain campus safety services; the college described its shared-campus model and public-interest mission, while the LAO noted the college was also raising tuition and that the proposal would maintain, rather than expand, current security spending. The committee then reviewed community college proposals. Finance outlined a larger May Revision package centered on a 4.31% SCFF COLA, enrollment growth funding, categorical COLAs, a one-time Adult Learner Demonstration Project allocation, deferred maintenance, and other ongoing and one-time items. The Chancellor’s Office supported the package but asked for more enrollment growth funding, a higher growth rate, and additional policy changes. The LAO recommended at least funding the statutory 2.87% COLA, then considering whether to redirect remaining funds to enrollment growth, categorical COLAs, or one-time priorities; it recommended rejecting the Adult Learner Demonstration Project. Senators questioned the use of the discretionary COLA to cover paid pregnancy disability leave, the impact on hold harmless and basic aid districts, and whether the state should instead create a separate categorical. The Chancellor’s Office and Finance said the COLA approach was intended to provide flexibility, though Finance said it was open to further discussion about districts that would not receive direct funding. For student aid, Finance described May Revision changes to Cal Grant and the Middle Class Scholarship, including a one-time reduction tied to lower estimated costs and a later true-up, as well as proposals for the Golden State Teacher Grant Program and implementation of the federal Workforce Pell program. CSAC supported the financial aid investments but urged more time and clearer implementation planning for Workforce Pell, noting the need for state approval processes, data linkages, and likely ongoing administrative workload. The LAO recommended rejecting additional Golden State Teacher Grant funding and cautioned that the Workforce Pell trailer bill and one-time funding were premature given the new federal rules and unclear workload. Senators also raised concerns about the Middle Class Scholarship reduction, the need to support students facing higher living costs, and the decline in CADA/DREAM Act applications, with CSAC saying the drop did not reflect reduced need and that outreach should be strengthened. The final item was a set of technical trailer bill changes to shift some UC, CSU, and community college reporting from annual to biennial and consolidate reports; Finance said there were no programmatic changes.

Transcript Highlights:

• as a first and only language.
• Today I'm not only here to speak in support for this bill, but I'm speaking for our language learners
• and second language learners like myself who want better for our children and for the future generations
• That language is key.
• So, Hickory Mescalero, Hickory Apaches, similar language. So, the language is the same.

Transcript Highlights:

• And one positive that you can see here is the increase in scores for Native students, English learners
• language learners.
• I would also like to do that for our English language learners.
• language learners, it includes children with disabilities.
• learners.

Transcript Highlights:

• transgender and non-binary students, our undocumented students, our Black and Brown students, our English
• learners, our veterans, and any number of student populations that attend a California Community College
• The trailer bill language requires more systematic establishment and maintenance of processes across
• The trailer bill language states that the career passport will leverage data from two existing sources
• The Common Cloud will better serve all students, especially adult and working learners, and equip them

Keywords: 988, house, all

Transcript Highlights:

• Is it saying that they have to speak English?
• <00:20:48.799> They that they have to speak English?
• They that they have to speak English?
• proficiency in English. proficiency in English.
• > that's English proficiency requirement that's English proficiency requirement that's already

Bills: HB168, HB220, SB187, SB270, SB265, SB220, SB242, SB277

Keywords: loitering, mask policies, school safety, crime prevention, public health, board appointments, governor authority, multi-member boards, state governance, legislative authority, Alabama Business and Nonprofit Entities Code, Title 10A, corporate governance, nonprofit governance, business corporations, nonprofit corporations, LLC, limited liability company, partnership, limited partnership

Transcript Highlights:

• learners over the last four years.
• These are Black students, students who are multilingual and English language learners, and our neurodivergent
• And these are black students, students who are multilingual and English language learners, and our neurodivergent
• As I said before, providing support in many languages is really important to us.
• This is a student who's an English language learner and immigrant from China.

Summary: The Select Committee on Youth Mental Health and Treatment Access held its third hearing to review the state of youth mental health, progress under the Children and Youth Behavioral Health Initiative (CYBHI), and remaining implementation and funding challenges. The chair emphasized that schools are often the main point where education, health care, and social services intersect for students, and that the committee’s goal is to ensure public investments translate into better access and outcomes. The hearing featured testimony from researchers, a youth advocate, state officials, and local practitioners. PPIC researcher Shalini Mostala reported that teen mental health remains a serious concern, with high rates of chronic sadness, hopelessness, and suicidal thoughts, though recent California data show some improvement since the pandemic. She noted persistent disparities by gender, race, and rural status, and said school-based health centers, wellness centers, and community schools are associated with lower suicidal thoughts. Youth advocate Ella Cruz, speaking for NAMI California, described her own mental health struggles and argued that youth voice, peer-to-peer support, and reducing stigma are essential; she also said technology and AI cannot replace trusted adults or trained professionals. Committee members asked about phone use, stigma, cultural barriers, and how to make supports more accessible and relatable to students. Dr. Sohill Sood of the California Health and Human Services Agency said statewide survey data show declining stigma, increased counseling use, and lower suicide ideation among students, and he highlighted CYBHI’s certified wellness coaches, digital tools, awareness campaigns, and the first-in-the-nation fee schedule that allows schools and colleges to bill health plans for behavioral health services. He said the program is growing quickly, with more than 230,000 claims and over $11 million in new revenue to date, while acknowledging that billing systems and coordination are still being built. Trina Frazier of Fresno County described a multi-tiered system of care supported by CYBHI, CalAIM, and other grants, serving thousands of students through school-based services, wellness centers, and mobile therapy units; she said ongoing funding and flexibility are critical. Rachel Kroberniski of El Segundo High School’s James Morehouse Project described a long-running wellness center and peer mentorship model that supports students in multiple languages, and said peer programs help students feel seen, connected, and more willing to seek help. Members broadly praised the flexibility, collaboration, and peer-based approaches described by the witnesses. Questions focused on sustaining funding after one-time grants expire, improving coordination among schools, counties, and providers, expanding the fee schedule to higher education, and ensuring continuity of care for students after high school. Officials said county offices of education, DHCS, and other partners are using communities of practice and technical assistance to spread best practices, and that CYBHI services can follow some young adults through age 25, with additional supports through community-based programs and digital platforms.

Transcript Highlights:

• So, if it's English language arts, we'll get 40 teachers with English language arts expertise to go through
• English language arts expertise to with English language arts expertise to go<00:35:59.680> through
• <00:36:45.320> language graduation rates or English language graduation rates or English language
• <03:14:15.600> what English language arts and define what English language arts and define
• 14:17.480> and<03:14:17.680> math English language arts means, and math English language

Keywords: 916, all

Transcript Highlights:

• on eligibility processes for differentiated aid, that would be like the free or reduced lunch, the English
• language learner, and or qualifying disability.
• <00:07:21.120> language reduced lunch um the English language reduced lunch um the English
• language learner<00:07:22.960> and<00:07:23.280> or<00:07:23.919> um<00:07:24.240
• > qualifying learner and or um qualifying learner and or um qualifying disability.<00:07:26.479

Keywords: 928, house, all

Summary: The committee organized itself by electing Representative Griffin as chair and a senator as vice chair, then approved the prior meeting minutes. Director Young then gave status updates on several ongoing performance audits. The New Hampshire Commission for Human Rights audit was reported complete, with presentations already made to the fiscal committee and House Judiciary. The special education oversight audit is still in progress, with 17 observations already sent to the department, responses received on 14, partial concurrence on 12, and a full draft report expected in late summer or early fall. The education freedom accounts audit is also underway, with fieldwork focused on eligibility controls and expenses; staffing shortages at the department have slowed the work, and a draft report is hoped for in the fall. The Doorway program audit is in the planning phase, with a report targeted for the end of the year. Members then discussed whether the committee should do more follow-up on completed audits. Several members said audits often identify issues that remain unresolved for years, and suggested a more active review process, similar to the Health and Human Services Oversight Committee, where agencies would return to report on what audit findings have been fixed and what remains outstanding. Staff noted that any such follow-up would take time away from new audit work, but said they were willing to consider the committee’s direction. Members also discussed using Transparency New Hampshire updates and agency self-reporting to help track progress, and there was general agreement to move toward a system of periodic follow-up on recent audits. The committee also reviewed suspended and potential audit topics. Two Department of Health and Human Services audits, involving the Bureau of Elderly and Adult Services and out-of-date placements, remain suspended because of ongoing litigation. Two other DHS topics, contract management and the Bureau of Developmental Services, remain on the potential audit list. A member raised a possible Fish and Game topic based on constituent concerns, but agreed to wait after speaking with the new director. The committee concluded by agreeing that the audit division should compile a list of audits completed in the last 10 years, with members to identify which ones they want to revisit first.

Transcript Highlights:

• <00:10:50.880> I the remaining part of this language I the remaining part of this language
• with this language. with this language.
• section and language on proportionality. section and language on proportionality.
• The schools don't call the parents that speak a language other than English, and I know that it impacts
• of<01:20:22.159> the<01:20:22.400> language That language reminds me of the language

Keywords: 918, senate, all

Summary: The Seclusion Working Group approved the prior meeting minutes and then spent most of the meeting discussing draft recommendations and a Senate amendment, 007-7, related to seclusion in schools. The chair explained the history of the issue, including Minnesota’s 2023 ban on seclusion from birth through grade 3, and described 007-7 as a compromise developed with stakeholders that would extend the ban through grade 6 unless strict conditions are met. Those conditions include explicit written informed consent from all parents or guardians in their primary language, oral translation of safeguards, showing the seclusion room before consent, mandatory follow-up IEP meetings after repeated use, outreach and education for families, and data reporting on use of seclusion. The chair also said the amendment would prevent judges or other officials from ordering seclusion over a parent’s objection. Members then reviewed the draft recommendations line by line. They agreed to revise language to add “and fund” after “mandate” in the first section, and discussed changing references from “level three and level four” to “level three and higher,” though several members ultimately preferred keeping the focus on school settings and not expanding into medical or correctional settings. They also discussed replacing the word “subjected” with more neutral language such as “experience” or “whose IEP includes seclusion.” Another issue was whether the recommendations should distinguish between students whose IEP already includes seclusion and students who experience seclusion in an emergency but do not have it in their IEP; members suggested splitting that into separate recommendations and possibly adding a new item for the latter situation. A final discussion focused on whether the working group should recommend a mandated alternative-to-seclusion program and whether such a mandate should be tied to funding. School district representatives said many districts already use programs such as CPI, but others, especially outstate districts, charter schools, hospitals, and residential settings, may face significant costs if required to adopt new programs like Ukeru. Members generally agreed that if the legislature is asked to require implementation of new alternatives, funding should accompany the mandate. The chair also noted that existing law already requires an IEP team meeting after restrictive procedures are used twice in 30 days, and encouraged members to compare that with the 007-7 language before finalizing recommendations.

Transcript Highlights:

• All the exams are done in English, as they are all official languages of each of those countries.
• I believe from HSDA he did say English is the language, right? I forget exactly how you said it.
• I apologize, but English is the primary language.
• language learners.
• <01:25:56.760> can<01:25:56.920> keep English language it's okay you can keep English

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• not by removing our youngest learners not by removing our youngest learners from<00:12:07.400>
• encourage you to include that language encourage you to include that language in<00:12:56.760>
• Thank you, Superintendent language.
• I know Representative Rey language.
• But as of 2024 English and math.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• education system, one of the most comprehensive and responsive systems in the nation, equipping learners
• And that includes rgd preparation, English language instruction, foundational literacy.
• That enrollment increased from 150,109 learners in 23. 24 to just over 151,359 students in. 24. 25, these
• investment in those rapid job aligned programs and that investment is paying off supporting more learners
• The pipeline fund shorter prepping institutions, programs, employers and learners through incentives

Transcript Highlights:

• It's an emerging strategy to support California's workforce and worker learners.
• CTE pathways reduce time to completion, lower student costs, learners.
• It's an emerging strategy to support California's workforce and worker learners.
• But there's certain components like transfer, college-level English and math.
• And they would get all excited and upset about street language.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• The English language arts were developed two, three years ago, and the literacy levers and then math
• The English language arts were developed two, three years ago, and the literacy levers and then math
• >> We do have a plan now for English >> We do have a plan now for English language<01
• The English language<01:54:56.640> arts<01:54:57.000> were<01:54:57.120> developed
• Constant learners. Constant learners.

Bills: HB1890, HB1888, HB1676

Keywords: teacher pay, teacher salaries, salary step increase, annual increment, longevity step, public school teachers, public charter school teachers, collective bargaining, Hawaii Department of Education, teacher retention, teacher recruitment, cost of living, educator compensation, public employee bargaining, appropriation, salary schedule, school staffing, teacher shortage, HB1888, Hawaii

Summary: The committees heard three measures, beginning with HB 1890 HD3, which would provide automatic step increases and a COVID-era retention bonus for teachers. Supporters included HSTA, the Democratic Party’s Education Caucus, and a student who said higher pay and predictable salary growth would help retain teachers in Hawaii. The Department of Education supported the intent but asked that the bill be expanded to cover all department employees. The Attorney General’s office said the draft needed clarification to avoid conflict with Chapter 89 and to make clear any funding was subject to legislative appropriation. The Office of the Public Defender and B&F testified in opposition, and committee members questioned whether the step increases were already in the current contract and whether the bill was needed. HSTA said the current contract includes automatic step increases subject to funding, but argued the bill was still needed because funding is not guaranteed and the measure would codify the policy. HSTA also said the COVID bonus would apply only to active teachers who worked during the pandemic and estimated the total cost at roughly $150 million to $200 million over four years. No vote was taken in the portion provided. The committee then took up HB 1888 HD3, which would require DOE and charter schools to report harassment incidents and strengthen penalties for harassment of educational workers from a petty misdemeanor to a misdemeanor. DOE supported the bill and suggested narrowing language about assisting workers with temporary restraining orders, saying that function would be better handled through the Attorney General’s pilot program. The Office of the Public Defender opposed the bill, arguing the harassment language was overly broad, vague, and potentially unconstitutional, and that existing assault and terroristic threatening statutes already protect educational workers. HSTA, the State Commission on the Status of Women, and several individual testifiers supported the measure, describing increased intimidation and harassment of teachers and other school staff, especially since COVID. The Special Education Advisory Council opposed the bill’s language on “disrupting and interfering” with school functions, saying it could chill parents of students with IEPs from advocating for their children. Testimony was split, with the chair noting 20 in support and 16 in opposition in the portion shown. A final witness, Michelle Pestana, testified in opposition based on her family’s experience with special education services, describing alleged seclusion and restraint of her daughter and expressing concern that DOE testimony in prior hearings had targeted special education parents. Her remarks were cut off as time expired. The transcript ends before any committee action or vote on HB 1888 was taken.

Transcript Highlights:

• learner students, our veterans, and any number of students.
• The trailer bill language requires more systematically establishing and maintaining a process across
• The language also requires more systematic…” “Military service and working learners.
• The trailer bill language states that the career passport will leverage data from two existing sources
• Credit for prior learning directly supports California's vision to prepare all learners for high-skill

Summary: The Assembly Budget Subcommittee on Education Finance held a hearing focused on California Community College budget proposals. Chair Alvarez opened by emphasizing the system’s role in access, transfer, workforce training, and serving more than 2 million students, while also noting persistent challenges in enrollment, persistence, transfer, and graduation. Public commenters and system representatives broadly supported COLA, enrollment growth funding, deferred maintenance, student support block grants, and additional flexibility for districts facing uncertainty. The first major panel covered the student-centered funding formula, COLA, and enrollment growth. The Department of Finance said the Governor proposes a 2.43% COLA ($230.4 million) and 0.5% enrollment growth funding ($30.4 million). The LAO said the COLA was reasonable and recommended funding at least the proposed growth amount, citing uneven enrollment recovery and regional differences. The Chancellor’s Office supported both proposals and asked for additional changes, including using the greater of current-year or three-year average for apportionments and lifting the 10% local enrollment cap, arguing these would better fund growing districts. Members questioned how the formula works, whether SCFF is improving outcomes, and how much additional funding would be needed under different growth scenarios. The committee then reviewed categorical program COLAs, Rising Scholars, career education proposals, IT proposals, and student housing. The Governor proposed a 2.43% COLA for selected categorical programs ($31.9 million). For Rising Scholars, the Governor proposed $30 million ongoing and removal of the cap on participating colleges; the LAO urged waiting for outcome data before doubling funding, while the Chancellor’s Office said the program is serving more students and supports equity for justice-impacted students. On career education, the Governor proposed $50 million for credit for prior learning and $50 million for a career passport; the LAO supported more reporting on credit for prior learning but recommended rejecting the career passport as too undefined, while the Chancellor’s Office supported both. On technology, the Governor proposed $162.5 million for a common cloud data platform and $168 million for a common ERP system; the LAO said both were premature or lacked sufficient planning and recommended rejection, while the Chancellor’s Office argued they would improve real-time data, security, and systemwide efficiency. The committee also heard an update on student housing: the administration said the 2024 shift to a lease-revenue bond model remains in progress for 13 approved projects, with 11 still active, and members asked about withdrawn projects and possible use of any returned funds. No votes were taken, and several items were held open for further discussion and May Revision updates.

Transcript Highlights:

• I can only imagine how difficult they are if English is not your native language, if you have cultural
• is not your native are if English is not your native language,<01:21:18.760> if<01:21:18.840>
• littlest learners before we proceed. littlest learners before we proceed.
• . learners. learners.
• family engagement with language access. family engagement with language access.

Keywords: 1187, senate, all

Transcript Highlights:

• by Jasmine Tony from Fountain-Fort Carson High School, Fountain, Colorado, guest of Representative English
• English, English, English. Espinoza, Espinoza, Espinoza. Feret, Feret, Feret.
• They are open access institutions welcoming learners of all ages to help them fulfill their dreams for
• are open access institutions are an they are open access institutions welcoming<00:33:00.080> learners
• c> all<00:33:01.039> ages<00:33:01.919> to<00:33:02.240> help welcoming learners

Keywords: 981, all

Summary: The House convened, led the pledge, and completed a roll call showing a quorum with 55 members present and 10 excused. The journal from Tuesday, January 27, 2026, was approved as corrected. The Speaker then moved into announcements and introductions, with several members briefly joking about the sign-up process and fines for failing to sign up in advance. Announcements highlighted a range of visiting groups and upcoming committee meetings. Members recognized the Colorado Council of Authorities/911 communications officials, Rooted Christian Academy sixth graders, physical therapy advocates, CASE Member Day at the Capitol, and community college representatives. Several members also announced committee schedules, including Judiciary hearing sunset bills and House Bill 1058, a DORA sunset hearing, a capital development committee meeting, and a Health and Human Services SMART Act hearing. There were also invitations to a Colorado Mesa University reception and a Treasury open house for unclaimed property. At the end of the session, the Speaker announced appointments to the House ethics committee: Representatives McCormick as chair, Soper as vice chair, Woodrow, Mabrey, and Garcia Sander. The Majority Leader then moved that the House stand in recess until later in the day, and the motion carried.

Transcript Highlights:

• A lot of that gets back to the language and terminology that we are going to be.
• Learner-centered models, work-based learning, CTE program alignment.
• We have to have somebody certified in math, English, etc.
• I'm thinking English language learners, a, a very high.
• So, um, just understanding the number of English language learners, um, really interested to hear your

Transcript Highlights:

• This disadvantages students who are English learners, students with communication challenges, and students
• Communication skills belong primarily in English language arts, not as the gatekeeper of math proficiency
• <00:21:00.240> standards the high quality English standards the high quality English standards
• language arts.
• devices are available to learners. devices are available to learners.

Keywords: 1189, house, all