Transcript Highlights:

• We talk about schools as places of learning, which they are.
• learning.
• learning.
• And let us learn and cross-pollinate what works to the other districts.
• And<00:18:10.520> let<00:18:10.679> us<00:18:10.880> learn And let us learn And

Keywords: 1183, house

Transcript Highlights:

• With the Alliance, students can be safe and comfortable to learn without fear.
• They are prioritizing their students in learning with making the perfect solution. Thank you.
• With the Alliance, students can be safe and comfortable to learn without fear.
• Schools should be a place of trust, safety, and learning.
• Schools should be a place of trust, safety, and learning.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• That is why I authored a bill last year, AB 1805, which would encourage students to learn about this.
• A case that I learned about in law school as a Latina, Mendez, a case that I learned about in law school
• Mendez was a seminal moment for me in my own learning about my history, because I learned and appreciated
• Thank you so much for continuing to share your story with us and allowing us to learn from you.
• I'm proud to just learn and see from you and have had this opportunity, but more than that to learn and

Summary: The Assembly met after a quorum call and prayer, then handled a series of procedural motions, guest introductions, and floor actions. Members welcomed student groups from Hope International University and Vacaville High School, and later recognized several guests connected to public safety dispatch. The chamber also adopted multiple re-referrals and procedural requests, including moving bills between committees and taking up AB 100 on concurrence from the Senate. A major portion of the session was devoted to ACR 34, designating April 14 as Sylvia Mendez Day. Assembly Member Ta and several colleagues spoke in support of honoring Sylvia Mendez and the Mendez v. Westminster case as a landmark in civil rights and school desegregation. The resolution drew extended partisan debate over the framing of the measure and broader issues of diversity, equity, and inclusion, but it ultimately passed on a roll call vote, with the resolution adopted. The Assembly also recognized Dolores Huerta on her 95th birthday through guest introductions and celebratory remarks, then moved through several bills and resolutions. AB 471 on air district board compensation, AB 677 on pupil records and access to screenings for housing-insecure students, ACR 31 designating California Public Safety Telecommunications Week, and AB 1150 on airport customer facility charges all passed. HR 30 recognizing Khmer New Year also was adopted with broad support. The most contentious policy action was AB 100, the early action budget bill. Supporters said it provided funding for wildfire prevention, hospital payments, Medi-Cal, and recovery in Los Angeles fire areas, while opponents criticized the bill for health care spending and high-speed rail. After a failed attempt by Assembly Member DeMaio to amend the bill and an unsuccessful appeal of the chair, the Assembly concurred in the Senate amendments and sent AB 100 to the Governor. The day ended with consent calendar approvals and adjournments in memory for several community members, including Larkin Carol Wells, Carmen O. Perez, and Oscar B. Ramos.

Transcript Highlights:

• Today I operate two licensed early learning centers in the 73rd and 74th districts.
• It's just a thank you to the committee for looking at bills and thinking about early learning.
• JUST A THANK YOU TO THE COMMITTEE FOR LOOKING   139 AT BILLS AND THINKING ABOUT EARLY LEARNING
• Third, the bill corrects a reference to the Center for Innovative Teaching and Learning, CITL, at USF
• Additionally, the center shall provide information on school district professional learning systems that

Summary: The Pre-K-12 Budget Subcommittee met with a quorum and considered three bills. HB 157, School Teacher Training and Mentoring Program, would create a Department of Education program allowing school districts and charter schools to place current or retired high-performing teachers in D- or F-rated schools as mentors, with a proposed $3,000 stipend per mentor per mentee. Members questioned the funding source and contract-time implications; the sponsor said the program would use previously decategorized education funds and that mentoring could be done within existing planning, before-school, after-school, or weekend time. An amendment clarifying that the bill would use a contract template rather than a DOE contract was adopted, and the bill was reported favorably. The committee then heard CS/HB 859, Exceptional Students and Video Cameras in Public Schools, which would require school boards to adopt policies for video cameras in self-contained ESE classrooms upon a parent request, with redaction of other students from footage. Public testimony strongly supported the bill, including emotional accounts from a parent of a nonverbal adult with autism who described past abuse in a classroom and from the Autism Society of Florida, which argued cameras are a necessary safety measure for vulnerable students and noted other states already allow or require them. Members emphasized student safety and the need to fund the policy, and the bill was reported favorably. Finally, the committee considered HB 561, Educator Certification, which aims to reduce barriers for experienced educators returning to the classroom by expanding temporary certificate eligibility to those with expired Florida certificates, allowing prior subject-area exam results to count for reinstatement, and updating references related to educator professional learning support. The sponsor said the bill preserves standards while making reinstatement more efficient and less costly. There was broad support from members, who noted the value of retaining experienced teachers, and HB 561 was also reported favorably. The committee then adjourned.

Transcript Highlights:

• And so for me, that’s what I’ve learned so far, and I know I have a lot to learn as a commissioner.
• <00:10:29.880> so<00:10:30.079> far learned so far learned so far and<00:10:32.120>
• <00:10:33.279> as<00:10:33.399> a and I know I have a lot to learn as a and I know
• I have a lot to learn as a commissioner<00:10:33.959> and<00:10:34.120> we<00:10:34.279
• That's something that's not just academic; it's not something you learn on paper.

Keywords: 912, senate, all

Summary: The Committee on Hawaiian Affairs heard Governor’s Message 590, the nomination of Archie Kappa Kappa Kappa to the Hawaiian Homes Commission, and received extensive testimony in support from Department of Hawaiian Home Lands staff, labor representatives, and community members. Supporters emphasized his leadership during the Maui wildfire response, his cultural standing, his long community service, and his experience with the Polynesian Voyaging Society. In his own remarks, Kappa described his background as a lifelong Lahaina resident, former lifeguard supervisor, and community organizer, and said he would prioritize commission duties while balancing his voyaging commitments. Members questioned Kappa about attendance, his understanding of the Hawaiian Homes Commission’s responsibilities, and his views on commercialization and revenue generation. He said commission meetings would be his priority, acknowledged he could not guarantee attendance at every meeting, and explained that commercialization meant using commercial properties and leases to generate revenue for Hawaiian Homes communities. He also said he supported using land assets to reduce reliance on legislative appropriations. A senator raised Act 279 and the need to focus spending on reducing the waitlist; Kappa said the act was complex and that he did not yet know enough to speak confidently beyond what he had read. The committee did not vote on the nomination in the portion provided and said it would return to voting later. The committee then took up Governor’s Message 591, the nomination of Lawrence Luua to the Hawaiian Homes Commission. Testimony described his background in banking, military service, Maui County planning, and long involvement with Molokaʻi homestead matters. Luua told the committee he had lived the challenges of homestead life, including housing and road issues, and said he wanted to continue the work of Prince Kūhiō by helping Native Hawaiians return to and live on the land. In response to questions, he said he began attending DHHL meetings regularly in July 2024, discussed concerns about county road obligations versus homestead responsibilities, and said he had struggled with Act 279 because he was concerned about moving funds away from other projects even though he supported its goal of reducing the waitlist. The committee then moved on to the next governor’s message and testimony for another nominee, with a SHPD representative briefly introducing the background of that nominee, but no action was taken in the excerpt provided.

Transcript Highlights:

• of teaching attractiveness, the Learning of teaching attractiveness, the Learning Policy<00:40:02.760
• Students learn up to a student learning.
• learning for every one teacher turnover. learning for every one teacher turnover.
• Um I've heard a number learn from them?
• <01:13:53.560> Um we can learn. Um we can learn.

Keywords: 1187, senate, all

Transcript Highlights:

• make sure those kids are ready to learn make sure those kids are ready to learn it's<00:10:50.880
• <01:25:49.080> about limit students ability to learn about limit students ability to learn
• effect for example last week I learned effect for example last week I learned that<01:26:59.679>
• It's a good thing to do, and they can always go to the public library and learn and learn and learn.
• ...It's a good thing to do, and they can always go to the public library and learn and learn and learn

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and first considered two concurrent resolutions. SCR 76, sponsored by Sen. Amanda Bledsoe, would create a Kentucky School for the Deaf Governance Task Force to examine the school’s future governance and its relationship with the Kentucky Department of Education. Bledsoe described the school’s long history and said the task force would give the small deaf-school community more voice. The committee adopted the resolution unanimously with favorable expression. The committee then took up SCR 131, sponsored by Sen. Max Wise, to continue the Efficient and Effective Districts Task Force from 2024. Wise said the prior task force met about 10 times and focused on student achievement and district policy, and the new version would continue that work as a legislature-only task force. The resolution passed unanimously with favorable expression. Members next considered HB 240 on primary school promotion. Rep. Truitt explained that the bill would require students who are not ready in kindergarten to repeat kindergarten, while a committee substitute softened the approach by allowing a school to hold a child back in kindergarten but requiring action in first grade. He said the bill aligns with existing reading-screening efforts and is intended to strengthen early literacy foundations. The committee adopted the substitute and passed the bill unanimously with favorable expression; Sen. Williams briefly explained his support as favoring performance-based advancement. The committee also approved HB 298, which would change the identification of schools for comprehensive support and improvement from every three years to annually, require KDE recommendations during management audits, add professional development in reading and math, and require effective instructional resources. The committee substitute also allowed districts with multiple CSI schools to contract for a turnaround vendor. The bill additionally carried employee-misconduct provisions from prior sessions, including disclosure requirements for applicants; the only change discussed was removing the word “investigation” from one disclosure section. HB 298 passed unanimously with favorable expression, and the committee also adopted a title amendment. Finally, the committee heard HB 424 on employment at public postsecondary institutions. Rep. Tipton said the bill would require performance and productivity reviews for faculty at least every four years, clarify appointment and removal authority for presidents at certain institutions, and expand “cause” for dismissal to include failure to meet performance and productivity requirements. Dr. Ray Horton, speaking for faculty groups, proposed a small substitute that would tie any performance measures to existing employment contracts to preserve academic integrity and avoid unintended changes to tenure processes. Members discussed how tenure works at Kentucky universities, and the committee was still in the middle of considering the proposed substitute when the transcript ended.

Transcript Highlights:

• I learned how to cross-country ski. You couldn't use a car.
• Others have said, when you're in this position, you've got to learn about everything.
• There's a lot we've learned in this committee.
• Southern New Mexico, harvesting vegetables, you learn you're going to college.
• It's going to be a learning curve for us while we're here.

Transcript Highlights:

• . learning. learning.
• <00:36:21.720> model, set the learning model, set the learning model, choose<00:36:23.120>
• It removes them from learning.
• It removes them from learning.
• It removes them from learning.

Keywords: 1187, senate, all

Transcript Highlights:

• We're asking for the right to learn.
• We authored the next chapter of our history, carrying on the values and lessons learned by the job...
• We authored the next chapter of our history, carrying on the values and lessons learned by the job...
• Of our history, carrying on the values and lessons learned by the giants who stood before us.
• If we're expected to learn in the classroom every day, we need holistic student care.

Keywords: student advocacy, SB12, SB13, public education policy, youth engagement, marginalized communities, legislative representation

Summary: Students Engaged in Advancing Texas (SEAT) held an advocacy event at the Texas Capitol focused on youth participation in policymaking and opposition to recent education-related legislation. Speakers, including student organizers and SEAT leaders, argued that students should have a direct voice in decisions affecting public schools, curriculum, and school governance. Representative Donna Howard briefly attended to support the group, praised their advocacy, and referenced the idea that if young people are not given a seat at the table, they should “bring your own chair.” Several student speakers criticized the newly passed school vouchers bill as a threat to public education and said it would divert resources from public schools. Others opposed bills such as Senate Bill 12 and Senate Bill 13, describing them as harmful to LGBTQ+ students and inclusive education. One speaker also condemned book bans and library censorship, arguing that students need access to diverse books and truthful, inclusive curricula. The speakers framed these issues as matters of student rights, belonging, and free expression. SEAT executive director Cameron Samuels closed by describing the organization’s history of student-led activism against book bans and exclusion from school policymaking. Samuels said the group had distributed challenged books, pursued legal action over blocked internet resources, and delivered a Student Bill of Rights to superintendents and legislators. The event ended without any formal legislative vote or committee action, serving instead as a press conference and advocacy rally urging lawmakers to listen to students.

Transcript Highlights:

• And what we know about learning, what the data says about learning, is that it happens best when students
• When those things are in place, learning is unleashed for children, and they're allowed to become the
• We had in the original bill a description of what an anti-Semitic learning environment might be.
• It focuses on rote learning of facts.
• I've been learning that a lot of bills can get thrown on you at the 11th hour.

Summary: The Assembly Education Committee held an informational hearing on AB 715, followed by discussion of SB 48. AB 715 was presented by Assembly Members Zbur and Addis as a response to rising anti-Semitism in California schools. They described incidents involving harassment, swastikas, biased classroom materials, and students feeling unsafe, and said the bill would create an Office of Civil Rights with coordinators to address anti-Semitism and other forms of discrimination, provide prevention resources, and support school districts. Witnesses in support, including a rabbi and a student who described personal experiences with anti-Semitic harassment, urged immediate action to protect Jewish students. Opposition testimony came from the California Teachers Association, county superintendents, school board groups, labor organizations, civil liberties advocates, ethnic studies educators, and many community members. Their main concerns were that the bill was rushed, had not been fully vetted in the Assembly Education Committee, and could chill classroom speech or create constitutional problems, especially around language requiring instruction and materials to be “factually accurate” and not based on advocacy, bias, or partisanship. Several opponents argued that anti-Semitism should be addressed through education, training, and restorative practices rather than new statutory restrictions. Some witnesses also raised concerns about the bill’s impact on ethnic studies and free speech. Committee members then debated the bill’s process and substance at length. The authors said the bill had been narrowed through negotiations with education stakeholders and the Senate, that some disputed provisions would be revisited in cleanup language, and that the urgency of anti-Semitic incidents required action now. Several members expressed support for the bill’s goal but criticized the late release of the final language and the lack of consultation with the Assembly committee. Others emphasized the need to protect Jewish students immediately and argued the bill was a necessary response to a real crisis. The transcript does not show a final vote on AB 715 in the portion provided.

Transcript Highlights:

• <00:20:13.200> week<00:20:13.720> to midst of Civic learning week to midst of Civic
• learning week to introduce<00:20:14.360> four<00:20:14.880> outstanding<00:20:15.520><
• She has created opportunities for students to explore global perspectives, engage in service learning
• She has created opportunities for students to explore global perspectives, engage in service learning
• I am really learning a lot.

Keywords: 910, house, all

Transcript Highlights:

• What aspects of this role present the greatest learning curve for you?
• EM grants, I would say, was a steep learning curve.
• That is something that would be a learning curve for me.
• It's Learning curves for me in this particular role.
• You can learn legislative procedure or you can stay quiet.

Summary: The Senate Committee on Director Nominations held a confirmation hearing for John Connolly, the current Adjutant General and Director of the Department of Emergency and Military Affairs (DEMA). Connolly described his background in the Army, National Guard, and military law, and outlined DEMA’s dual mission of supporting the Arizona National Guard and emergency management. He emphasized readiness, modernization of aging aircraft and facilities, growth in capabilities such as drones and electronic warfare, partnerships to restore helicopter training at Silver Bell, and stewardship of resources. He also discussed DEMA’s border-related missions, including Task Force Safe at Nogales, counter-drug operations, and use of artificial intelligence to monitor drone activity and build a common operating picture for law enforcement. Committee members questioned Connolly about his interview and vetting process, his role in emergency management, disaster response in Gila County, support for rural counties and tribes, and services for Guard members and families through the Integrated Resilience Operations Center. Several members pressed him on military discipline, lawful orders, classified information, and the distinction between war and hostilities. Senator Rogers focused on chain of command, combat readiness, and whether Connolly’s JAG background prepared him to lead a combat-oriented force; Connolly responded that his role is to provide ready forces, follow civilian authority, and ensure troops have training, equipment, and family support. He also said he had experience advising commanders and teaching lawful versus unlawful orders. A major point of contention came when members questioned Connolly about the 2021 COVID-19 vaccination mandate for the Guard and whether he had treated it as unlawful or unconstitutional. Connolly said it was a lawful order at the time and that exemption processes existed under the regulations. The hearing also turned to immigration enforcement, emergency powers, and whether the Guard should support ICE; Connolly said the Guard is a support function and would respond to a direct request through the governor, but he could not identify a specific scenario in the abstract. No vote or final action was taken during the hearing, and the committee appeared to continue its review after testimony and questioning.

Transcript Highlights:

• I have learned so much about things that I had no real desire to learn about, but I now know about theater
• So, you know, it helped me learn a way around my college life and stuff like that.
• But we, at UCA, have a program called Living Learning Communities.
• It’s housed on the Living Learning Communities website.
• Nadia Eslinger is the Director of the Living Learning Communities, and Dr.

Summary: The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives. Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff. The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.

Transcript Highlights:

• So what does Samantha do as a sophomore in high school once she learns about this?
• While my mom worked tirelessly to build a better life for us, Head Start gave me a safe place to learn
• It gave her the peace of mind that every parent deserves, that her child was in good hands, learning
• learning years and they come equipped to have success in school.
• , starting to learn things like English and other skills that I was not able to learn at home because

Summary: The Assembly met with a quorum present after a roll call and prayer, then proceeded through routine journal, procedural, and guest-introduction business. Members recognized several guests, including local district officials, Japanese business leaders, and students/interns, and the chamber also observed remarks about the Texas flooding tragedy during the prayer. The body then moved through the daily file, including second-reading items and concurrence votes on AB 390, which expands the slow-down/move-over law to stationary vehicles, and AB 1478, which allows retailers to absorb mattress recycling fees; both measures had Senate amendments concurred in by recorded vote. The Assembly adopted AJR 12, a bipartisan resolution recognizing Head Start Month and urging Congress and the President to protect and increase Head Start funding. Multiple members spoke in support, emphasizing the program’s role in early education, health, nutrition, and family support, especially in rural and low-income communities; the resolution received 70 ayes and no noes after 69 co-authors were added. The chamber also adopted ACR 96, designating a portion of Highway 101 in Humboldt County as the Patty Berg Memorial Highway, and SCR 50, which calls for state review of climate adaptation and maladaptation criteria to improve climate resilience planning; both measures passed without opposition. On the consent calendar, the Assembly added co-authors to ACR 81 and adopted the second-day consent calendar and remaining consent items, all by unanimous or near-unanimous votes. The body also approved a motion to return AB 529 from engrossing and enrolling to the Senate for further action. The session concluded with numerous adjournment-in-memory tributes, most notably for Rincon Tribal Council Chairman Bo Mazzetti and former legislative secretary George Steffes, followed by a moment of silence for each and adjournment until Monday, July 14 at 1 p.m.

Transcript Highlights:

• We learned this morning that Pope Francis passed away this morning. Monday at the age of 88.
• I learned there that that was the grace by which she operated.
• I learned a lot from her, and we'll always appreciate those early days. Thank you to her family.
• I think people learned pretty quickly that you shouldn't mistake her quietness for weakness.
• You can learn about the blueberry muffin gang, and there are photos of them at the reception.

Transcript Highlights:

• <00:39:32.880> to us are still learning to us are still learning to appreciate.<00:39:34.640
• I learned there that that was the grace by which she operated.
• Representative Murphy, I learned two things about her.
• ,<00:54:21.200> um, And then the other thing I learned, um, And then the other thing I learned
• She also promote lifelong learning.

Keywords: 1183, house

Transcript Highlights:

• Thank you for supporting their growth and their learning.
• She enjoys spending time performing, learning the art of dance, cooking, and learning instruments like
• Zoe plays soccer, and she's really excited to visit the Capitol and learn about the government.
• But please take time to go learn about New Mexico Tech. ...on. There's just a lot to list.
• But please take time to go learn about New Mexico Tech.

Bills: HM3, HM11, HM14, HM15, HM21

Keywords: nurses, health care workers, healthcare workers, frontline workers, hospital staff, clinicians, allied health professionals, support staff, public health, workforce shortage, nursing shortage, safe staffing, patient safety, rural health care, frontier communities, behavioral health, mental health, substance use disorder, substance abuse, health care memorial

Transcript Highlights:

• So the kids aren't learning anything about government.
• A hungry child can't learn.
• So the kids aren't learning anything about government.
• A hungry child can't learn.
• A hungry child can't learn.

Keywords: 916, all

Transcript Highlights:

• Many students have different learning styles.
• <00:14:05.880> um of my understanding and learning um of my understanding and learning um
• and investment in student learning and investment in student learning having<00:25:00.919> outlined
• and what they're ready to have learned and what they're ready to learn<00:31:33.279> next<00:
• <00:42:06.480> which effort into what they're learning which effort into what they're learning

Keywords: 1187, senate, all