Transcript Highlights:

• Additionally, what this bill does, the percentage of the students scoring above grade level in English
• language arts will be presented on the school report card as a percentage.
• a student could then not be moved out of a successful math pathway if they weren't, say, a native English
• language learners and allow them to prosper, you know, in their areas of strength.
• And I think that's really the important part in developing stuff to make sure language makes sure we're

Summary: The Pre-K Through 12 Budget Subcommittee met with a quorum and took up three bills, along with a brief budget conference-prep presentation. The first bill, CS/HB 1483 on school grading and student supports, would gradually align Florida’s school grading scale with the familiar A-F student grading scale over a 10-year glide path, add school report card transparency on the percentage of students reading at grade level, expand interventions for students with substantial reading and math deficiencies through VPK through grade 8, and create a competitive grant for diverse books in K-5 classrooms and libraries. Supporters argued the current school-grade scale is misleading and that the bill would improve transparency and supports; some members raised concerns about impacts on turnaround schools, community perception, and whether the bill adequately captures student gains. The bill passed 12-2 and was reported favorably. The committee then considered CS/HB 859 on the School Readiness Program, which revises the definition of “economically disadvantaged” for eligibility purposes. The bill originally moved from 150% of the federal poverty level to 65% of state median income, but three amendments were adopted to create a glide path and reduce fiscal impact by using 50% of state median income or 150% of poverty, whichever is greater, and by deleting an obsolete section. Public testimony was overwhelmingly supportive, emphasizing child care as workforce infrastructure and a lifeline for working families. The bill passed unanimously, 14-0, and was reported favorably. Finally, CS/HB 1607 on cardiac emergencies in schools would require AEDs in every Florida school, including charter schools, require CPR/AED training, and create a pulse-saving plan with rulemaking authority for the State Board of Education. Proponents cited alarming statistics about sudden cardiac arrest on campuses and argued that rapid AED access can save lives; supporters from the American Heart Association, PTA, and cardiology groups backed the measure. Members spoke in strong support, and the bill passed unanimously, 14-0, and was reported favorably. The meeting ended with a budget presentation explaining that House and Senate FY 2025-26 budget, appropriations project, and proviso side-by-sides had been distributed ahead of conference, followed by adjournment.

Transcript Highlights:

• language for native speakers class for Tewa language.
• Because I know, as an English language-endorsed teacher who's worked with biliteracy and bilingual education
• language?
• written language.
• Because now you're going from explicit language to more... ...explicit language to more broader language

Summary: The committee began with a presentation on the 520 Native American Language and Culture certificate, created to let proficient tribal language and culture speakers teach in K-12 schools without a bachelor’s degree. LESC staff, PED, and HED described the certificate’s statutory basis, the role of tribes and pueblos in setting proficiency standards, and ongoing challenges such as uneven MOAs, limited professional development, rural access barriers, data gaps, and retention concerns. PED said oversight of 520 is moving from the licensure bureau to the Indian Education Division, and HED reported that the tribal education technical assistance centers authorized in 2023 are still in procurement but are expected to be awarded in early 2026. A student, Alonzo Hughes, testified about how learning Tewa from 520-certified teachers helped him understand his culture and speak with elders, and members praised the program’s role in language revitalization and asked about funding, teacher pathways, and whether similar models exist in other states. Committee members then discussed several PED rule updates. Staff reviewed an adopted rule implementing HB 54 on AEDs and cardiac emergency response plans, including staff training requirements and staggered compliance dates, and a proposed rule for school nurse licensure under HB 195 that would create a three-tier system and align nurse pay with teacher pay. They also reviewed proposed changes to the Community Schools Act rule, including a full-time community school coordinator requirement, updated grant language, and broader coalition membership criteria; PED said the broader language would not conflict with the Martinez-Yazzie work. A proposed bilingual teacher rule would standardize coursework requirements, add trans-languaging and culturally relevant curriculum competencies, and allow Native American language certification applicants to demonstrate proficiency using tribal standards. In questions, members raised concerns about AEDs being present at athletic events, the need for the amended school nurse bill to move experienced nurses directly into higher levels, and whether the community schools rule’s broader coalition language could affect current education litigation. Members also asked about funding for 520 programs, teacher residency or cohort models, and how to support advanced language instruction and sustainability. PED said the Indian Education Fund and school budgets can support some of the work, but additional strategic funding and cross-training are needed. The committee also heard that New Mexico’s 520 system is unusually robust compared with other states, and members encouraged staff to present the model at national conferences. The meeting ended with the director’s report, which noted a flat budget request of $2,024,300, staff turnover including Natasha Davalos’s departure, and appreciation for the committee’s work before adjournment for the holidays.

Transcript Highlights:

• Thirty percent of our student body is either exceptional education or in English... Mr.
• . 30% of our student body is either exceptional education or an English language learner, an emerging
• multilingual learner.
• I join all of you in acknowledging that 41% in English language arts for the state, that's also unacceptable
• language learners.

Keywords: 1182, all

Summary: The committee first heard the January 2026 follow-up to the special audit of the Arizona State Board of Chiropractic Examiners. The auditor’s contractor reported that the board had implemented or was in the process of implementing most of the 28 recommendations from the 2024 audit, but three remained unimplemented: resolving complaints within 180 days and two open meeting law recommendations. The follow-up also identified new concerns about outdated or incomplete public disciplinary records and the lack of a complete public records request log and response procedures. Committee members pressed the board on open meeting compliance, complaint delays, transparency, and lobbying activities, while the executive director said the board had adopted new policies, added staff and investigators, created an intake committee, improved complaint prioritization, and was transitioning to a new licensing platform. She also said the board had ended broad subpoenas, improved conflict-of-interest tracking, and was working to formalize its practices in rule. The committee did not take a vote or other formal action in the transcript provided. The committee then received the Arizona school district financial risk analysis for January 2026. The Auditor General’s office reported that the number of highest-risk districts increased from two to nine, and districts approaching the highest-risk category increased from seven to nine. The presentation explained the financial risk measures used, common risk patterns among the highest-risk districts, and the district action plans posted on the report website. Tucson Unified School District was used as an example of a highest-risk district, and Scottsdale Unified as an approaching-highest-risk district. Members asked about declining enrollment, reserve balances, negative fund balances, and the use of capital monies for operations. Sierra Vista Unified School District then presented its response to being identified as financially at risk. The superintendent said she had recently taken over and was implementing a turnaround plan that included a school closure, staffing reductions through attrition, spending freezes, tighter purchase controls, a three-year sustainable spending plan, and efforts to stabilize enrollment through outreach, customer-service changes, and alternative program offerings. She also said the district was redirecting some capital assistance to operations, renegotiating contracts, and improving communication with families and staff. Committee members questioned the district about declining enrollment, instructional spending, school safety, academic performance, and whether the action plan adequately addressed those issues. No formal vote or action was taken on the school district item in the transcript provided.

Transcript Highlights:

• :08:43.040> language<01:08:43.440> arts adoption of new English language arts adoption
• of new English language arts and<01:08:44.159> math<01:08:44.480> curriculum.
• , and increase services for students that are either GT or English learners, etc.
• , and increase services for students that are either GT or English learners, etc.
• , and increase services for students that are either GT or English learners, etc.

Keywords: Call to Order and Roll Call - 0:25 Approval of Minutes – 3-50 2025 RS SB 253 – 4:25 Computer Science and AI Literacy – 27:36 Fayette County School District Budget Update – 51:46 Adjournment – 2:09:46, 958, all

Summary: The committee first handled routine business, including roll call, introductions, and approval of the previous meeting minutes by voice vote. It then heard a presentation on SB 253, focused on expanding support for teacher apprenticeship and teaching-and-learning pathways. Senator Hickman and staff from the Kentucky Department of Education and Nelson County Schools described how the program uses dual credit, work-based learning, and registered apprenticeship to help students earn an associate degree in high school and continue toward a teaching degree. They said the goal is to address the teacher shortage by creating a sustainable pipeline into the profession. Witnesses emphasized that the main barrier is cost. Mary Taylor said Kentucky’s youth apprenticeship model has been successful in other fields and that education should be added as an in-demand sector, but an associate degree alone will not solve the teacher shortage because teachers still need a bachelor’s degree and certification. Laura Arnold of Nelson County Schools described the district’s Lead Nelson program, saying the district has invested more than $800,000 since 2021, currently has 37 students in the pathway and seven committed apprentices, and spends about $85,000 per apprentice from freshman year through certification. She said district staffing, planning, and university partnerships are also significant hurdles. Members asked about job guarantees, tenure, and retirement; Arnold said employment is performance-based and retirement issues are being considered. Senator Hickman said the bill would use lottery funds to help cover tuition and dual credit costs so more districts can participate, noting that a prior version died because of a high fiscal note. Representative Payne and Representative Tipton praised the program but stressed the need for funding and noted inconsistencies between statute and budget language on Work Ready Kentucky and dual credit support. Representative Tipton also cautioned that lottery revenue may not keep pace with demand and said the General Assembly may need to make broader funding decisions. After the apprenticeship discussion, the chair moved the committee to the next agenda item on computer science and AI literacy, where Code.org began a presentation on the importance of computer science for all students.

Transcript Highlights:

• , writing, mathematics, and... in English, writing, mathematics, and science.
• English major, and it became, you know, in writing papers, my thoughts were less original.
• I teach kindergarten through 12th grade English learners.
• A lot of the students I work with aren't just English learners, but they have language impairments.
• So that's where I see the best learning for all types of learners, with minimal distraction.

Keywords: 916, all

Transcript Highlights:

• comprehensive knowledge language comprehensive knowledge language acquisition<00:14:13.800> are
• breath 2023 we purchased a new language breath 2023 we purchased a new language arts<01:29:24.800
• So if we can spend some time looking at the language there, that might be helpful.
• So if we can spend some time looking at the language there, that might be helpful.
• From the 724 to a recommended 974, fully fund special education and English learner program deficits

Keywords: 1187, senate, all

Transcript Highlights:

• I think at one point, maybe there was language of substantial ownership and then we're at 5%.
• And so, on page two, when the language around the first or second year as...
• I was just on the new language there with at least monthly written progress updates.
• I'm looking at page four, beginning on line four, about the English learner exemption.
• learner program.

Bills: SB1632, SB1594, SB2045, SB1251, SB1884, SB1250, SB1630, SB1262, SB1374, SB1292, SB1432, SB1199, SB1790, SB1481, SB1614, SB1734, SB1437, SB1489, SB1718, SB1778

Keywords: career readiness, education reform, high school assessments, workplace skills, state education, credentialing, teacher certification, principal requirements, education administration, special education, Oklahoma education law, SB2045, Grow Your Own Educator Program, teacher recruitment, teacher retention, alternative certification, alternative teacher certification, teacher preparation, tuition reimbursement, course fee reimbursement

Transcript Highlights:

• Those with language barriers are three times more likely to be uninsured than those who speak English
• Having worked with students who are English learners and some of them who'd faced medical issues, and
• But after the passage of Proposition 63 in 1986, which declared English as California's official language
• I taught Spanish for a while, and I think it's part of the language, and the language is part of our
• I taught Spanish for a while and I think it's part of the language and the language is part of our culture

Summary: The Assembly Health Committee met on March 25, 2025, with Chair Mia Bonta presiding and initially operating as a subcommittee until quorum was established. The committee heard several health-related bills, including AB 73 on creating a Black Mental Health Navigator certification, AB 499 on lowering the state reimbursement trigger for the Robert F. Kennedy Farm Workers Medical Plan, AB 843 on aligning California health insurance language-access rules with federal standards, AB 257 on a specialty care network using telehealth and virtual services for Medi-Cal and underserved communities, AB 64 on allowing diacritical marks on vital records, AB 315 on the Home and Community-Based Alternatives waiver, and AB 40 on clarifying that emergency services include reproductive health services such as abortion. Testimony generally emphasized disparities in access, culturally competent care, language access, rural provider shortages, and the importance of preserving or expanding programs that help vulnerable populations. Supporters included authors, state and local health organizations, advocacy groups, and affected individuals. AB 73 was backed as a way to address stigma, mistrust, and culturally competent mental health access for Black Californians. AB 499 was described as helping keep a self-insured farmworker health plan operational while maintaining a low-cost, labor-management model. AB 843 was supported as a way to prevent children and families from having to translate sensitive medical and insurance information and to protect limited-English-proficient Californians. AB 257 drew support as a demonstration project to improve specialty care access through California-based clinicians and virtual care, with examples of reduced wait times and costs. AB 64 received emotional testimony from the author, a child and his family, and others about the importance of accurately recording names with accents and other marks. AB 315 was presented as a cost-neutral or cost-saving way to expand home- and community-based care for medically fragile people, with strong support from disability, health, and provider groups. AB 40 drew support from reproductive health and medical organizations, while one opposition witness argued it could conflict with emergency care standards and overburden emergency departments. The committee took roll-call votes and advanced AB 499, AB 73, AB 843, AB 257, AB 64, AB 315, and AB 40 to Appropriations, with AB 40 receiving some no votes. The committee also adopted its 2025-26 rules and approved a consent calendar that included AB 225, AB 304, AB 403, AB 688, and AB 951. Several measures were initially placed on call and later lifted and recorded as passing out of committee before adjournment.

Transcript Highlights:

• For example, if there's new language arts standards, then the state assessment and language arts will
• arts will also be updated to language arts will also be updated to make<00:18:32.200> sure<00
• so the Department's role um Learners so the Department's role um under<00:20:44.840> this<00:
• as a second program than um uh English as a second language<00:42:17.400> and<00:42:17.520>
• and so pby approves each of language and so pby approves each of these<00:42:19.880> programs

Keywords: 1183, house

Summary: The Education Policy Committee met for its first hearing of 2025 and began with member and staff introductions, along with opening remarks from Chair Peggy Bennett about her first time chairing the committee. Members briefly described their districts and backgrounds, and the chair also reviewed committee rules and procedures, including deadlines for bill requests, amendments, testifiers, and handouts. Nonpartisan House Research then provided an extensive overview of the committee’s jurisdiction and the education code. The presentation covered the Department of Education’s duties, including supervision of public schools, rulemaking under legislative authority, state and federal education funding and compliance, standards and assessments, accountability systems, student discipline, and model policies. It also discussed related entities such as PELSB, the Board of School Administrators, the Perpich Center, regional centers of excellence, Compass, MTSS, and the READ Act. The committee asked questions about zoning for school sites and about teacher licensure changes, including the tiered licensure system and recent adjustments affecting special education teachers and standards of effective practice. No bills were heard and no votes were taken. The meeting was primarily organizational and informational, focused on orienting members to the committee’s work and the structure of Minnesota’s education policy system.

Transcript Highlights:

• work of those two things together and how they're ensuring our success-ready graduates, as Senator English
• And we certainly don't want to make learners stay in a program for eight weeks unnecessarily just to
• It is behooves us to make sure that learners are not in dead-end... ...behooves us to make sure that
• learners are not in dead-end paths.
• So it's a really exciting opportunity for us, as you mentioned, Senator English.

Summary: The committee approved the November 3 minutes and then received an extensive presentation from Arkansas education and workforce officials on how the LEARNS and ACCESS Acts are affecting career and technical education, concurrent enrollment, and postsecondary readiness. Officials said the state’s goal is for students to leave high school employed, enrolled, or enlisted, and reported increases in K-12 CTE enrollment from about 161,000 to 171,000 students and concurrent CTE enrollment from about 12,000 to 16,000. They also described the new success-ready pathways, merit and distinction designations, and how those measures tie into school accountability and graduation outcomes. The discussion then turned to scholarships and grants. Officials explained that ACCESS expanded concurrent credit support, increased funding per credit hour, and broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar programs by adding diploma-of-merit and diploma-of-distinction pathways. They said the Governor’s Distinguished Scholarship itself did not change, but the non-distinguished Governor’s Scholar award now includes diploma of distinction as an additional eligibility route. Members raised concerns about how these requirements apply to private school and homeschool students, and officials said the intent is to ensure those students can qualify if they meet the same standards, though some implementation details are still being worked out. Questions also focused on whether students who explore multiple pathways could be penalized in school letter grades; officials said the system allows multiple ways to earn credit, including AP, IB, concurrent credit, technical certificates, and apprenticeships. Officials also reviewed workforce scholarships and short-term training funding. They said the state is developing policy for the Workforce Challenge and related professional skills training to set an 80-hour minimum and tiered funding, and they discussed the new federal Workforce Pell rules, which they said are very narrow and will likely apply to only a small number of Arkansas programs unless providers repackage training into stackable, credit-bearing pathways. Members asked for lists of eliminated programs, apprenticeships, and data on scholarship recipients, and staff said they could provide those. The committee also heard from Cody Waites on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund, which Arkansas will administer nationally. He said the grant will support advanced manufacturing apprenticeships, use a pay-for-performance model, and be distributed to sponsors after apprentices are employed for 90 days, with applications opening January 28 and the state expecting to keep administrative costs under 8-9%.

Transcript Highlights:

• I'm attending English as a Second Language classes for two years...
• I'm attending English as a Second Language classes for two years.
• working on providing job-specific English training in those healthcare fields.
• English training for nursing.
• So this is old language that just needed to be changed.

Keywords: 996, all

Transcript Highlights:

• Language was included that also gave place.
• Language was included that also gave political subdivisions the option of forming their own networks
• Chair calls Phillip English.
• My name is Phil English, and I work for the Texas Municipal League Risk Pool as a claims manager.
• Stokes addressed the 'reasonably reflected in the medical records' language.

Summary: The subcommittee heard testimony on a broad agenda of workforce, labor, and workers’ compensation bills. HB 4676 would require political subdivision workers’ compensation networks to follow the same notice, access, and complaint rules as certified TDI networks; supporters said public employees and first responders deserve equal access to care, while municipal risk pool representatives opposed added regulation and said existing 504 networks already perform well. HB 4479 would create a rural workforce development grant program at TWC to support college-and-career readiness and local workforce alignment, and HB 3844 would define “opportunity youth” in state law to improve data, coordination, and access to services for disconnected young Texans; both drew strong support from rural, education, and chamber witnesses. HB 5545 would clarify federal tax treatment for wage-replacement benefits in non-subscriber injury benefit plans, with proponents calling it a win for employers and injured workers. HB 5118 would direct TWC and DIR to study AI and automated employment decision tools in hiring, including bias and oversight concerns. HB 1667 would move existing PTSD workers’ compensation language into a broader Labor Code chapter so more first responders, including state and campus officers, could qualify for benefits; supporters called it a technical fix to extend coverage more evenly across agencies. The committee also heard several first-responder and workers’ compensation bills. HB 2369 would speed up claims handling for injured first responders by allowing a single medical evaluation, giving carriers 60 days to accept or deny a claim, and letting workers seek treatment while disputes proceed; law enforcement supporters said it would help injured officers return to work faster, while opponents warned it would revive extent-of-injury waiver problems and increase litigation. HB 4483 would reclassify certain workers’ compensation maintenance taxes as surcharges to reduce retaliatory taxes imposed by other states on Texas-domiciled carriers, and HB 875, as revised by committee substitute, would create a small-project exception to municipal workers’ compensation and bonding requirements for certain low-value construction contracts in small cities; both were presented as cost-saving measures for Texas employers and local governments. HB 4415 would extend anti-retaliation protections for workers’ compensation claimants from first responders to all public employees and expressly waive sovereign immunity for those claims, with supporters describing it as closing a loophole that leaves public workers without the same remedy available in the private sector. The committee also took testimony on HB 5400, which would expand remedies for sexual harassment victims by removing the requirement to first file an administrative charge, extending the filing deadline from 300 days to two years, clarifying retaliation, and eliminating current damages caps. Supporters, including employment lawyers and a parent of a victim, said the current deadlines and caps prevent many survivors from obtaining counsel or full relief, especially younger workers and those in small workplaces or franchises. Across the agenda, witnesses repeatedly emphasized access to care, fair treatment for injured workers, rural workforce development, and stronger protections for vulnerable employees. After each bill was laid out and testimony heard, the chair generally closed the public hearing and left the bill pending; no final votes were taken, and the subcommittee adjourned after completing the agenda.

Transcript Highlights:

• victory services to services for at-risk pupils and Zoom services to services for pupils who are English
• learners, and requires the clerk of the board of school trustees of every county to publish a quarterly
• victory services to services for at-risk pupils and Zoom services to services for pupils who are English
• learners, and requires the clerk of the board of school trustees of every county to publish a quarterly

Keywords: 909, all

Transcript Highlights:

• We've expanded ethnic studies and public schools, increased support for English language learners, and
• And we've taken critical steps to reduce suspensions and eliminate seclusion for our youngest learners
• We've expanded ethnic studies and public schools, increased support for English language learners, and
• And we've taken critical steps to reduce suspensions and eliminate seclusion for our youngest learners

Keywords: 919, house, all

Summary: Lawmakers and advocates from the POCI Caucus held a news conference focused on protecting recent DFL-enacted policies in a newly divided Legislature. They highlighted accomplishments from the last biennium, including earned sick and safe time, ethnic studies, unemployment insurance changes, environmental protections, and MinnesotaCare coverage for undocumented immigrants, and argued these measures should not be rolled back in budget negotiations. Speakers said Republicans were pushing cuts or carveouts that would disproportionately harm Black, brown, immigrant, women, and low-income communities, and they urged the House and Governor Walz to reject those changes. A major theme was opposition to proposed carveouts to earned sick and safe time. Amanda Otero of TakeAction Minnesota said the proposed changes would remove benefits from more than 100,000 workers based on employer size, and lawmakers said sick leave should be universal. Another major topic was MinnesotaCare for undocumented immigrants. Representative María Isa Pérez Vega, Council Member Jason Chavez, and others argued the program is affordable, reduces uncompensated emergency care, and improves public health by expanding preventive care. Chavez and Emilia Gonzalez Avalos shared personal stories about family members who benefited from health coverage and said cutting access would worsen disparities and hurt families and communities. The event also included remarks on ethnic studies and historical memory. Representative Samantha Sencer-Mura connected the Ethnic Studies for All Act to her family’s experience with Japanese American incarceration during World War II, and Sally Sudo described her family’s removal and imprisonment under Executive Order 9066. Speakers framed these stories as warnings against scapegoating and exclusion. In the question-and-answer portion, lawmakers said they were still in negotiations but emphasized that certain protections were non-negotiable and that any compromises should be distributed equitably rather than targeting specific groups.

Transcript Highlights:

• We provided access to the Boston Globe Archive, Encyclopedia Britannica, an online language learning
• platform to help residents learn English or other languages, and an early literacy platform for our youngest
• learning resources such as learning to read and speak English.
• learners or we don't have, you know, the early literacy and different kind of skill-based education
• They teach English as a second language in citizenship classes.

Keywords: 995, all

Summary: The hearing focused on the impact of recent federal policy and budget actions on Massachusetts libraries, humanities organizations, arts institutions, and tourism. Testimony from library leaders described the loss or jeopardy of Institute of Museum and Library Services funding, including statewide databases, local grants, staff positions, E-rate/hotspot support, and digital equity programs. Witnesses said the cuts have already forced reductions in services, canceled grants and workshops, and in some cases left schools, students, job seekers, and low-income patrons without access to key resources. Members of the committee asked for lists of affected communities and databases, and several witnesses said they would provide additional written detail. Arts and humanities witnesses said federal terminations from the NEA, NEH, and IMLS have hit organizations across the Commonwealth, including Mass Cultural Council, Mass Humanities, Mass MoCA, and local museums and historical societies. They described canceled or rescinded grants, layoffs, reduced programming, and a chilling effect on future applications and on artistic and scholarly work, especially where federal awards had already been matched with local or private funds. Several speakers also raised concerns about executive-branch DEI conditions attached to funding and about book challenges and book banning, saying these trends threaten intellectual freedom and public access to culture and history. Committee members emphasized the economic importance of the sector and the need to publicize the impacts. Tourism officials from Meet Boston and the Massachusetts Office of Travel and Tourism testified that federal cuts and broader geopolitical and tariff issues are hurting international visitation, especially from Canada and Western Europe, and could affect major upcoming events such as the 2026 World Cup and Sail Boston. They said reduced funding for Brand USA and Discover New England will weaken long-term marketing efforts and international partnerships, with downstream effects on hotel tax revenue, jobs, and workforce recruitment. No votes were taken; the hearing was informational, with members mainly asking questions and requesting follow-up written testimony and data.

Transcript Highlights:

• My name is Erica Shatzen, and I teach English learners in St. Paul Public Schools.
• My name is Erica Shatzen, and I teach English learners in St. Paul Public Schools.
• learners in K through 1.
• learners in K through 1.
• learners in K through 1.

Keywords: 1187, senate, all

Summary: The Senate Education Policy Committee met under a co-chair arrangement and heard opening remarks emphasizing civility, direct testimony from school leaders, and a focus on whether state policy is meeting student needs in the least intrusive and most cost-effective way. Chair Coleman asked testifiers to keep remarks brief and policy-focused, and the committee began with a series of superintendents describing local budget pressures and the cumulative impact of state mandates. Anoka-Hennepin Superintendent Corey McIntyre said the district, the state’s largest, is serving about 37,000 students and faces a roughly $26 million deficit even after major reductions, including cutting about $44 million and roughly 250 central office jobs. He cited rising costs tied to compensation, special education and multilingual cross-subsidies, unemployment, paid leave, READ Act implementation, student/staff safety and K-3 discipline requirements, and transportation, saying the district still faces about $50 million in mandate-related shortfalls and may need to reduce class size and student supports. Senator Kunesh responded that summer unemployment claims are paid from a separate state budget line, not the district general fund, and asked about paid leave costs; McIntyre and the chair clarified the district’s concern was the possibility of future costs if state funding ends. Prior Lake-Savage Superintendent Michael Thomas said district revenues are rising only about 2.5% to 3% while expenses are growing 5% or more, driven by inflation and vendor costs. He argued that the state’s inflationary funding tie should be maintained, and asked for an increase in local optional aid of $250 per pupil and more flexibility for districts that struggle to pass local levies. Minnetonka Superintendent David Law argued that schools are being asked to absorb broader community burdens, including food and mental health needs, while still being judged on academics and graduation; he said REACT funding fell short, forcing the district to shift reading funds to staff development, and urged the committee not to roll mandates forward without funding. Fergus Falls Superintendent Jeff Drake said expanded unemployment, earned sick and safe time, and paid family leave are creating staffing and budget challenges for rural districts, estimating unemployment costs could reach $240,000 annually and sick and safe time about $25,000, with added difficulty recruiting support staff and substitutes. No committee votes or formal actions were taken in the portion provided.

Transcript Highlights:

• through the 10th grade English MCAS.
• Was he fluent in English? Was it his native language? Yes.
• as a second language.
• For example, 27% of Black students, 22% of Latino students met or exceeded English language arts expectations
• Speaker, 10% of English language learners met ELL expectations.

Keywords: 995, all

Summary: The House took up several procedural orders early in the session, including extending the reporting deadline for the Housing Committee on H.4655 and suspending Joint Rule 12 for a petition seeking to rescind prior Article 5 constitutional convention applications. It then advanced three Ways and Means bills on education-related topics: personal financial literacy education (H.4670), expanded access to the state seal of biliteracy (H.4671), and teacher preparation and student literacy (H.4672), each moving through amendment adoption and third reading or engrossment procedures. A major portion of the meeting focused on H.4670, which would require personal financial literacy instruction in middle and high school and establish a financial literacy trust fund for curriculum and teacher training. Members spoke in support, emphasizing budgeting, credit, student loans, and long-term financial planning, and the bill passed to be engrossed by a 154-0 roll call. H.4671, which broadens access to the seal of biliteracy for students in public and private schools, also drew support and passed to be engrossed 155-0. The most extensive debate centered on H.4672, a literacy bill requiring evidence-based reading instruction, DESE-approved curricula or approved local alternatives, screening and progress monitoring, professional development, and related implementation measures. Members described concerns about declining reading scores and argued for a shift away from three-cueing toward phonics-based, science-of-reading approaches. Several amendments were considered: a proposal to change intervention language from “significantly” to “at risk of falling behind” failed, while amendments adding funding language, stakeholder collaboration, and other implementation details were adopted. One amendment clarifying that pictures may be used as a supplement in literacy curricula was also adopted, and the bill ultimately passed to be engrossed 155-0. The House also observed moments of silence for former Judge Leslie Harris, former Representative Mark Carron, and former Representative Dennis Rosa, and adjourned to meet the next day at 11 a.m.

Transcript Highlights:

• Researchers in the arts and humanities are studying the impact on language learning.
• The school has looked at how to create small language models to reduce the environmental and financial
• Students learn the mathematical fundamentals to then develop large language models, small large language
• This is what our students who are English language learners or language English proficient, their donut
• This is what our students who are English language learners or language English proficient, their donut

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• of the things that I've been told about access scoring is, is that if a student doesn't exit, um, English
• Um, but through their CTE courses because we know the amount of math, language, science, and history
• learners.
• It's, is the time because when I was an 8th grade teacher, I think at that time, my first period language
• They assure that our, our English language learners, our, um, uh, our students with disabilities, and

Transcript Highlights:

• learner students.
• The impact of House Bill 63, although the language in the LFC recommendation will limit that $6 million
• LESC is currently working on language for a potential bill in collaboration with PED and LFC that could
• And if they're going to use a contractor in that virtual program, the language could say or will say
• English learners, who are also named in the lawsuit, did not have their own funding formula.