Bills: SB525, SR112, SR109, SCR61, SCR62, SCR12, HB175, HB276, HB437, HB456, HB457, HB459, HB488, HB579, HB656, HB804, HB818, HB841, HB981, HB1052, HB1089, HB1101, HB1154, HB1166, HB1193, HB1194, HB1203, HB1209, HB1244, HB1249, HB221, HCR69, HCR58, SB57, SB405, SB414, HB62, HB193, HB203, HB205, HB210, HB220, HB222, HB228, HB246, HB420, HB475, HB486, HB574, HB584, HB750, HB799, HB813, HB815, HB826, HB870, HB949, HB953, HB1045, HB1092, HB1151, HB1162, HB1176, HB1177, HB1196, HB1214, HB1236, HB1241, SB106, SB206, SB248, SB441, SR86, SCR30, SB83, SB135, SB143, SB155, SB157, SB202, SB237, SB276, SB295, SB388, SB450, SB465, SB35, SB65, SB215, SB246, SB249, SB269, SB282, SB296, SB323, SB363, SB369, SB474, SB484, SB490, SB492, SB500, SB501, SB513, HCR31, HB301, HB358, HB359, HB384, HB413, HB428, HB450, HB462, HB547, HB613, HB631, HB657, HB669, HB675, HB680, HB691, HB712, HB716, HB720, HB723, HB727, HB728, HB735, HB747, HB759, HB825, HB845, HB846, HB903, HB904, HB907, HB923, HB929, HB941, HB962, HB965, HB1036, HB287, HB370, HB515, HB521, HB570, HB1200, HB29, HB39, HB58, HB67, HB73, HB76, HB77, HB82, HB112, HB121, HB125, HB132, HB134, HB151, HB154, HB155, HB161, HB166, HB187, HB191, HB207, HB211, HB224, HB238, HB241, HB242, HB250, HB260, HB265, HB275, HB300, HB320, HB338, HB339, HB349, HB379, HB399, HB427, HB463, HB464, HB468, HB545, HB550, HB551, HB565, HB588, HB639, HB725, HB782, HB805, HB808, HB834, HB847, HB853, HB858, HB861, HB883, HB916, HB937, HB977, HB1012, HB1027, HB1044, HB1054, HB1091, HB1117, HB90, HB127, HB138, HB150, HB201, HB268, HB273, HB285, HB315, HB354, HB355, HB360, HB376, HB445, HB506, HB606, HB649, HB665, HB681, HB721, HB746, HB757, HB781, HB835, HB844, HB857, HB872, HB886, HB889, HB892, HB972, HB982, HB987, HB1037, HB1068, HB1072, HB1078, HB1085, HB1132, HB1137, HB1167, HB1174, HB1232, HB1238, HB23, HB136, HB36, HB119, HB126, HB129, HB245, HB271, HB280, HB337, HB351, HB677, HB726, HB789, HB850, HB956, HB966, SB149, SB382

Keywords: unclaimed property, abandoned property, escheat, state treasurer, administrator, claimant, purchase agreement, assignment, property recovery, owner verification, documentation requirements, fraud prevention, bankruptcy, bankruptcy court, court order, Uniform Unclaimed Property Act, Louisiana Revised Statutes, R.S. 9:167.1, Chennault International Airport, 40th anniversary

Bills: SB525, SR112, SR109, SCR61, SCR62, SCR12, HB175, HB276, HB437, HB456, HB457, HB459, HB488, HB579, HB656, HB804, HB818, HB841, HB981, HB1052, HB1089, HB1101, HB1154, HB1166, HB1193, HB1194, HB1203, HB1209, HB1244, HB1249, HB221, HCR69, HCR58, SB57, SB405, SB414, HB62, HB193, HB203, HB205, HB210, HB220, HB222, HB228, HB246, HB420, HB475, HB486, HB574, HB584, HB750, HB799, HB813, HB815, HB826, HB870, HB949, HB953, HB1045, HB1092, HB1151, HB1162, HB1176, HB1177, HB1196, HB1214, HB1236, HB1241, SB106, SB206, SB248, SB441, SR86, SCR30, SB83, SB135, SB143, SB155, SB157, SB202, SB237, SB276, SB295, SB388, SB450, SB465, SB35, SB65, SB215, SB246, SB249, SB269, SB282, SB296, SB323, SB363, SB369, SB474, SB484, SB490, SB492, SB500, SB501, SB513, HCR31, HB301, HB358, HB359, HB384, HB413, HB428, HB450, HB462, HB547, HB613, HB631, HB657, HB669, HB675, HB680, HB691, HB712, HB716, HB720, HB723, HB727, HB728, HB735, HB747, HB759, HB825, HB845, HB846, HB903, HB904, HB907, HB923, HB929, HB941, HB962, HB965, HB1036, HB287, HB370, HB515, HB521, HB570, HB1200, HB29, HB39, HB58, HB67, HB73, HB76, HB77, HB82, HB112, HB121, HB125, HB132, HB134, HB151, HB154, HB155, HB161, HB166, HB187, HB191, HB207, HB211, HB224, HB238, HB241, HB242, HB250, HB260, HB265, HB275, HB300, HB320, HB338, HB339, HB349, HB379, HB399, HB427, HB463, HB464, HB468, HB545, HB550, HB551, HB565, HB588, HB639, HB725, HB782, HB805, HB808, HB834, HB847, HB853, HB858, HB861, HB883, HB916, HB937, HB977, HB1012, HB1027, HB1044, HB1054, HB1091, HB1117, HB90, HB127, HB138, HB150, HB201, HB268, HB273, HB285, HB315, HB354, HB355, HB360, HB376, HB445, HB506, HB606, HB649, HB665, HB681, HB721, HB746, HB757, HB781, HB835, HB844, HB857, HB872, HB886, HB889, HB892, HB972, HB982, HB987, HB1037, HB1068, HB1072, HB1078, HB1085, HB1132, HB1137, HB1167, HB1174, HB1232, HB1238, HB23, HB136, HB36, HB119, HB126, HB129, HB245, HB271, HB280, HB337, HB351, HB677, HB726, HB789, HB850, HB956, HB966, SB149, SB382

Keywords: unclaimed property, abandoned property, escheat, state treasurer, administrator, claimant, purchase agreement, assignment, property recovery, owner verification, documentation requirements, fraud prevention, bankruptcy, bankruptcy court, court order, Uniform Unclaimed Property Act, Louisiana Revised Statutes, R.S. 9:167.1, Chennault International Airport, 40th anniversary

Summary: The Senate convened with 27 members present, heard a guest minister’s prayer for the National Day of Prayer, and adopted the pledge. The chamber then dispensed with the journal and received a legislative bureau report on numerous House bills. It also received House messages on several Senate bills and joint resolutions, including concurrence on multiple Senate measures with amendments, and introduced Senate Concurrent Resolution 63, which would request an audit of the fiscal note process. The Senate adopted Senate Resolution 86, which would prohibit eyeglasses with video or audio recording capability on the Senate floor without approval from the President. Several Senate bills were advanced, including measures on human trafficking training in schools (SB 83), bulletproof vests for peace officers (SB 143), dental care for cancer patients (SB 155), parental leave for educators (SB 157), election board compensation days (SB 202), child welfare and the state child ombudsman (SB 237), brain injury treatment coverage (SB 295), foreign-adversary contract review and homeland security (SB 388), school safety reporting (SB 450), and prompt-pay standards for health care claims (SB 465). Most of these bills passed the Senate unanimously or near-unanimously and were moved to reconsider, while SB 513 on public works average-bid contracting was amended and returned to the calendar. The Senate also took up many House bills, passing measures on voluntary portable benefits for independent contractors (HB 301), memorial highway and terminal designations (HB 358, HB 384, HB 428, HB 657, HB 675, HB 716, HB 972), insurance and health-related changes (HB 413, HB 450, HB 631, HB 680), workforce development (HB 680), and a seafood research authorization near Grand Isle (HB 669). Several bills were amended before passage, including HB 359 on election qualifying rules and HB 675 with an added memorial corridor for crossing guard Katie Wells. Other House bills were received but not acted on or were returned to the calendar. The session ended with committee announcements, a brief recognition of mothers in the chamber, and adjournment until Monday, May 11 at 2 p.m.

Transcript Highlights:

• restriction of the use of a home or commercial establishment by parents participating in a parent-driven learning

Bills: SR110, SR109, SCR58, SCR59, SCR12, HB198, HB225, HB508, HB512, HB599, HB632, HB763, HB909, HB971, HB989, HB1066, HB1171, HB1204, HB1231, HB1246, HB1248, HB1250, HB221, HCR41, HCR63, HCR76, HCR77, HCR86, HCR92, HCR93, HCR58, SB83, SB135, SB143, SB155, SB157, SB202, SB237, SB261, SB276, SB295, SB388, SB450, SB465, HB17, HB21, HB42, HB45, HB51, HB55, HB74, HB106, HB108, HB133, HB140, HB159, HB168, HB215, HB226, HB263, HB296, HB299, HB322, HB324, HB364, HB519, HB535, HB538, HB568, HB571, HB622, HB635, HB676, HB772, HB784, HB821, HB823, HB1006, HB1018, HB1033, HB1034, HB1043, HB1070, HB1134, HB1237, HB1239, SB162, SB382, SR93, SCR40, SCR30, SB35, SB65, SB215, SB228, SB246, SB249, SB268, SB269, SB282, SB283, SB296, SB323, SB338, SB363, SB369, SB408, SB431, SB474, SB484, SB490, SB492, SB500, SB501, SB513, HCR6, HCR31, HB297, HB305, HB336, HB337, HB351, HB436, HB594, HB789, HB956, HB957, HB995, HB1040, HB50, HB117, HB120, HB122, HB139, HB148, HB149, HB185, HB247, HB271, HB286, HB301, HB358, HB359, HB384, HB413, HB428, HB450, HB462, HB547, HB613, HB631, HB657, HB669, HB675, HB680, HB691, HB712, HB716, HB720, HB723, HB727, HB728, HB735, HB747, HB759, HB825, HB842, HB845, HB846, HB903, HB904, HB907, HB923, HB929, HB941, HB962, HB965, HB1036, HB287, HB370, HB515, HB521, HB570, HB1200, HB29, HB39, HB58, HB67, HB73, HB76, HB77, HB82, HB112, HB121, HB125, HB132, HB134, HB151, HB154, HB155, HB161, HB166, HB187, HB191, HB207, HB211, HB224, HB238, HB241, HB242, HB250, HB260, HB265, HB275, HB300, HB320, HB338, HB339, HB349, HB379, HB399, HB427, HB463, HB464, HB468, HB545, HB550, HB551, HB565, HB588, HB639, HB725, HB782, HB805, HB808, HB834, HB847, HB853, HB858, HB861, HB883, HB916, HB937, HB977, HB1012, HB1027, HB1044, HB1054, HB1091, HB1117, HB90, HB127, HB138, HB150, HB201, HB268, HB273, HB285, HB315, HB354, HB355, HB360, HB376, HB445, HB506, HB606, HB649, HB665, HB681, HB721, HB746, HB757, HB781, HB835, HB844, HB857, HB872, HB886, HB889, HB892, HB972, HB982, HB987, HB1037, HB1068, HB1072, HB1078, HB1085, HB1132, HB1137, HB1167, HB1174, HB1232, HB1238, HB36, HB119, HB126, HB129, HB245, HB280, HB677, HB726, HB850, HB966, SB68, SB149

Keywords: youth fitness, school achievement, Lafayette Parish, Louisiana Governor's Games, elementary education, Louisiana Arts Day, arts and culture, cultural heritage, artists, musicians, writers, performers, culture bearers, tourism, creative economy, economic impact, cultural sector, Louisiana Partnership for the Arts, festivals, visual arts

Summary: The Senate convened with a quorum, heard a prayer from Dr. Michael Sprague, and recited the pledge. The body then suspended the rules to welcome House Majority Leader Steve Scalise, who highlighted federal-state cooperation and credited Louisiana lawmakers with helping advance policies such as no tax on overtime, expanded energy development, and major business investment in the state. The chamber also recognized several visiting groups and observances, including Leadership Lafayette, the new Orleans Parish sheriff, Pro-Life Day at the Capitol, Recreation and Parks Day/Month, Main Street Day, LMA Day, and Links Day, with multiple resolutions adopted or concurred in for those recognitions. On legislation, the Senate handled a mix of committee reports, House messages, and floor action. It concurred in House Concurrent Resolution 92 and 93, adopted SCR 60, SR 11, SR 93, and SCR 40, and advanced or adopted numerous bills and resolutions. Notable measures included workers’ compensation bills SB 162, SB 382, and SB 408; SB 500 on medical review panels and certificates of merit; SB 268 and SB 228 on lead service line replacement and use of public funds; SB 338 on school bullying prevention; SB 431 on towing and storage access; HB 297 on lease termination for stalking and cyberstalking victims; HB 305 on child sexual abuse material evidence handling; HB 336 on post-conviction relief timelines; HB 436 allowing veterans to serve as park police/wardens; HB 594 designating SCN2A Day; HB 957 on prisoner transfer notifications; HB 995 on videotaped statements; HB 1040 on juvenile detention board membership; HB 117 reauthorizing the Department of State; HB 120, HB 122, HB 139, HB 247, and HB 286 creating or adjusting local districts; and HB 185 clarifying independent contractor coverage in workers’ compensation. Several bills were amended on the floor before passage, including SB 382, SB 500, SB 431, SB 338, and HB 185, while some measures were returned to the calendar or referred to committees. The Senate also received and referred a large number of House bills and concurrent resolutions on topics including health care reimbursement, criminal procedure, education, insurance, natural resources, transportation, and local governance. Votes recorded in the transcript were generally favorable, with many measures passing unanimously or by wide margins, though a few drew opposition, such as HB 185 and HB 957.

Transcript Highlights:

• We talked about service learning, project-based learning, student-centered learning, personalized learning
• We talked about service learning, project-based learning, student-centered learning, personalized learning
• We talked about service learning, project-based learning, student-centered learning, personalized learning
• based learning um student project based learning um student centered<01:04:31.599> learning<01
• :04:32.599> personalized<01:04:33.559> learning centered learning personalized learning

Keywords: 1187, senate, all

Transcript Highlights:

• distance learning in their school districts... ...will still have access to full-time distance learning
• distance learning program.'
• A 'distance learning student' is a student who is enrolled in a full-time distance learning program.
• They've learned how to use technology to learn, and they're beginning to use that quite a bit.
• Were learning online.

Bills: HB2, SB204, SB241, HB34

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

Transcript Highlights:

• Also the adult learning theory.
• We learn better when we can connect to the material that we're learning.
• How do you learn how to create these tables where families feel, How do you learn how to create these
• , how they're doing learning it, and how they're showing their learning.
• It is that they're learning, how they're doing learning it, and how they're showing their learning.

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

Transcript Highlights:

• I'm trying to learn everything I can learn.
• I think the kids that don't want to learn Shakespeare are never going to learn Shakespeare.
• Early learning coalitions are acronym-happy in the education world, so early learning coalitions are
• focusing on early learning.
• the early learning world.

Summary: The Education Administration Subcommittee held an introductory meeting focused largely on member introductions and “homework” reports about education issues in each district. Members raised a wide range of concerns and priorities, including early childhood care and VPK access, school choice and school closures, teacher recruitment and retention, conflict resolution and school safety, early literacy and preparedness, technology and AI/STEM instruction, attendance and mental health, ESE services, dual enrollment and career/technical education, caregiving youth, and real-time student enrollment/funding tracking. Several members also emphasized local challenges such as housing-driven teacher turnover, disaster-related attendance problems, and funding inequities across counties. The committee then heard a detailed presentation on Florida’s early learning system from Chancellor Carrie Miller of the Department of Education’s Division of Early Learning. She outlined the structure and funding of School Readiness, VPK, and the Gold Seal Quality Care program, the role of early learning coalitions and DCF, and the state’s quality and accountability measures. She highlighted the importance of kindergarten readiness, teacher quality, and the new School Readiness Plus program, which helps families transition off subsidy more gradually. Additional panelists from the Children’s Forum, the Early Learning Coalition of Miami-Dade/Monroe, and a Tallahassee child care provider discussed workforce shortages, low wages, provider turnover, the TEACH scholarship program, Help Me Grow, local coalition operations, and the need for more providers and more consistent regulation. During questions, members asked about wait lists, special needs services, teacher retention, provider onboarding, and DCF regulation. The panel said Miami-Dade’s wait list was about 4,000 children and described priority categories for service; they also said children with disabilities are screened and referred for support, though not given a separate priority category. Panelists reported that TEACH has helped reduce turnover through education support and service commitments, but said wages and career pathways remain major issues. Members also pressed for clearer, more consistent licensing standards and more support for new providers entering the field. No formal votes or committee actions were taken in the meeting.

Transcript Highlights:

• Learning to communicate, learning<00:09:56.560> to<00:09:56.800> read,<00:09:57.920>
• to learn, grow, and thrive. Thank you. to learn, grow, and thrive. Thank you.
• I quickly learned I overreacting.
• interrupted learning? interrupted learning?
• learn and the support they need to heal. learn and the support they need to heal.

Keywords: 1183, house

Transcript Highlights:

• Both seen learning loss as a result of the pandemic and not a complete recovery, it's learning loss was
• I have the capacity to go learn about each of them and so we often try to pick out a few and learn from
• , learning from your peers.
• educators for their extra time, community-based learning, and academic support to close the learning
• that kids need to to actually do learn.

Keywords: 988, house, all

Transcript Highlights:

• I usually sit in this space as whatever you need in early learning.
• We work with all 30 early learning coalitions throughout the state.
• Do the ELCs work for the Department of Early Learning?
• That's what we face in early learning.
• That's what we face in early learning.

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• Journey Learning gives me the time to learn and practice until I feel confident.
• But we then came across Journey Learning Academy. But we then came across Journey Learning Academy.
• And so we also have early learning centers. We do have early learning centers.
• And so we also have early learning centers. We do have early learning centers.
• And so we also have early learning centers. We do have early learning centers.

Summary: The committee first heard SB 206, which would require cardiovascular pre-screening and blood pressure testing for student athletes beginning in the 2026-2027 school year. Chairman Miller said the bill was prompted by concerns about undiagnosed hypertension and sudden cardiac arrest in young athletes, and Coach Marcus Scott testified about his own kidney transplant after years of untreated high blood pressure. Members asked about who would perform the screenings and how follow-up would work; the American Heart Association said existing athletic physical processes and referral networks could handle it. An amendment was adopted, and the committee reported SB 206 favorably as amended. The committee then took up SB 305, which would require a publicly available statewide career-alignment dashboard showing how degree programs connect to workforce outcomes, including completion, employment, wages, and high-demand jobs. Chairman Edmonds and student task force member Cruz Cassard said the goal was to help students understand job opportunities in Louisiana and reduce the number leaving the state after graduation. Workforce and higher education stakeholders supported the measure as a transparency and workforce-planning tool. The committee reported SB 305 favorably. Next, the committee considered HB 624, a school safety cleanup bill updating references from crisis management plans to emergency operations plans and aligning school emergency language with national standards. Representative Johnson and the Louisiana Center for Safe Schools said the bill would not create new mandates or costs, but would clarify existing requirements. The committee reported HB 624 favorably. The committee then heard HB 1022, as substituted, concerning school-based health care services. Representative Jackson said the bill was intended to clarify that medical decisions in school-based health centers should be made by licensed health professionals, not school staff, while preserving parental consent. Testimony from school-based health center providers supported the bill, but several members raised concerns about consent, parental authority, and whether the language shifted too much responsibility away from schools; the Charter School Association suggested adding more collaborative language. After discussion, the committee adopted the substitute and reported HB 1022 favorably by a 10-4 vote.

Transcript Highlights:

• We'll go ahead and move on to issue two for the Expanded Learning Opportunities Program.
• To provide integrated services and expanded learning to students in the community.
• I'm here with the California Partnership for the Future of Learning.
• They're learning content while also learning a new language.
• They're learning content while also learning a new language.

Keywords: 987, senate, all

Transcript Highlights:

• seven times the lost learning time as white girls.
• their learning profile.
• There's about 20% of kids who need to learn second grade, 20% of kids that need to learn third grade,
• and unspent learning potential.
• and unspent learning potential.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• proximity to where they live and learn. proximity to where they live and learn.
• , professionals by living, learning, professionals by living, learning, working,<00:54:19.640>
• and developed state-of-the-art learning and developed state-of-the-art learning environments.<00
• teaching to generate deep learning. teaching to generate deep learning.
• for learning innovation and research. for learning innovation and research.

Keywords: 1187, senate, all

Transcript Highlights:

• SUMMER LEARNING INSTITUTE.
• THAT WE CAN ADAPT TO TODAY SO THAT WE CAN HELP MORE KIDS LEARN TO READ?
• BECAUSE IF THEY DON'T LEARN TO READ THEY CAN'T READ TO LEARN. THAT'S MY QUESTION MR. CHAIR.
• AND THE STANDARDS WERE DIFFERENT FOR STUDENTS TO LEARN.
• SUCH AS SAT, ACT AND NOW THE CLC AS WELL, THE CLASSIC LEARNING TEST.

Transcript Highlights:

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

Keywords: 1187, senate, all

Transcript Highlights:

• , it's impacting our students learning, it's impacting our students learning, their<00:04:37.680>
• option of remote learning for students. option of remote learning for students.
• Spanish, they're learning English, they're learning how to be students.
• It's coming from a place of protecting learning, safety, and student learning.
• learning, safety, and student learning. learning, safety, and student learning.

Keywords: 918, senate, all

Summary: The meeting focused on the impact of recent ICE enforcement activity in Minnesota, especially on schools, students, and families. Speakers, including legislators, superintendents, a school board chair, teachers, parents, and a student, described fear in immigrant and non-immigrant communities, increased absenteeism, disrupted school routines, and broader trauma affecting children’s mental health and learning. Several speakers said students were staying home, families were avoiding bus stops and public places, and educators were taking on extra duties such as transporting students, delivering food, and helping with housing and remote learning options. Testimony included specific examples from Columbia Heights, Fidley Public Schools, Rochester, and Maple Grove. Speakers reported detained students and family members, canceled in-person classes in some districts, expanded virtual learning, and sharp attendance declines; one superintendent cited more than 530 additional daily absences in Rochester and large increases in excused absences among multilingual, low-income, Asian-American, and Latino students. A parent and student speaker described organizing neighborhood safety efforts and a planned student walkout to demand safe busing, suspension of a policy that unenrolls students after 15 consecutive absences, and a pause on standardized testing. The speakers repeatedly called for ICE to be removed from schools and from Minnesota, and urged elected officials to act to protect children and educators. One senator reflected on democracy, liberty, and freedom from fear, linking the situation to the purpose of public education. No formal committee vote or legislative action was taken during the excerpt; the session ended with a transition to questions and a call for community responsibility and support.

Transcript Highlights:

• learning.
• and Service Learning can f fill learning and Service Learning can f fill their<00:44:13.440> mission
• learning every single time.
• learning every single time.
• We learn best from our elders. We learn best in the environments around us.

Keywords: 1183, house

Transcript Highlights:

• puts the kind the play-based learning puts the kind the play-based learning back<00:19:47.679>
• Um this the in play-based learning.
• And this actually puts learning back to the kids the way that they're meant to learn and gives the teachers
• And I think learning is implemented.
• 00:26:46.960> gives that they're meant to learn and gives that they're meant to learn and gives

Keywords: 1191, senate, all

Summary: The Committee of Conference on Senate Bill 578 met to reconcile differences in a bill concerning recess times for children and related early learning provisions. The Senate sponsor described two compromise amendments, both based on the Senate version, that would restore play-based learning through third grade and replace guided reading with interactive shared reading; the only difference between the two was whether recess would extend through fifth grade or eighth grade. The sponsor argued the changes were supported by studies, existing state investment in play-based learning, and examples from schools using recess to improve attendance and behavior. House members opposed the amendments, saying they were concerned about creating an expensive or unfunded mandate and about limiting local control over curriculum decisions. One House member said the state lacked enough fiscal support and implementation time for districts, and another said the proposal should perhaps be studied further before expanding it beyond kindergarten. Supporters countered that the state had already invested in training, that the proposal was a teaching method rather than a new curriculum, and that play-based learning and recess improve mental health, classroom behavior, and student engagement. The committee voted on the 2084S amendment, and it failed on a divided vote. After further discussion, the House reiterated that it would stick with its position and oppose the Senate amendments. The chair then stated that the committee was at an impasse and that the bill was effectively dead, with no further action taken.

Transcript Highlights:

• curriculum and the best learning curriculum and the best learning environment<00:05:44.479> for
• for what he's learning.
• for what he's learning.
• I'm very thankful for what he's learning I'm very thankful for what he's learning but<00:18:54.600>
• <01:13:06.280> I what we want our children to learn I what we want our children to learn I

Bills: HF29, HF921, HF922, HF1048, HF1049

Keywords: railroad, infrastructure, transportation funding, environmental remediation, capital investment, HF921, tax increment financing, TIF, excess tax increment, school district aid, levy adjustment, property tax levy, education finance, Minnesota education aid, decertification, local government finance, school funding formula, state aid reduction, referendum equalization aid, debt service equalization