Transcript Highlights:

• So this is really foundational work for moving arts access forward for our state.
• 00:39:17.040> increase<00:39:17.600> data<00:39:18.080> and<00:39:18.320> access
• <00:39:18.920> to on trying to increase data and access to on trying to increase data and
• access to arts<00:39:19.320> education.
• foundational work for moving arts access foundational work for moving arts access forward<00:39:

Bills: SB3136, SB2521, SB2851, SB3154, SB3262, SB2387, SB3001, SB2818, SB2972, SB2372, SB2108, SB888, SB3320, SB2798, SB2110, SB3007, SB2615, SB2095, SB2101, SB3138, SB2756, SB3229, SB2969, SB3286, SB3238, SB2557, SB3140, SB2014, SB3097, SB3096, SB3069, SB99, SB2930, SB2268, SB2543, SB3022, SB3109, SB3215, SB3152, SB3156, SB3234, SB3053, SB3067, SB2673, SB411, SB2041, SB2919, SB2532, SB2152, SB2721, SB2446, SB2601, SB2239, SB2804, SB3324, SB2802, SB2577, SB2320, SB2706, SB2595, SB2781, SB2961, SB2433, SB2657, SB2340, SB3045, SB3203, SB2861, SB3245, SB2803, SB3204, SB3025, SB2138, SB2645, SB3082, SB2109, SB2261, SB3332, SB2811, SB2567, SB2125, SB2866, SB83, SB874, SB2386, SB3137, SB3132, SB2175, SB2272, SB2271, SB847, SB3302, SB2089, SB2102, SB2050, SB2694, SB2487, SB2061, SB709, SB3083, SB2151, SB2852, SB2471, SB2568, SB2253, SB2697, SB2429, SB2929, SB3032, SB2057, SB148, SB2353, SB2075, SB2907, SB2074, SB3219, SB3218, SB2367, SB3048, SB17, SB3253, SB2376, SB3103, SB2999, SB3255, SB1166, SB3157, SB2698, SB3029, SB2146, SB2470, SB3040, SB3076, SB2575, SB3294, SB2438, SB2530, SB2688

Keywords: lead-free, lead in drinking water, drinking water, water infrastructure, public water system, plumbing, pipe fittings, solder, flux, fixtures, cast iron pipe repair, nonpotable water, Safe Drinking Water Act, Department of Health, water quality, lead exposure, lead contamination, water utilities, backflow preventer, fire hydrant

Bills: SB3136, SB2521, SB2851, SB3154, SB3262, SB2387, SB3001, SB2818, SB2972, SB2372, SB2108, SB888, SB3320, SB2798, SB2110, SB3007, SB2615, SB2095, SB2101, SB3138, SB2756, SB3229, SB2969, SB3286, SB3238, SB2557, SB3140, SB2014, SB3097, SB3096, SB3069, SB99, SB2930, SB2268, SB2543, SB3022, SB3109, SB3215, SB3152, SB3156, SB3234, SB3053, SB3067, SB2673, SB411, SB2041, SB2919, SB2532, SB2152, SB2721, SB2446, SB2601, SB2239, SB2804, SB3324, SB2802, SB2577, SB2320, SB2706, SB2595, SB2781, SB2961, SB2433, SB2657, SB2340, SB3045, SB3203, SB2861, SB3245, SB2803, SB3204, SB3025, SB2138, SB2645, SB3082, SB2109, SB2261, SB3332, SB2811, SB2567, SB2125, SB2866, SB83, SB874, SB2386, SB3137, SB3132, SB2175, SB2272, SB2271, SB847, SB3302, SB2089, SB2102, SB2050, SB2694, SB2487, SB2061, SB709, SB3083, SB2151, SB2852, SB2471, SB2568, SB2253, SB2697, SB2429, SB2929, SB3032, SB2057, SB148, SB2353, SB2075, SB2907, SB2074, SB3219, SB3218, SB2367, SB3048, SB17, SB3253, SB2376, SB3103, SB2999, SB3255, SB1166, SB3157, SB2698, SB3029, SB2146, SB2470, SB3040, SB3076, SB2575, SB3294, SB2438, SB2530, SB2688

Keywords: lead-free, lead in drinking water, drinking water, water infrastructure, public water system, plumbing, pipe fittings, solder, flux, fixtures, cast iron pipe repair, nonpotable water, Safe Drinking Water Act, Department of Health, water quality, lead exposure, lead contamination, water utilities, backflow preventer, fire hydrant

Transcript Highlights:

• Faith is often not able to access her school, access after-school activities, and be 15 as she is today
• , to think about access.
• I have seen a real community interest in learning CPR and making training more accessible, but the reality
• I've seen a real community interest in learning CPR and making training more accessible, but the reality
• And access is just the first step.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• And about... ...access to reliable food.
• And obviously, of course, it's the learn-to-learn, but it also carries significantly more barriers to
• Whether that be a housing support service, or GED, getting access to food pantries and the like, access
• Equity, access, and opportunities.
• We talked about access.

Summary: The work session focused first on Washington’s apprenticeship system, especially building trades programs and support services. Labor and Industries staff explained how registered apprenticeship works in the state, including the role of the Washington State Apprenticeship and Training Council, the requirements for paid on-the-job training and classroom instruction, and the difference between apprenticeship and pre-apprenticeship. Panelists emphasized that apprenticeship is tied to actual jobs and training agents, and that many waitlists reflect a shortage of job openings and employer participation rather than a lack of interest. They also discussed youth apprenticeship, the growth of apprenticeship and pre-apprenticeship programs, and the use of Career Bridge and L&I’s database to help people find programs. Representatives asked whether the state should expand apprenticeship programs and how people can find openings. Speakers said more programs alone would not solve the backlog without more employers signing on as training agents and more apprenticeship utilization on projects. The panel also highlighted the Constructed Career Initiative, a grant-funded navigation and support program that helps people enter and stay in building trades apprenticeships through outreach, case management, and wraparound aid such as transportation, tools, and work clothes. A related nonprofit, Build Up, described similar support services, including prison-based boot and PPE programs and assistance for reentry participants. The panel said these services are especially important because apprentices often face unstable income, housing, food, and transportation barriers. The panel also discussed House Bill 2084 and the new Construction Training Pathway Oversight Committee, which is examining construction training in correctional facilities and how to create clearer pathways from prison-based training to apprenticeship, college, or work. Speakers said the committee is still in its early stages and will report to the legislature. The session ended with committee members thanking the panel and noting the importance of support services and referral networks for apprentices. The meeting then resumed at Renton Technical College, where college leaders and faculty discussed serving non-traditional students. The college reported strong enrollment growth, a median student age of 30, a diverse student body, and high job placement rates, while also noting significant budget cuts and program reductions from the prior year. Health care and early childhood education programs were highlighted, including efforts to expand access through hybrid scheduling, evening and Saturday classes, Spanish-language offerings, and in-person wraparound support for admissions, financial aid, and registration. Faculty said these changes were driven by student data and were aimed at helping working parents, English learners, and other non-traditional students complete credentials and enter family-wage careers.

Transcript Highlights:

• Access the professional learning tools and resources.
• We learn better when we can connect to the material that we're learning.
• Through the process of community schools, they learn how to have access to the district, school board
• , how they're doing learning it, and how they're showing their learning.
• It is that they're learning, how they're doing learning it, and how they're showing their learning.

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• in Minnesota has access to education. in Minnesota has access to education.
• And while I value virtual learning, our families have chosen virtual learning out of pure safety.
• We have shifted over 200 students into virtual learning and helped families access food resources and
• offs, and plans for virtual learning. offs, and plans for virtual learning.
• learning environments? learning environments?

Keywords: 919, house, all

Summary: House File 3435 was moved before the committee and, after an author’s DE1 amendment was offered and adopted, the bill was sent to the general register. The bill, as described by Co-Chair Jordan, would limit immigration enforcement on school grounds unless agents present a judicial warrant, identification, and notify school leadership; supporters said it is intended to create clear separation between ICE/DHS activity and schools while preserving local law enforcement responses to other emergencies. Testimony was overwhelmingly in support of the bill. School leaders, teachers, union representatives, and Education Minnesota’s general counsel argued that immigration enforcement near schools has caused fear, absenteeism, disrupted operations, and serious mental health harms for students and staff. Several witnesses described students carrying passports or birth certificates, families keeping children home, and schools shifting large numbers of students to virtual learning. Speakers from districts in the Twin Cities and greater Minnesota said the presence of ICE or federal agents near schools and bus stops has undermined attendance, trust, and the ability to teach and learn. Witnesses also emphasized that the bill would provide needed clarity for educators and administrators about how to respond if federal agents come to school property. Some speakers framed the issue as protecting all children and families, including immigrant and refugee communities, and said schools should remain safe, stable places focused on education rather than immigration enforcement. No opposition testimony or committee vote beyond adoption of the DE1 amendment and the motion to place the bill on the general register was shown in the transcript.

Transcript Highlights:

• to the digital tools they need to learn and succeed.
• to the digital tools they need to learn and succeed.
• to the digital tools they need to learn and succeed.
• We look forward connected and learning.
• price structure if we do not have access price structure if we do not have access to<00:17:56.960

Keywords: Meeting Start 00:00:00 Zayo Group 00:00:50 Committee Report to LRC 00:18:12, 958, all

Summary: The committee heard testimony from Michael McCurley, president of Zo Education and a senior vice president with Zo Group, about the company’s role in providing broadband and managed network services to Kentucky schools. He said Zo Education serves all Kentucky K-12 public school districts in partnership with the Kentucky Department of Education, offering more bandwidth at lower cost than the prior provider and also providing cybersecurity and network protection. He emphasized that reliable connectivity is essential for instruction, testing, remote coursework, and school administration. McCurley also addressed the ongoing contract dispute involving the Kentucky Communications Network Authority and Open Fiber Silicom, saying Zo Education is not a party to the litigation but is concerned about possible disruption to schools and students. In response to committee questions, he said the company incurred unexpected costs when it had to reroute connections and build alternate network paths, including one school move that cost more than $50,000 to serve a site generating under $2,000 per month. He said outages and incidents are more frequent when Kentucky Wired access is unavailable, and that Zo could not have bid at its current price without access to Kentucky Wired. Committee members discussed the broader implications of the dispute and the state’s broadband structure. Senator Williams said the committee’s priority is avoiding disruption to students and noted concerns about infrastructure purchases and upgrades tied to the network, saying he had not seen clear contractual support for some of the expenditures. He also referenced a future audit and said the committee should preserve options and taxpayer funds. The committee then reviewed its report to LRC, including changes related to infrastructure purchases and water asset management technology, and agreed to submit the report without a committee vote. The chair announced the next meeting would be in January, with no December meeting scheduled, and the committee adjourned.

Transcript Highlights:

• Providing personal learning environments increases student engagement in learning.
• By defining hours of learning.
• Um, and there's so many places that kids learn or young people learn.
• Um, and there's so many places that kids learn or young people learn.
• Um, and there's so many places that kids learn or young people learn.

Keywords: 1187, senate, all

Transcript Highlights:

• All students who are enrolled in a full-time distance learning program will still have access to full-time
• distance learning in their school districts... ...will still have access to full-time distance learning
• distance learning program.'
• Access to distance learning programs for students in rural and underserved areas.
• Were learning online.

Bills: HB2, SB204, SB241, HB34

Keywords: general appropriation, budget, Medicaid, education funding, public safety, higher education, research funding, federal funding, New Mexico, appropriation, University of New Mexico, New Mexico State University, New Mexico Institute of Mining and Technology, child care, child care assistance, child care subsidy, early childhood education, early childhood care, daycare, preschool

Transcript Highlights:

• or work-based learning opportunities they'll be given access to.
• School tech often disrupts time on learning, privacy, health, and allows illegal site access, addiction
• Virtual schools can use correspondence learning too, and they're required to have access to real teachers
• Do we still value learning for the sake of learning, of growth? Thank you.
• Do we still value learning for the sake of learning, of growth?

Keywords: 995, all

Summary: The committee opened a public hearing on 41 bills related to school climate and safety, with chairs Jason Lewis and Ken Gordon outlining procedures and noting more than 125 witnesses. The first major topic was the “Study Act” on cell phones in schools and related social media restrictions (House 666/Senate 335). Secretary of Education Pat Tutwiler and Attorney General Andrea Campbell testified in strong support, arguing that bell-to-bell phone-free policies would improve student focus, reduce anxiety and distraction, and support mental health. Several legislators also supported the approach, though Representative Jeff Turco and Senator John Keenan emphasized narrower bills focused only on school-day phone restrictions rather than broader social media regulation. Senator John Velis likewise backed a comprehensive school-hours restriction, citing student distraction and mental health concerns. Representative Tarsky described successful implementation of a Yondr pouch system in a school where he served as principal, saying it improved engagement and reduced bullying and discipline issues. The committee then heard testimony on a bill to prohibit Native American mascots in public schools (Senate 312/House 575). Senator Joe Comerford, Brittany Wally, and Rhonda Anderson all urged passage, saying Native mascots are dehumanizing, harmful to Native youth, and inconsistent with civil rights and educational values. They described support from tribal nations and noted that many Massachusetts schools have already changed mascots, but some still resist. The hearing also included testimony on school start times (House 647/Senate 360), where middle school students Caroline Duffy and Emery Jarvis described exhaustion and survey data showing widespread sleep deprivation. Former educator Telia Jacobs, former principal Rep. Tarsky, and others argued that later start times would improve health, learning, and student well-being, while acknowledging transportation and scheduling challenges. Zoriana Petrosian, who helped write one of the bills as a student, said the state already has enough research to act now. Additional bills drew testimony on related school issues. Dr. Raul Fernandez supported a bill promoting racially integrated schools (Senate 324), citing a recent advisory council report showing large disparities in segregated schools and urging DESE to develop a statewide integration strategy. On safe firearm storage education (House 548/Senate 397), multiple witnesses from Grassroots for Gun Violence Prevention and school communities supported annual school-based education about secure storage, saying it would help prevent child access to unsecured firearms and build on local resolutions already adopted in some districts. The committee also heard testimony on bills to expand career and academic plans (House 533/Senate 438), with speakers saying more structured planning would help students make informed college and career choices. Later, testimony on child sexual abuse prevention and survivor support bills described the prevalence of abuse, the need for training in schools and youth-serving organizations, and the importance of extending compensation and prevention measures. Throughout the hearing, chairs repeatedly closed bills with no witnesses and moved the agenda forward, but no votes were taken in the portion of the transcript provided.

Transcript Highlights:

• We've got the CCAP pathway, the college and career access pathway.
• We've got the CCAP pathway, the college and career access pathway.
• when their brain is learning it at the right time for development.
• feedback we've gotten and things we've learned to help improve the program.
• Caitlin Jung, on behalf of the Link Learning Alliance.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• We know that our children cannot learn.
• Imagine students accessing laundry machines at school to wash their clothes while they learn, like they
• But we quickly learned the hard way.
• The second piece is the bill embraces the concept of group learning, project-based learning, which we
• It is, in fact, how they learn.

Keywords: 995, all

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

Transcript Highlights:

• But they're not all easily accessible.
• Challenges and lessons learned. Challenges and lessons learned.
• I've been a part of those communities of practice and I've just learned so much from my colleagues learning
• I've been a part of those communities of practice and I've just learned so much from my colleagues learning
• I've been a part of those communities of practice and I've just learned so much from my colleagues learning

Keywords: 988, house, all

Summary: The hearing focused on youth mental health and treatment access, with the chair framing the issue around California’s Children and Youth Behavioral Health Initiative (CYBHI), school-based supports, and the need to coordinate education, health, and community systems. The first panel featured PPIC researcher Shalini Mostala, who said teen mental health remains a serious concern but recent California Healthy Kids Survey data show improvement in chronic sadness and suicidal thoughts since the pandemic peak. Youth advocate Ella Cruz described her own struggles, emphasized stigma reduction, peer support, and the importance of youth voices in shaping policy and outreach. Members asked about phone use, cultural stigma, and how to encourage young people to seek help and connect with trusted adults and peers. The second panel, led by CYBHI director Dr. Sohill Sood and DHCS Deputy Director Autumn Boylan, provided implementation updates. Dr. Sood said recent data show more students receiving counseling, lower stigma, and a drop in reported suicidal ideation, while also highlighting growth in certified wellness coaches and the CYBHI fee schedule. He said the program has generated more than 230,000 claims and over $11 million in new revenue for participating entities, though implementation is still early and technical assistance remains important. Fresno County’s Trina Frazier described a multi-tiered system of care with wellness centers, mobile therapy units, and strong outcomes in attendance, suspensions, and academic performance, while Rachel Kroberniski of the James Morehouse Project described a long-running school wellness center and a peer-to-peer model that helps students feel connected and supported. Members pressed witnesses on rural staffing, billing coordination, higher education participation, and how to sustain services after one-time grants expire. In the final panel, WestEd’s Lisa Eisenberg discussed what makes the fee schedule work best, saying schools are most successful when they build on existing staff, relationships with health plans, and data-sharing agreements rather than creating entirely new systems. Across the hearing, witnesses and members repeatedly returned to themes of flexibility, sustainability, youth-led and peer-based supports, and the need to reduce stigma while improving coordination across schools, counties, providers, and colleges. No formal votes or legislative actions were taken during the hearing.

Transcript Highlights:

• Which offer great, uh, students greater access to apprenticeships and work-based learning while still
• This bill is not about replacing in-person learning.
• learning through virtual education. 2196 embraces innovative learning models that respond to student
• Um, we ensure that children have access to high quality early learning, and we are here in favor.
• , high-quality early learning.

Bills: HB117

Keywords: county regulation, impervious cover, land use, unincorporated areas, environmental management

Transcript Highlights:

• This includes a language learning disability program and an intensive learning needs program.
• With fewer teachers, less learning will happen.
• Some have learning disabilities.
• What happens through my courses that I teach is that students learn the math, and they learn that they
• Billy was able to learn how to read and write.

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• Learning to read and reading to learn. And they support this work in several ways.
• , remote learning.
• learning.
• <00:51:16.800> them to access them or you can access them to access them or you can access
• The Germans used to call, or still do, learn, fry, bite. Freedom to learn. Freedom to learn.

Keywords: 1187, senate, all

Transcript Highlights:

• Students gain access to research opportunities, esteemed faculty, and hands-on learning experiences that
• Crookston is a leader in online and hybrid learning options, making education more accessible for working
• Students gain access to research opportunities, esteemed faculty, and hands-on learning experiences that
• Students gain access to research opportunities, esteemed faculty, and hands-on learning experiences that
• Students gain access to research opportunities, esteemed faculty, and hands-on learning experiences that

Keywords: 1187, senate, all

Transcript Highlights:

• This bill creates space for that learning.
• Right now, though, access is uneven.
• A big part of the access problem is teacher capacity.
• Foundational computer science is far more than just learning to code.
• The arts are essential to student learning and well-being.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• Is there a place where people can go to learn that this opportunity is available?
• We need to make it easier to access online and in all languages.
• . to keep these kids in school where they're safe, supported, and learning.
• You might be surprised to learn that this little girl learned to love school and to excel academically
• to read to reading to learn.

Keywords: 995, all

Summary: The Joint Committee on Education held its sixth public hearing and took testimony on a large slate of bills, with the chair moving H. 542/S. 341 on family, friend, and neighbor (FFN) child care to the top of the agenda so young constituents would not have to wait. Witnesses from labor, community organizations, and FFN providers strongly supported the bill, saying FFN care fills critical gaps for families working nonstandard hours, especially in low-income, immigrant, and BIPOC communities. Testimony emphasized that FFN providers are currently underpaid, often receive only about $24 per child per day, and should be guaranteed at least the state minimum wage. Witnesses also backed changes to the voucher system to allow families to combine formal and FFN care more flexibly, and they supported creating an FFN advisory council. Committee members asked about the difference between FFN and center-based care, registration requirements, fingerprinting/background checks, EEC’s ongoing study group, and the fiscal impact; witnesses said the current annual cost is about $1.8 million and could rise to about $6 million if all current FFN providers were paid minimum wage, still under 1% of the EEC budget. The committee then closed testimony on that bill. The committee next heard testimony on several preschool and universal pre-K bills, including H. 707 on public preschool facilities, H. 687/S. 339 on universal pre-K and mixed delivery, and related bills such as H. 606, H. 523, H. 618, H. 522, H. 510, and H. 615, many of which were later closed without additional witnesses. A Lowell school official testified that space and facilities funding are major barriers to expanding preschool and that the city has hundreds of children on voucher waitlists. Other witnesses and organizations, including the Early Care and Education Consortium and AFT Massachusetts, supported mixed-delivery universal pre-K and warned that public-school expansion should not undermine community-based providers, whose preschool tuition helps subsidize infant and toddler care. Several witnesses also urged stronger standards for preschool teachers, better staffing ratios, and more integrated special education and support services. The committee accepted written testimony on some bills and closed testimony on the others when no one else came forward. A major portion of the hearing focused on H. 541/S. 373, which would ban school exclusion in pre-K through third grade. Advocates from Massachusetts Advocates for Children, Mass Appleseed, Citizens for Juvenile Justice, AFT Massachusetts, and the Mental Health Legal Advisors Committee argued that suspensions and expulsions at young ages harm learning, worsen inequities, and contribute to the school-to-prison pipeline. They cited data showing disproportionate impacts on Black and Latinx students, students with disabilities, and low-income children, and described personal stories of children whose behavior improved when schools kept them in class and addressed underlying needs. Committee members asked for updated data on the number of students and districts affected, and witnesses said they would provide more detailed written information. After testimony on this and a few other bills, including S. 372, S. 357, and H. 275/S. 133, the committee closed testimony and adjourned.

Transcript Highlights:

• The parents took on more active roles in learning and the learning partner. platforms.
• The parents took on more active roles in learning and the learning partners.
• Social and emotional learning, as well as academic learning, were severely diminished.
• Or social and emotional learning, as well as academic learning, we're severely pandemic or social and
• emotional learning as well as academic learning were severely diminished.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.