Transcript Highlights:

• You know, the learning curve is straight up. So, Mr.
• We learn about their kids and their babies.
• I've learned a lot. There's a lot of good information. But I'm looking at page 11, Mr.
• We learn about their kids and their babies.
• I've learned that I've learned a lot. There's a lot of good information.

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• career-relevant experiential learning opportunities. ...have committed to expanding service learning
• learning experiences.
• CSU and UC already have very robust service learning programs.
• UC already has very robust service learning programs.
• Thank you for your leadership and efforts on service learning.

Summary: The Assembly Higher Education Committee heard a series of bills focused on expanding access to higher education, addressing workforce shortages, student housing, and labor standards on campus projects. AB 662 would create a South County Higher Education Task Force to explore a mixed-use, intersegmental institution in Chula Vista; supporters said South San Diego County is a “college desert,” while the bill passed on a due pass as amended motion to Appropriations. AB 885 would establish a College Access for All Fund to help make CSU and UC attendance more affordable; supporters cited student debt and affordability concerns, and it also passed to Appropriations. AB 730 would provide $15 million to help establish a medical school in the Central Valley to address physician shortages, and it advanced on a due pass motion. AB 1400 would let up to 15 community college districts pilot bachelor’s degrees in nursing; supporters argued it would expand affordable BSN access and keep students local, while CSU, UC, and other higher education groups opposed it as unnecessary and inconsistent with the master plan. The bill passed to Appropriations, with members raising questions about clinical placements, faculty shortages, and possible effects on associate-degree programs. The committee also considered AB 1235, which would require CSU design-build projects to use a skilled and trained workforce, aligning CSU with other public higher education construction standards. Supporters said it would improve safety, training, and local job opportunities, and the bill passed to Appropriations. AB 1247 would restrict contracting out of classified school and community college jobs unless workers meet training and qualification standards and would address pension and training concerns; supporters said it would protect students and classified employees, while school and college groups warned it would disrupt services and add unfunded mandates. The bill passed to Appropriations with one no vote. AB 1470, presented on behalf of Assemblymember Haney, would allow a portion of student housing revolving loan funds to be used for affordable student, faculty, and staff housing in downtown and commercial districts; it was discussed as a housing and downtown revitalization measure, but the committee held off on a motion pending more members. ACA 3, also on behalf of Haney, would require UC to offer limited down payment loans to eligible long-term support staff first-time homebuyers; it drew extensive support from UC workers and unions, while UC and business groups opposed it as costly and outside UC’s mission, and the measure was still under discussion at the end of the transcript.

Transcript Highlights:

• Early Learning Early Learning Workforce<00:21:22.559> families<00:21:23.000> have<
• Center I think equality uh Learning Center I think equality Learning<00:44:31.800> Center<00:
• <00:46:35.480> Center<00:46:35.839> not quality Learning Center not quality Learning
• We would love to have your recommendations on—I should probably learn how to flip a switch.
• We would love to have your recommendations on—I should probably learn how to flip a switch.

Keywords: 1183, house

Transcript Highlights:

• Uh and and I put that in after learning Uh and and I put that in after learning about<00:21:06.360
• And I learned uh hospital employees.
• there to learn. They're behaving. there to learn. They're behaving.
• ,<00:34:16.080> who<00:34:16.520> who learn, who who learn, who who matter,<00:34:18.080
• readiness indicators and early learning readiness indicators and early learning outcomes,<01:30:

Keywords: 958, all

Transcript Highlights:

• These guys need to learn.
• One of the first things they learned was the Ten Commandments, and they learned it in five different
• opportunity to learn that different language by learning the Ten Commandments.
• I'm here to learn and teach others.
• Our schools should be a place of learning true information and learning facts and science.

Summary: The House convened, established a quorum, heard an invocation and pledges, and approved several routine motions, including excuses for absent members, permission for committees to meet while the House was in session, and postponements of some bills. The chamber also received a Senate message listing measures passed by the Senate and adopted a memorial resolution honoring the 21 victims of the Robb Elementary School shooting in Uvalde, with remarks entered into the House Journal after a moment of silence. The House then took up a long third-reading calendar and passed a series of Senate bills on topics including criminal justice and corrections sunset provisions (SB 2405, 2406, 2407), election equipment testing (SB 2166), electric grid reliability and attack-preparedness exercises (SB 2148), firefighter collective bargaining (SB 777), DFPS and foster care procedures (SB 1141 and SB 1398), Medicare durable medical equipment billing (SB 1330), property tax administration (SB 1453), probate cleanup and record transfers (SB 1448 and SB 1839), mental health filing procedures (SB 53), school residency for children in safety placements (SB 226), diabetes-related amputation study (SB 1677), rapid DNA analysis (SB 1723), utility rate transparency and capacity cost recovery (SB 1664 and SB 1856), community supervision eligibility (SB 552 postponed), and other measures. Several bills passed with broad support, while others drew notable opposition and narrower margins, including SB 777, SB 2137, SB 2111, SB 1677, SB 1936, SB 1453, and SB 38. Two bills drew especially extensive debate. SB 2148, dealing with electricity supply chain reliability and tabletop exercises for critical facilities, was discussed as a grid-security measure aimed at coordinating utilities, law enforcement, ERCOT, and the PUC in the event of physical attacks; it passed unanimously. SB 1936, changing how LSD is measured for criminal prosecution from dosage-based to weight-based calculations, prompted extended discussion about lab consistency, carrier mediums, and fairness in charging, with supporters saying it would help crime labs and law enforcement and opponents warning it could distort penalties depending on the medium used; it passed 108-26. The House also passed SB 36, creating a Homeland Security Division within DPS, after questions about overlap with TDEM and the cost of adding personnel. Late in the day, the House debated SB 38 on eviction procedures, with supporters saying it targeted squatters and streamlined removal of unauthorized occupants, and opponents arguing it would make evictions too easy and worsen homelessness; it passed 85-44. The chamber also began debate on SB 37, a major higher-education governance bill that would expand governing-board oversight of curriculum, hiring, and faculty senates; members raised concerns about academic freedom, faculty governance, and the impact on humanities programs, and debate was still underway at the end of the transcript.

Transcript Highlights:

• I've learned a lot that I think has a lot of value that I bring to this.
• I've learned a lot that I think has a lot of value that I bring to this.
• <01:10:12.320> in opportunity to take what I've learned in opportunity to take what I've learned
• <01:13:34.679> Foundation um Minnesota Early Learning Foundation um Minnesota Early Learning
• lesson that I've really learned lesson that I've really learned throughout<01:15:41.920> my

Keywords: 1187, senate, all

Summary: The forum focused on the University of Minnesota system’s future, with candidates largely agreeing that the five campuses should remain distinct while working more closely together. Speakers emphasized the land-grant mission, the importance of serving Greater Minnesota, and the need for each campus to have a clear value proposition tied to local communities. Several suggested stronger cross-campus partnerships, more use of technology, and more seamless student pathways between campuses, while also noting enrollment declines and the need to preserve campus identities. A second major topic was public trust in higher education and the perceived value of a college degree. Candidates pointed to rising tuition, student debt, and concerns about post-graduation job prospects as key challenges. Proposed responses included better storytelling about university outcomes, stronger partnerships with schools, legislators, and communities, more targeted fundraising and commercialization of research, and clearer evidence of return on investment for students and families. The discussion then turned to athletics, where most candidates described sports as the university’s “front door” but said academics must remain the priority. They raised NIL, revenue sharing, and the need to keep athletics funding separate from core university funding, while also recognizing athletics’ role in campus culture and student recruitment. In later questions, candidates discussed why they sought regent service and how to support diversity, equity, and inclusion, with responses stressing access, belonging, open debate, and meeting students where they are. No formal votes or actions were taken in the transcript.

Transcript Highlights:

• not so much writing and just learning not so much writing and just learning like<00:03:27.280>
• Um, not they'll learn Shakespeare.
• of lost learning per year. of lost learning per year.
• <01:47:12.719> and protected time for learning and protected time for learning and in-person
• <01:59:09.679> environments protect student learning environments protect student learning

Keywords: 1187, senate, all

Transcript Highlights:

• My name is Aaron Mayo and I'm an advocate with the National Center for Learning Disabilities.
• My name is Aaron Mayo and I'm an advocate with the National Center for Learning Disabilities.
• Jacqueline Rodriguez, and I am the CEO of the National Center for Learning Disabilities.
• Jacqueline Rodriguez, and I am the CEO of the National Center for Learning Disabilities.
• Disabilities, including learning disabilities, as you heard from Erin previously, are lifelong.

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its fourth public hearing, opening with remarks about the importance of protecting and expanding access to higher education amid federal disinvestment. The chairs also announced future informational hearings on the impact of federal cuts and on ASAP models. The hearing then focused on several bills, beginning with S. 951/H. 1462, An Act to Support College Students in Recovery, which would require recovery-focused housing on public campuses and expand naloxone access and overdose training. Senator Rausch, medical professionals, students, and advocates testified in support, emphasizing the prevalence of overdose risk among college students, the value of recovery housing, and the need for campus naloxone; committee members asked about implementation details and the existing state pilot program. Deb Schmill and Rep. Tarski gave especially personal testimony in favor of the bill, and the committee discussed broadening the naloxone language to opioid reversal agents. The committee also heard testimony on H. 1461, which would expand MassReconnect scholarships to practical nursing students at vocational and technical schools to help address the long-term care workforce shortage. Rep. Stanley argued that vocational schools graduate more practical nursing students than community colleges and serve many low-income students in areas without nearby community college programs. The committee then took up H. 1433, which would require public higher education institutions to accept IEPs and 504 plans as sufficient documentation for disability accommodations. Advocates from the National Center for Learning Disabilities described the high cost and burden of repeat testing, the lifelong nature of disabilities, and the need for more uniform access across campuses; committee members raised questions about documentation freshness, campus autonomy, and how to preserve the integrity of accommodations. Later, the committee heard S. 919/H. 1454 on modernizing the Community College Endowment Match Program so community colleges could receive state matching funds for current-use donations as well as endowments and capital gifts. Community college foundation leaders said the change would help fund immediate student needs such as food pantries, child care, emergency aid, and equipment. The hearing then moved to faculty-related bills: S. 933 on UMass faculty rights and tenure transparency, S. 930/H. 3948 on contingent faculty rights and career advancement, and S. 940/H. 1429 on an Adjunct Bill of Rights. Testimony from faculty and union representatives focused on low pay, lack of benefits, job insecurity, and the need for clearer pathways to full-time positions and fairer treatment for adjuncts who teach large shares of courses. No votes were taken during the hearing; the committee primarily received testimony and asked clarifying questions.

Transcript Highlights:

• with the governor's office, hopefully participating with a National Governors Association group to learn
• And that, of course, directly feeds into things like credit for prior learning as a part of that, as
• As we say, faculty and staff working conditions are student learning conditions.
• Was there anything presented that surprised you or that you learned today from the presentations?
• I think at Evergreen, we have a pretty robust community-based learning center that also has a director

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:

• might have for us and be able to talk and answer any questions, because I think that's where we've learned
• And then third, we're really big on experiential learning, and this is what Elise is so great at and
• What do you want to learn how to do?
• I think we still have some learning and networking and kind of development of ideas to get to a point
• It's always a pleasure learning more and more about the gamut.

Keywords: 995, all

Summary: The meeting began with a presentation from Run the Gamut, a new two-year transition program for young adults with autism ages 18 to 24. Staff described the program’s focus on person-centered planning, independent living skills, social connection, and experiential learning, including a teaching kitchen, laundry room, community-based instruction, and job shadowing. They said the program is intended to complement existing Massachusetts services and partnerships rather than duplicate them, and that it is inspired by the founders’ experience helping their daughter transition to adulthood and employment. Committee members asked about employment outcomes, employer readiness, funding, eligibility, and whether students with intellectual disabilities could participate. Run the Gamut said the program is currently private-pay tuition-based, but a grant is covering tuition for the first cohort while they explore additional funding sources, including possible school-district or insurance pathways. They said students with intellectual disabilities would not be automatically excluded if they meet admissions criteria. Staff also emphasized building employer relationships in advance, using job shadowing and industry partnerships to improve hiring practices and create real opportunities for students. They noted partnerships with programs such as PYD, JBS, Aspire, and Boston University, and said the program is opening soon with about eight students enrolled and an open house planned for September 18. After the presentation, the committee shifted to planning its proposed workshop for the Massachusetts APSE conference, “Employment Matters,” themed “Partners in Progress.” Members discussed submitting the application by the August 31 deadline, selecting a second presenter, and shaping interactive questions for attendees using a live polling tool. Suggested audience questions focused on the benefits of hiring people with disabilities and the barriers or challenges employers and employment advocates face, with an emphasis on connecting responses back to commission resources and partnerships. The committee also approved the minutes from the prior meeting unanimously and ended with a discussion of future fiscal year goals, including interest in a possible veterans-and-disability-focused event or resource effort.

Transcript Highlights:

• I'd be really happy to learn more about it.
• And I see something in the chat that they're launching a community of learning.
• That would be wonderful because those of us who They're launching a community of learning.
• Help me, help me learn and figure it out.
• Second is that we are launching a community of learning for payers from now until July.

Keywords: 995, all

Summary: The commission met to reopen its work for the year, with roll call and attendance confirmations followed by remarks from the co-chairs and members. Senator Liz Miranda stepped down as co-chair, citing multiple responsibilities and personal losses, and Senator Adam Gomez was welcomed as the new Senate co-chair. Gomez said he would listen and learn from commissioners and advocates, and both outgoing and incoming leaders emphasized continuing the commission’s work on maternal health, postpartum depression, and equity. Members discussed several current policy and implementation issues. The Department of Public Health reported a new regulation to implement the 2024 midwifery access law, including temporary licenses for licensed certified professional midwives. Commissioners also raised concerns about birthing hospital and inpatient obstetric unit closures, OB-GYN workforce shortages, reimbursement changes, and the need to expand midwifery, doula, and birth center capacity. Other topics included substance use and perinatal mental health supports, the limited $220,000 appropriation for community-based perinatal mental health organizations, and the need for stronger funding in the budget to implement the maternal health law. The commission also focused on future priorities and information sharing. Members suggested more presentations from clinicians, regulators, infant and early childhood mental health experts, and PSI of Massachusetts; greater attention to parent-child relational health and postpartum screening in pediatric settings; and possible commission action such as a letter to the governor on workforce and access issues. The group agreed that there was not enough time to plan a May event and instead would use the commission to publicize related events, including Black Maternal Health Week activities. Commissioners voted to create a biweekly digest for sharing updates, with urgent items to be sent by email, and then adjourned the meeting.

Transcript Highlights:

• I think it is very important for all of us to learn about our history.
• For all of us to learn about our history.
• And I think learning about the struggles of my people, even though it meant learning that my country
• But we can learn. And I thank you. And I thank you.
• Things, but we can learn. And I thank you.

Summary: The Senate Education Committee K-16 resumed public testimony on Senate Bill 735, a Holocaust education bill. Alice Min spoke in support, saying learning about difficult parts of history is important for understanding American history and the experiences of minority communities. Sheila Hemphill also supported the bill but urged broader language to include multiple genocides and more instructional material. After a brief exchange, public testimony on SB 735 closed and the bill was left pending. The committee then heard Senate Bill 800, which would strengthen higher-education orientation materials on sexual harassment, sexual assault, dating violence, and stalking policies, and Senate Bill 2310, which would require public institutions to post clearer online degree and transfer requirements. Both bills were explained by their authors, committee substitutes were adopted, no public testimony was offered, and each bill was left pending. Senate Bill 2055, a cleanup bill for the Texas Leadership Scholars Program, was also heard and left pending after no testimony. A major portion of the meeting focused on Senate Bill 1069, which would require investigations and mandatory termination for faculty found to have discriminated against students based on religion, with a department placed under conservatorship after a termination. The author said the bill was meant to address religious discrimination and protect students; several witnesses, including Muslim and Jewish law students and other advocates, argued it was too vague, lacked a definition of religious discrimination, threatened academic freedom, and could chill speech. The bill was left pending after testimony. The committee also heard Senate Bill 2972, which would set new limits on expressive activity on public university campuses, including restrictions on encampments, masks, sound amplification, and protests during finals; opponents said it would restrict free speech and protest rights, while the bill was adopted as a committee substitute and left pending. Senate Bill 2815, allowing students to choose the diploma name after a university merger or renaming, was briefly heard and left pending. Later, the committee took up pending business and voted out several bills. SB 2920, SB 2398, SB 2927, SB 2929, SB 1241, SB 1395, SB 401, SB 1972, and SB 2540 were reported favorably, with some committee substitutes adopted and several placed on the local and uncontested calendar. SB 1241’s substitute would have the Higher Education Coordinating Board study standardized test equivalency scores for admissions. The committee then recessed subject to the call of the chair.

Transcript Highlights:

• Our campuses are learning spaces. Our campuses are learning spaces. Absolutely. Absolutely.
• apprenticeships or workbased learning apprenticeships or workbased learning model.<01:01:43.520>
• So that's summer extended learning.
• So that's summer extended learning.
• Access distance learning.

Keywords: 924, joint, all

Transcript Highlights:

• I'm not a teaching and learning. I'm not the office of teaching and learning.
• officers because they've got to learn officers because they've got to learn all<01:03:53.920>
• Not to dive into this, but this is the eight learning goals, but I really want to point out learning
• to point out learning goal number five. to point out learning goal number five.
• Kids need to learn skills.

Keywords: 958, all

Summary: The task force met with a quorum, approved the minutes from the August 20 meeting, and then heard testimony from Representative Steven Doan on House Bill 439, a school nutrition bill aimed at restricting certain ultra-processed foods in schools. Doan said the bill was inspired by his own health journey and his work in agriculture, and he described the measure as targeting specific chemical additives in foods served during the school day, not concession sales or after-hours activities. He said the bill would phase in later to give schools time to adjust and noted that the list of restricted additives was drawn from efforts in other states and advocacy groups. Members asked about the chemical abstract numbers, fiscal impact, summer meal programs, fundraisers, and whether the bill would affect parent-provided items; Doan said he had not done a fiscal note and explained that the bill was intended to apply only during instructional time on school property. Committee members generally reacted favorably, with some raising practical concerns about cost and implementation. One member asked about high fructose corn syrup, which Doan said was not included because it is too pervasive in the food system. Another member noted that schools already limit some homemade items and asked about the line between school-provided and parent-provided food. Doan also said the list was based in part on Turning Point USA materials and similar laws in other states, and he referenced federal efforts to define ultra-processed foods. The committee then heard from Kentucky Department of Education officials Matt Ross, Lauren Moore, and Katie Embry on school meals and nutrition programs. They outlined Kentucky’s school lunch, breakfast, summer meals, and other USDA child nutrition programs, including participation and reimbursement figures, and explained how community eligibility provision schools, meal patterns, offer-versus-serve, smart snacks, and local wellness policies work. They said USDA and FDA are currently seeking public input on a uniform definition of ultra-processed foods, that there are no current USDA requirements specifically on ultra-processed foods, and that schools already operate under federal and state rules governing competitive foods, including a state time restriction on smart snacks. They also discussed local purchasing, noting its benefits but also the procurement and staffing challenges schools face. No votes or final actions on the bill were taken in the portion provided.

Transcript Highlights:

• Student learning.
• Students cannot learn if they are hungry or unhoused.
• Students cannot learn if they are hungry or unhoused.
• But I also recently learned that our CSU-EU that they have not been engaged or consult. recently learned
• I've certainly learned from all of you.

Summary: The joint Assembly Higher Education and Budget Subcommittee hearing focused on the future of the California State University system, with opening remarks emphasizing CSU’s major role in California’s economy, workforce, and degree production. Chairs and members said the hearing was intended to inform 2026 budget decisions and to examine three main issues: declining enrollment at some campuses, cost controls and possible consolidation, and oversight of recent state investments at campuses such as Humboldt and Sonoma. The meeting was briefly delayed by microphone and sound problems before reconvening. The first panel featured CSU Academic Senate Chair Dr. Elizabeth Boyd and Cal State Student Association Vice President Katie Karam. Boyd urged the Legislature to protect academic freedom, strengthen faculty governance, provide stable ongoing funding, end unfunded mandates, support student food and housing security, fund flexible course schedules, improve transfer systems such as ASSIST, avoid over-centralizing academic programs, protect immigrant students, and expand intersegmental collaboration. Karam said students are feeling the effects of budget shortfalls through fewer course sections, reduced advising and services, longer time to degree, and tuition pressure, and she called for transparency, meaningful student involvement in budget decisions, and sustained state investment rather than cuts that harm the student experience. The second panel covered enrollment management and included CSU Chancellor’s Office and campus administrators from Chico State, Cal State L.A., and San Diego State. Dr. Delcy Perez said CSU Forward and the new systemwide enrollment plan are aimed at expanding access, aligning programs with workforce needs, and increasing resident enrollment; she reported systemwide enrollment gains and strong application numbers, including a direct-admissions pilot that expanded from Riverside to more campuses. Campus representatives described local recruitment and retention strategies, including early outreach to high school students, community college partnerships, guaranteed admission programs, and expanded advising and student support. San Diego State highlighted record enrollment and high demand, while Cal State L.A. described efforts to recover from impaction and rebuild enrollment. Members pressed CSU officials on the accuracy of enrollment data, the gap between funded targets and actual enrollment, and the system’s reallocation formula. CSU staff explained that campuses below target will see a 5% ongoing reallocation beginning in 2026-27, with one-time reserve funding also being directed to campuses that can grow, and that fiscal health reviews have been completed for 21 of 22 campuses. Legislators also asked about turnaround plans required by the budget act; CSU said those plans are being developed and will be shared in the spring after campus consultation. No formal votes were taken.

Transcript Highlights:

• So, I think we have a lot to learn from this particular sister.
• A lot of the lessons she learned that night, we learn almost every day here. the poor, and persuaded
• <00:30:51.600> A<00:30:51.760> lot learn from this particular sister.
• A lot learn from this particular sister.
• the lessons she learned that night, we<00:30:53.520> learn<00:30:53.760> almost<00:30:54.159

Keywords: 981, all

Summary: The House convened, led the pledge, established a quorum, and approved the journal from Thursday, January 22, 2026 as corrected. The meeting then moved into announcements and introductions rather than bill debate. Members welcomed the Rocky Mountain Police and Fire Chaplain and recognized First Responder Chaplaincy Day at the Capitol, with remarks emphasizing support for first responders’ physical, mental, and spiritual well-being. Several members made brief announcements about upcoming or ongoing events, including a Joint Local Government and Housing Smart Committee meeting, the livestock sale at the stock show, and a Marty GR potluck planned for February 17. One member thanked the Transportation, Housing, and Local Government Committee for canceling some presentations to speed up proceedings. The House also heard a short reading from More Than Pett Coats: Remarkable Colorado Women about Sister Blandina Segale, highlighting themes of service, charity, and overcoming prejudice. The session was light and informal, with repeated references to the Broncos and a group photo in team gear. No substantive legislation was considered, and no recorded votes occurred beyond adoption of the corrected journal. The House then recessed until later in the day.

Transcript Highlights:

• <00:43:14.480> environments demolition and learning environments demolition and learning environments
• And lastly, we have the learning environments request.
• demolition and learning environments. demolition and learning environments.
• And lastly, we have the learning And lastly, we have the learning environments<00:48:25.040>
• I learned saying this was a good class.

Keywords: 1187, senate, all

Transcript Highlights:

• Through this initiative, students learn entrepreneurship, sales, leadership, communication, teamwork,
• It was boring our kids, and the key to learning is making reading exciting.
• Students learned how to guess, to memorize, but they didn't learn how to read.
• This evidence-based learning essentially is phonics, enhanced phonics... ...learning.
• We're going to make it equitable for all the kids so they have a chance to learn how to read the way

Keywords: 995, all

Summary: The House opened with the Pledge of Allegiance and welcomed several student and community guests, including ambassadors from Robinson Middle School in Lowell, visitors honoring the Gaudet family and Patricia Rappucci, Scottish visitors celebrating Scotland’s World Cup appearance, Top-Notch Scholars students from Lawrence, and the King Philip Regional High School baseball team after its first state championship. The chamber also adopted several routine resolutions and orders, including extending the reporting deadline for the Health Care Financing Committee and suspending Joint Rule 12 for a condominium-related petition. The House then rejected concurrence with the Senate on the Massachusetts Data Privacy Act and instead voted to appoint a committee of conference. The major policy action was on Senate Bill 3064, the Mass Ready Act, a large climate resilience and environmental bond bill. Members speaking in support emphasized flood protection, clean water, PFAS remediation, municipal vulnerability preparedness, coastal resilience, parks, trails, housing, and agricultural and food-system investments. The bill was described as authorizing roughly $3.8 billion in general obligation bonds, with discussion of specific funding for the Clean Water Trust, PFAS remediation, coastal infrastructure, biodiversity, healthy homes, and farmland preservation. A consolidated amendment was adopted, and after debate the House passed the bill to be engrossed by a roll call vote. The House also took up the conference report on H. 5511, the early literacy and teacher preparation bill. Supporters said the measure would require evidence-based reading instruction, move away from three-cueing approaches, support educator training and apprenticeships, and improve student literacy outcomes statewide. The conference report was accepted on a roll call vote of 152-0. Later, the House considered amendments to the Mass Ready Act, including one proposal to increase PFAS remediation funding that was ultimately withdrawn, and adopted another consolidated amendment before passing the bill to be engrossed by a roll call vote of 151-0. The House then adopted an order to meet the next day at 11 a.m. and adjourned to an informal session.

Transcript Highlights:

• It costs learning every time you have a teacher turnover; we lose about a half a year of student learning
• And<00:56:26.320> let<00:56:26.480> us<00:56:26.640> learn And let us learn And
• math class, they're not going to learn math class, they're not going to learn math.<01:13:48.720
• through another lens, but we've learned through another lens, but we've learned from<01:13:59.160
• better place because of our learning. better place because of our learning.

Bills: HF4213, HF4198, HF3930, HF3585, HF3451

Keywords: education finance, school funding, K-12, prekindergarten, pre-K, early childhood education, general education aid, special education, literacy aid, school meals, free school meals, school breakfast, school lunch, charter school lease aid, charter schools, nonpublic pupil aid, private school aid, transportation aid, desegregation aid, integration aid

Transcript Highlights:

• It was a way for someone like me to learn about the culture and to learn about those important traditions
• Paul organization, and it was a free summer theater camp where kids could learn theater, learn how to
• They learned storytelling.
• potential Grant applicants can learn potential Grant applicants can learn about<01:13:49.480>
• sites provides an opportunity to learn sites provides an opportunity to learn more<01:21:52.000>

Keywords: 1187, senate, all