Transcript Highlights:

• We do advocacy for our learning, after we prepare, and for the workforce.
• I'm just learning about that as I got on this select committee.
• What can we learn from them?
• The Learning Policy Institute did a report in 2023-24 and found that only...
• my daughter was ready to learn.

Summary: The Assembly Select Committee on Child Care Costs held its third hearing, focused on how transitional kindergarten (TK) fits into California’s mixed-delivery early learning system, with an emphasis on the Central Valley. Opening remarks stressed that TK and child care should complement each other, not compete, and that families need both part-day school-based options and full-day, year-round care. Committee members outlined hearing goals around aligning TK with existing programs, understanding family needs, and examining the economic impact of early learning on workforce participation and local economies. Panelists from the Legislative Analyst’s Office, Every Child California, Early Edge, Children Now, and others described TK’s rapid expansion to all four-year-olds, the growth in enrollment, and related changes to state preschool and after-school programs. Witnesses generally supported TK but warned that its expansion has shifted enrollment away from community-based providers, especially centers and family child care homes, creating financial strain, vacant classrooms, and staffing challenges. They urged stronger partnerships between school districts and community providers, more flexible licensing and facilities support, higher and more uniform reimbursement rates, permanent authority for state preschool to serve two-year-olds, and better compensation and training for educators across settings. Parents and providers testified about the importance of trusted, culturally and linguistically responsive care, the need for infant-toddler and home-based options, and the difficulty of affording child care when TK is not full-day or does not fit family schedules. Several speakers emphasized that many families still face long waits for subsidies and that reimbursement and payment delays threaten provider stability. Public comment echoed these concerns, with providers calling for true cost-of-care rates, more vouchers, support for transportation and nontraditional hours, and protection from insurance and facility costs that can force programs to close. State education officials said California’s UPK system works best when TK, state preschool, Head Start, and community-based providers are treated as a shared system, and noted that planning and implementation grants and local coordination efforts have helped build mixed-delivery partnerships. The hearing ended without formal votes or actions, but committee members indicated they would continue gathering input to inform future policy and budget decisions.

Transcript Highlights:

• learned this the best.
• because that will also allow the students as they learn how to learn.
• Um and not for<02:13:18.480> learning for learning for learning um<02:13:20.320> how<02
• Proof of learning. Then the follow-up part was proof of learning.
• Proof of learning. Then the year. Proof of learning.

Keywords: 1191, senate, all

Transcript Highlights:

• to support their learning.
• to support their learning.
• to support their learning.
• to support their learning.
• to support their learning.

Keywords: 1187, senate, all

Summary: The Education Finance Committee met on February 5, 2025, to hear testimony from representatives of Minnesota’s Catholic and other nonpublic schools, focused on state nonpublic pupil aid, transportation, counseling, nursing, and related support programs. Meg Forette of the Archdiocese of St. Paul and Minneapolis argued that Catholic schools serve more than 30,000 students across many districts, educate a diverse population, and achieve strong academic results while operating at far lower per-student costs than public schools. She urged lawmakers to reject proposed cuts to nonpublic funding, saying they would be inequitable and harmful to lower-income families, and also raised concerns about state teacher-licensing requirements conflicting with Catholic values. Trisha Menshu, principal of St. John Paul II Catholic School in Northeast Minneapolis, described a student body with high levels of poverty, learning needs, and academic gaps, and said state-funded nurse and guidance-counseling services are essential to keeping students safe, healthy, and on track for high school. She said the school absorbs many costs itself, including medical supplies and significant staff time, and credited the support programs with helping students make strong academic growth and graduate on time. In response to a senator’s question, she clarified that the school uses the nursing aid for limited nurse time and pays other medical-related costs from operating funds, with no billing back to public school districts. Committee members asked follow-up questions about the relationship between teacher licensing and Catholic values, and about how medical needs for nonpublic students are funded. Forette said the concern was not with welcoming all students but with how DEI-related trainings and language are presented in ways that conflict with Catholic teaching. The committee then moved on to the next testifier, Andrew Hiliker of Stella Maris Academy in Duluth, who began by describing his school’s growth and the state’s role in supporting all students, regardless of school choice.

Transcript Highlights:

• We know that, to learn about that.
• I learned the importance of tolerances, and I learned different measurement tools and techniques, and
• You might learn some plays, you might learn some... ...to learn football that way.
• You might learn some plays, you might learn some operations, but to learn football, you need to get out
• You learn what not to do.

Summary: The committee met at NDSU and approved the April 9 minutes. The main purpose of the meeting was an informational presentation from NDSU President David Stewart and university leaders on the university’s priorities, including enrollment, student success, research, commercialization, and use of New Horizons funding. Stewart emphasized a “One NDSU” approach, thanked legislators for past support, and said the university will focus on recruitment and retention, a new strategic plan, and growing research and tech transfer while serving North Dakota’s workforce needs. University leaders said NDSU is using tuition waivers more strategically and will work to reduce them over time through scholarship optimization. Provost Sherry Vale described academic portfolio reviews, program closures or consolidations, strategic hiring, and workload policies aimed at aligning resources with demand. They also highlighted student outcomes, including high completion rates, strong employment placement, and NDSU’s role in producing a large share of the state’s engineers, nurses, and agriculture graduates. Several students testified about how NDSU’s mentoring, internships, research, and support services helped them succeed. The committee also heard from partners on New Horizons-related collaborations: Gateway to Science described K-12 STEM outreach in rural and tribal areas, and Sanford Research discussed joint research efforts, including COBRE-related work, obesity and GLP-1 studies, and a joint biostatistics hire. Later speakers highlighted Governor’s School and NDSU’s research and commercialization efforts, including growth in research expenditures and invention disclosures. No additional votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• Um, I think the one thing that I learned in the testimony of the small hydro folks is that the way they
• Representative McGee continued: What I learned in the testimony of the small hydro folks is that the
• OS<00:30:36.720> has<00:30:37.200> this Which is due by 10:00 from OS has this virtually

Keywords: 1189, house, all

Transcript Highlights:

• Snack Club, LEAP, and Laugh and Learn Snack Club, LEAP, and Laugh and Learn provide<00:40:18.720
• learning and community engagement. learning and community engagement.
• From their learn is incredible.
• office of teaching and learning. office of teaching and learning.
• <01:37:32.080> You learning program. It is extensive. You learning program.

Keywords: Call to Order and Roll Call – 0:00:00 Workforce Pell Grant Update – 0:03:30 Extension Office Update – 0:33:25 Kentucky Academic Standards for Social Studies – 1:07:08 Early Literacy Outcomes – 1:32:20 Consideration of Referred Administrative Regulations – 1:58:30 Adjournment 2:13:13, 958, all

Transcript Highlights:

• We've had the opportunity to apply this code, see projects built, and learn from it.
• And of those, half of them are early learning child care providers.
• Through our technical assistance to early learning providers, we've learned a lot about what it takes
• Overall, early learning facilities development... ...expected permitting delays.
• Birdie’s Nest was created to meet this long-standing gap in our early learning systems.

Summary: The committee held a work session on form-based codes, child care facility siting, and street standards/frontage improvements. On form-based codes, Commerce’s Dave Anderson explained that these codes emphasize building form, orientation, and the public realm more than traditional use and density tables, and that they are typically applied in specific districts rather than citywide or statewide. Lacey’s Vanessa Dolby described the city’s Woodland District code, developed through community charrettes, fiscal and market analysis, and subdistrict-specific standards to create a walkable downtown. She said the approach has helped produce a more desirable built environment and more flexibility in permitted uses, but also noted it can be less user-friendly for applicants and still requires some use restrictions; both presenters said a hybrid approach is often best. The committee then heard from DCYF and multiple providers about barriers to opening child care facilities. DCYF officials said Washington has more than 6,500 licensed providers and that a new pre-licensing support team is helping applicants navigate licensing, but local zoning, building, fire, parking, utility, and occupancy requirements still create delays and confusion. Testifiers described long permitting timelines, inconsistent local interpretations, costly upgrades, and utility hookup delays; one Yakima provider said county requirements, a floodplain-related elevation certificate, and a private well issue stopped her in-home child care proposal, while others described traffic impact fees, parking mandates, and zoning barriers that made projects infeasible. Enterprise Community Partners highlighted examples of successful local reforms, including fee waivers, expedited permitting, and zoning changes in several cities, and DCYF said it is working toward a 2026 action plan and a resource guide for providers. In the final section, planners and developers discussed how street standards and frontage improvement requirements can undermine infill and middle housing. Poulsbo’s planning manager said current standards were designed for greenfield subdivisions and often force costly curb, gutter, sidewalk, stormwater, and utility upgrades on small infill sites, sometimes adding tens of thousands of dollars and causing projects to be abandoned. A Seattle-based developer made similar points about small middle-housing projects being burdened by frontage work, curb ramps, buried standards, and EV-ready parking requirements that can trigger expensive undergrounding. Committee members asked about possible state-level changes, including whether child care should be treated as an essential public facility and whether parking requirements had already been reduced; one senator noted that minimum parking requirements for child care facilities were eliminated in prior legislation, with implementation phased in over the next few years.

Transcript Highlights:

• Yeah, as a new member of this committee, I am learning more about the online.
• On the credit for prior learning proposal and then turn to career passports.
• Sure, I'll start with credit for prior learning and then turn to career passports.
• So, with credit for prior learning, credit for prior learning gives students a jumpstart.
• Credit for Prior Learning sets students on a structured and rewarding learning journey by honoring their

Keywords: 988, house, all

Transcript Highlights:

• You can't learn to read if you're not in school.
• You can't learn to read if you're not in school.
• You can't learn to read if you're not in school.
• You can't learn to read if you're not in school.
• The motion prevails, and House File 1052... they need to be learning and kicking they need to be learning

Keywords: 1183, house

Transcript Highlights:

• <00:05:04.639> programs utilization of based learning programs utilization of based learning
• When you participate in based learning, you learn while you do.
• When you participate in based learning,<00:07:27.280> you<00:07:27.440> learn<00:07:27.599
• <00:07:28.319> Using learning, you learn while you do.
• Using learning, you learn while you do.

Keywords: 912, senate, all

Summary: The Health and Human Services committee heard testimony on several resolutions. HCR 190, asking the Department of Health to convene a demolition waste reduction work group, drew only written testimony; the Department of Health provided comments in opposition and the Department of Attorney General Services supported it. HCR 91, on requiring insurers and managed care providers to cover prosthetic and orthotic devices, received supportive testimony from SHIPA and an amputee youth advocate who described the high cost and importance of sports prosthetics. HCR 174, on examining the availability and use of land-based learning programs for youth in the juvenile legal system, drew support from the Office of the Public Defender, youth advocates, and a youth council that described land-based learning as culturally rooted and rehabilitative. HR 171, on assessing the social and financial effects of mandatory coverage for continuous glucose monitors, received support from SHIPA, the Hawaiʻi Medical Association, and kidney care and dialysis groups. HCR 146, on the Elderly Simplified Application Project for SNAP, drew support from disability, hunger, and public health groups, with DHS explaining it could implement the project but would need to do manual certification work until its new system is ready. During decision-making, the committee deferred HCR 190 because the Department of Health said it could not carry out the work group without an appropriation. The committee voted to pass HCR 91 as is. HCR 174 was recommended for passage with amendments to clarify that the resolution would request continued use of land-based learning programs and to reflect existing work already underway. HCR 171 was recommended for passage with amendments to correct a statute description. HCR 146 was recommended for passage with amendments to add language that DHS should apply for and implement the project when capable, acknowledging current system limitations. All recommendations were adopted, and the meeting adjourned.

Transcript Highlights:

• are reading to learn.
• Learning to read involves going from speech to print by learning the system in which oral speech is represented
• they're learning at the same time.
• learning in, in any language.
• More proficient in learning, not just in reading, but in learning in general. And I'm just.

Transcript Highlights:

• Uh 14 of our schools have early learning Uh 14 of our schools have early learning programs<00:11
• early childhood development and learning early childhood development and learning experiences<00
• time as our employees are now learning time as our employees are now learning that<01:11:29.520>
• early learning system. early learning system.
• novice teachers um have a lot to learn novice teachers um have a lot to learn from<02:49:08.960>

Keywords: 910, house, all

Transcript Highlights:

• If they had Braille and they learned it early on, they could continue to learn and excel in their school
• If they had Braille and they learned it early on, they could continue to learn and excel in their school
• Thank you. early on they could continue to learn early on they could continue to learn and<00:17:51.240
• <00:21:04.520> the didn't think we needed to learn the didn't think we needed to learn the
• Thank you for allowing me to testify. he learned how to read bill and became a he learned how to read

Keywords: 912, senate, all

Transcript Highlights:

• There was a time when we learned to read, and now we read to learn, so I'm really excited about it.
• I'm the director of Sing Play Learn at McEl Center for Music, and Sing Play Learn is our early childhood
• When music is integrated into learning for young learners, learning improves, and she said she has seen
• It was invaluable to learn about the effects of music and how music can help children learn.
• not learning to potentially learning not learning to read<01:48:15.159> and<01:48:15.239>

Keywords: 1187, senate, all

Transcript Highlights:

• That's how we learn.
• That's how we learn.
• That's how we learn.
• We learned about STDs, we learned about drug addiction, we learned about how babies are born in seventh
• Seventh grade, eighth grade, we learned it. We learned about puberty. We learned about our menses.

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. After debate, the committee voted 6-5-1 to give HB 2076 a do pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.

Transcript Highlights:

• We know that those who participate in rhetoric, those who learn...
• The skills that I learned during speech and debate.
• In it, learning its laws, and respecting different viewpoints.
• He learned English through our program.
• The Classical Learning Test is a qualifying option.

Bills: S1062, S1718, S7038

Keywords: speech education, debate, high school, Florida Debate Initiative, civics, competitive teams, student participation, educational advancement, educator preparation, certification, professional development, temporary certificate, military service, collaboration, teaching effectiveness, education, Florida College System, tuition waivers, vocational rehabilitation, state universities

Summary: The Appropriations Committee on Pre-K-12 Education met to consider several education bills and the proposed fiscal year 2026-2027 Department of Education budget. The committee first took up CS/SB 1062 on speech and debate, which would formalize Florida’s Speech and Debate Week, strengthen the partnership between the Department of Education and the Florida Debate Initiative, require annual public reporting, and support statewide speech and debate programming. The bill drew extensive supportive testimony from students, alumni, and advocates who said debate improved civic engagement, literacy, confidence, and school performance, while also noting the need for equitable access and funding for travel and competition. The committee adopted a delete-everything amendment and then reported the bill favorably as amended by a unanimous vote of members present. The committee then heard SB 1718 on educator preparation and certification, which expands access to educator preparation coursework, broadens eligibility for temporary certification for some formerly certified professionals, and allows prior subject-area exam results to satisfy requirements. Public testimony largely supported easing barriers for experienced educators while emphasizing that certification changes are only a partial solution to teacher shortages and should be paired with better pay, retention, and professional respect. The bill was reported favorably. Next, the committee considered SB 7038 on education, which included a wide range of higher education and workforce-related changes, including a tuition waiver for Florida State Guard members, residency clarifications, oversight changes for blind services and vocational rehabilitation providers, licensure updates for private colleges, dual enrollment and assessment revisions, scholarship and funding changes, and reserve-fund requirements. An amendment restored the Classical Learning Test as a qualifying option for a grandparent tuition waiver, adjusted a Pell Grant performance metric, changed accreditation timing, and made other technical revisions. A dental education stakeholder raised concerns that one provision could disrupt long-standing exemptions for dental assisting programs, and the Florida Dental Association said it was working with the sponsor to avoid unintended impacts. The committee adopted the amendment and reported the bill favorably as amended. The final major item was a high-level review of the proposed pre-K-12 budget, totaling $34.9 billion with local funds. Highlights included $30 billion for public schools and K-12 scholarships, a $50 increase in the base student allocation, a 1.64% increase in total funds per FTE, $4.5 billion for family empowerment scholarships as a separate FEFP categorical, $25 million for districts facing future enrollment declines, $65.3 million to help districts with current-year enrollment losses, $432.8 million for VPK, and $30.4 million for regional education consortia. Senators asked about reductions or flat funding in some allocations, teacher pay, declining enrollment support, Schools of Hope funding, and support for non-teaching school staff. Public testimony on the budget focused heavily on concerns about charter and voucher funding, especially the $6 million for Schools of Hope, with speakers urging more investment in traditional public schools, teacher compensation, and school infrastructure. The committee concluded the meeting by adjournment after no further business.

Transcript Highlights:

• I learned to not do that as much. I learned to stand up for what you believe in.
• <00:01:08.080> I Um I learned to not do that as much.
• I Um I learned to not do that as much.
• of learning are welcomed. of learning are welcomed.
• <00:01:24.640> more If you're interested in learning more If you're interested in learning

Keywords: 1187, senate, all

Transcript Highlights:

• And that direction is to learn their language, learn their culture, you know, to become Dakota people
• And that direction is to learn their language, learn their culture, you know, to become Dakota people
• They are excited about learning, and we as their coaches are excited to learn along with them.
• are excited and and engaged in learning. are excited and and engaged in learning.
• for us to explore learning and to dream. for us to explore learning and to dream.

Keywords: 1187, senate, all

Transcript Highlights:

• And I think that we may learn some things together on that.
• And it defines clearly what work-based learning means.
• Work-based learning— Work-based learning opportunity means interaction with industry or community professionals
• learning objectives for the term of experience.
• They're actually learning things as part of this internship.

Summary: The committee first took up HB 455, a local bill for the City of Lake Wales that would allow open containers in a downtown arts district. The sponsor said the city had invested heavily in the area and wanted to support business growth. An amendment clarified that the allowance was intended for cups, not bottles taken from restaurants, and the bill was then adopted favorably without opposition. Members then heard HB 1049 on building permit requirements, which would remove permits for certain work under $7,500 and for battery or backup power systems, while also preempting local governments from adding extra permitting rules. Two amendments were adopted: one clarifying modular homes on RV lots, and another addressing contractor “splitting” of projects to avoid the threshold and requiring five years of record retention. County and local-government groups raised concerns about inspections and permitting, while several business and advocacy groups supported the bill. It passed favorably. HB 1175, dealing with safety design standards for office surgery suites, was presented as a measure directing the Florida Building Commission and State Fire Marshal to establish new standards to improve safety and efficiency. There was no amendment or public testimony, and it passed favorably. The committee then spent extensive time on HB 221, which would let workers waive the state minimum wage for certain work-based learning, internship, or pre-apprenticeship positions for up to nine months, later narrowed by amendment to 252 days, or 126 days for minors with parental consent, and defining the program as structured learning. Supporters framed it as a way to expand apprenticeships and help small businesses offer training opportunities; opponents argued it would create free or subminimum labor, invite abuse and coercion, and raise constitutional concerns. Despite strong opposition testimony from labor, civil rights, and policy groups, the bill passed favorably after debate. The committee also heard HB 4035, a Palm Beach County local bill requiring applicants for a certificate of competency to pass the licensing exam before applying to the Construction Industry Licensing Board. The sponsor said it would streamline and modernize the process, and members discussed it briefly in support. The transcript ends before the final action on that bill is fully shown.

Transcript Highlights:

• enhance our credit for prior learning enhance our credit for prior learning process<00:50:27.839
• <01:26:08.880> that and that I did qualify I learned that and that I did qualify I learned
• School is very much where I learned to speak English and learned the ABCs and numbers, and over time
• School is very much where I learned to speak English and learned the ABCs and numbers, and over time
• where to speak English and learned where learned<01:41:30.480> the<01:41:30.560> ABCs<

Keywords: 1187, senate, all