Transcript Highlights:

• My wife came home from the start of the school year, she was He was teaching at the time at a Title I
• school in Cypher ISD, teaching sixth grade reading.
• proving their job satisfaction, making it so that they actually want to continue to teach.
• And this is something that we've done in the past that has proven to be highly effective.
• By teaching them the skills they need to thrive and believe in themselves.

Bills: HB367, HB497, HB549, HB983, HB 1188, HB 1290, HB1368, HB2243, HB2310, HB2849, HB3099, HB3546, HB3629, HB3627

Keywords: education, absences, severe illness, life-threatening, school policy, verification, healthcare, insurance, affordability, coverage, patient rights, school health, respiratory distress, airway clearance devices, medication training, public health, HB 983, Texas Education Agency, TEA, educator privacy

Transcript Highlights:

• You run a tight ship, and you run a very effective ship.
• I don't believe in coincidences as much as cause and effect.
• in their teaching to meet the unique needs of each student.
• And we can't teach auto mechanics in an aircraft mechanic lab.
• We actually need to have more people teaching in a lot of these areas.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• So our teachers know how to teach reading. Now we've given them the 'what' to teach reading with.
• My question is, how do you teach online?
• So always looking for a way to improve teacher quality, what they're teaching, how they're teaching.
• I mean, most folks can teach addition; we can teach subtraction.
• The 520s who teach full-time, they are actually teaching, I believe it's four classes per day, and the

Transcript Highlights:

• I may, and maybe that has an insignificant effect on it.
• other courses like math or English or art or whatever they might be teaching?
• What would be the effect on these school districts?
• You have... ...I mean, I'm constantly teaching kids every subject.
• I wish I could just teach English.

Keywords: 916, all

Transcript Highlights:

• I strive to teach others about healthy eating habits. I teach others to speak up for themselves.
• <00:04:34.400> eating<00:04:34.720> habit teach others about healthy eating habit teach
• I teach others to speak up for themselves.
• I teach others to special district.
• We are going to defer the SR effect.

Keywords: 912, senate, all

Summary: The committee first considered a series of Governor’s Message nominations, largely to the State Council on Developmental Disabilities and one to the Hawaii Advisory Commission on Drug Abuse and Controlled Substances. Testifiers and agencies spoke in strong support of the nominees, emphasizing their advocacy, community involvement, and lived experience. The committee heard from nominees and supporters for John Paul Moses III, Cynthia Fowler, Joshua Eay, Alicia Kim, Raymond Mamea, Maria Christina Valenzuela, Eden Watabayashi, Sierra Whiteside, and Brandy Lynn Macallani Hayen. After hearing testimony, the committee voted to advise and consent on each nomination, with the votes adopted by the members present. The committee then took up SR 53 / SCR 69, which asks the Department of Health to convene a pharmacy benefit manager working group to improve transparency, fairness, and drug affordability. Supporters included the Hawaii Pharmacist Association, the University of Hawaii system, and several individuals, while the Department of Health said the issue is complex and may require additional support or a different structure. Members discussed whether the Department of Health should lead the effort or whether another entity, such as SHIPA with an appropriation, might be more workable; the Department of Health suggested a $100,000 appropriation could be sufficient. Next, SR 56 / SCR 73 proposed a report on the developmental needs of children born during the COVID-19 pandemic. The Office of Wellness and Resilience supported the measure and asked for an extended deadline to the end of 2026, and several youth, mental health, and community organizations testified in support. The committee also heard SR 69 / STR 86 on creating an aeromedical services working group, with support from Air Methods, the Department of Health, and the Hawaii Medical Association, and SR 99 / STR 118 on studying the use of filtered catchment water for business activity, which drew support from the Plumbing and Mechanical Contractors Association and comments from the Department of Health that the issue is complicated and should include the Department of Agriculture. No final votes on the resolutions were taken in the portion of the meeting provided.

Transcript Highlights:

• They provide industry experience teaching students about sales, supply chain, engineering, leadership
• just workers, but well-balanced employees who understand business, which is not something we often teach
• They provide industry experience teaching students about sales, supply chain, engineering, leadership
• They provide industry<00:03:45.200> experience<00:03:46.080> teaching<00:03:46.400>
• students industry experience teaching students industry experience teaching students about<00:03:

Keywords: 919, house, all

Summary: House File 1791 was presented as a scholarship/grant program for students in postsecondary technical or career programs offered through their high schools. Representative Scott and Representative Lawrence described it as a way to help students transition into careers or further education by covering costs such as tools, boots, books, and other work-related expenses. The chair noted the bill would be laid over, with limited time for testimony because of a full agenda. Testimony strongly supported the bill. Steve Collina of the Minnesota Precision Manufacturing Association said manufacturing is a major Minnesota industry and that the bill fills a gap by supporting K-12 career pathways; he emphasized the proposal would not cost the state or taxpayers. Trevor Quennell, a Centennial High School graduate now at Dunwoody College, said the bill would have eased the burden of buying expensive tools and balancing work, school, and transportation. Eric Trost, an instructor at St. Francis High School, explained that Saints Manufacturing is a student-run, elective business-style program that teaches estimating, quoting, logistics, welding, machining, and employability skills, and he said the grant portion is especially important because many students go directly into the workforce. Naomi Brasky, a St. Francis student and Army National Guard enlistee, said the program has given her real-world problem-solving and communication experience and that grants would help cover costs not included in tuition. Members responded positively, with one noting broader trends away from four-year college and calling the bill common sense. In closing, Representative Lorentzen credited instructor Eric Trost for originating the idea and thanked an audience member, Mr. Yost, for supporting the program. The chair then laid House File 1791 over.

Transcript Highlights:

• It pushes back the effective date of the bill to January 1, 2027.
• I teach ESE, grade six through eighth.
• I teach to provide for my family.
• I want to keep teaching and retire with dignity.
• I’d like to know where the gentleman teaches. Where do you teach, Mr. Bailey?

Summary: The committee took up several bills and confirmations. It reported favorably SB 332, as amended, on a narrow public-meetings/public-records exemption for legal strategy and settlement communications during the pre-suit period in Burt Harris claims; SB 464, requiring K-12 schools to formally observe Veterans Day; SB 984, clarifying firefighter cancer/death-benefit provisions and related prevention language; SB 576, expanding and codifying the local government cybersecurity protection program under Florida Digital Service; SB 964, revising how certain gifts and honoraria are reported to the Commission on Ethics; SB 1612, requiring local governments to accept electronic payments with exceptions and a delayed effective date; SB 830, creating public-records exemptions for certain local government administrators and their families; SB 1096, clarifying the filing deadline for Florida Civil Rights Act complaints; and SB 1656, designating the SS American Victory as Florida’s official state flagship. The committee also considered a large confirmation package. Jeffrey Aaron’s appointment to the Public Employees Relations Commission was discussed separately after Senator Polsky raised concerns about his political connections and prior work; the committee still recommended him favorably. The remaining appointees on tabs 12 through 30 were also recommended favorably in one vote. The longest and most contentious item was SB 1296, with a committee substitute, on the Public Employees Relations Commission and public-sector unions. The PCS would change union certification/recertification rules, require a recent showing-of-interest form, create different voting thresholds for public safety and non-public safety employee organizations, limit paid union leave for non-public safety unions unless reimbursed, require equal access to certain employer communication spaces, and speed up impasse procedures for legislatively funded salary increases. Senators raised constitutional concerns, especially about the single-subject rule and collective-bargaining rights, and many speakers opposed the bill as union-busting and harmful to teachers, bus drivers, nurses, utility workers, and other public employees. Supporters argued it would improve accountability, ensure genuine member support, and prevent taxpayer-funded union activity. The committee continued debate on SB 1296 after extensive testimony, but the transcript ends before a final vote on that bill.

Transcript Highlights:

• First Teach Forward OK is a major priority.
• First Teach Forward OK enters a critical phase.
• or graduate their students that learn more effective than others.
• they're teaching.
• We need to know which programs are working and which teaching abilities are effective right now.

Keywords: 914, all

Transcript Highlights:

• Not everybody teaches the same way.
• And so, we can teach the technical side of it, but there's just so much more.
• and Cloud computing but one area of opportunity is teaching the parents.
• Go ahead and teach the rest of the staff about it.
• And this is not to diminish the effect of education. It's important. It's a maturity thing.

Transcript Highlights:

• , done and the cuts go into effect, done and the cuts go into effect, uh<00:15:50.480> you
• Thank target these dollars effectively.
• When I was teaching at St.
• Um, when I was teaching share a story. Um, when I was teaching at<00:39:02.880> St.
• backgrounds that make us very effective backgrounds that make us very effective in<00:43:37.680>

Keywords: 1183, house

Transcript Highlights:

• that's an that's important to effective that's an that's important to effective School<00:30:43.039
• expect of an LMS um but also teaching expect of an LMS um but also teaching subbing<00:35:23.760
• When I first started teaching, I taught in Minneapolis in a K-6 school, three classrooms of each.
• <01:11:12.880> these utilizing information effectively these utilizing information effectively
• <01:18:34.920> will library Aid is used effectively will library Aid is used effectively will

Keywords: 1187, senate, all

Transcript Highlights:

• This recommendation would into effect.
• Um, in terms of looking at effectiveness<00:07:32.639> and<00:07:32.960> efficacy, effectiveness
• <00:54:22.960> Um, actually teach students. Um, actually teach students.
• I believe that from MDLC's effect.
• uh, I think really harmful teaching uh, I think really harmful teaching practices.<01:35:37.040>

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its previous meeting by motion and vote. Members then began discussing a set of proposed recommendations submitted by Woodward, Havman, and Hull aimed at addressing concerns about the use of seclusion in special education settings. The recommendations focused on several areas: requiring a mental health professional on the IEP team before seclusion is added to a student’s plan; replacing passive parental consent with explicit written consent in the parent’s native language; limiting seclusion to students receiving setting 3 or setting 4 services; requiring annual review of seclusion frequency and duration data by the IEP team; and creating stronger monitoring and accountability through a reporting system modeled on Minnesota’s existing disproportionality process. The group also proposed mandatory annual staff training, more preventive crisis-intervention supports such as CPI and Ukeru, direct funding and technical assistance for districts, and incorporating restraint/seclusion data into disproportionality calculations. Members discussed how the proposed accountability system might work in practice, including whether a third party or parent reporting mechanism should be added. Woodward explained Minnesota’s current disproportionality framework, including year 1, year 2, and year 3 notifications and the possibility of required coordinated early intervening services if problems persist. Participants also raised concerns about whether schools should track law-enforcement involvement as an alternative or related response to student behavior; some noted that such data is already collected in certain district reporting systems and could be useful to monitor alongside seclusion data. The discussion remained ongoing, with no final action taken on the recommendations during this portion of the meeting.

Transcript Highlights:

• :58:13.760> perspectives, teaching practices, global perspectives, teaching practices, global
• :27.679> are Currently, effective teachers who are Currently, effective teachers who are actively
• <02:07:28.960> license, if they already have a teaching license, if they already have a teaching
• Uh, first-year and second-year teaching is incredibly difficult.
• The first two years of teaching is extremely difficult.

Bills: HB1946, HB1515, HB1514, HB1648, HB1644, HB1619, HB1571, HB1810, HB2475, HB1645, HB2301, HB1889, HB1840

Keywords: time shares, registration, renewal, real estate, Hawaii, Director of Commerce and Consumer Affairs, workers' compensation, functional capacity examination, occupational therapy, physical therapy, employer responsibilities, injured workers, medical stabilization, vocational rehabilitation, injury recovery, employment services, return to work, nonprescription drugs, over-the-counter medications, healthcare providers

Summary: The committee on Consumer Protection and Commerce met on February 26, 2026, and heard several bills, mostly in the areas of workers’ compensation and consumer protection. HB 1946 HD1 on timeshare registration renewal drew support from DCCA’s timeshare program and major industry groups including Hilton Grand Vacations, the American Resort Development Association, and Marriott Vacations Worldwide, with no opposition noted. HB 1515 HD1, which would allow an attending physician to request a functional capacity examination without employer permission, was supported by DLIR and the Department of Human Resources Development and had no other in-person testimony; the bill was then moved on without questions. The committee spent substantial time on HB 1514 HD1, which would streamline workers’ compensation vocational rehabilitation by clarifying provider selection and requiring vocational plans within 90 days. DLIR supported the intent but asked for amendments, saying the 90-day deadline was too rigid given case-by-case complexity, limited staffing, and the need for coordination among injured workers, employers, and counselors; members discussed possible extensions and whether a 120-day timeline or other flexibility would be better. Testimony on the bill included one individual in support and seven in opposition. HB 1648 HD1, concerning workers’ compensation and physician dispensing of non-prescription drugs, drew support from DHRD and comments from DLIR and industry witnesses. DLIR said the bill should be narrowed so it does not restrict medically necessary over-the-counter medications or oral guidance from providers, while Aloha Billing Company and Solera Integrated Medical Solutions urged tighter limits on physician dispensing and raised concerns about pricing abuse through average wholesale price. Members discussed clarifying the bill’s language so it targets written prescriptions rather than oral advice. HB 1644 HD1, requiring a standardized disclosure form for residential solar contracts, received support from the Hawaii Solar Energy Association and Kauaʻi Island Utility Cooperative, while DCCA’s Office of Consumer Protection supported the consumer-protection goal but proposed stronger remedies, including a three-day cancellation right, voidability for missing disclosures, and possible lender liability; members questioned how those remedies should apply to lenders, and no vote was taken on the measures in the portion provided.

Transcript Highlights:

• Our vaccines are safe and effective.
• Safe and effective. This morning I heard extremely safe and effective.
• Eliminating the religious exemption would, in effect, do the opposite of what that Gospel message teaches
• I know this because I teach them.
• , so they knew it had side effects.

Keywords: 995, all

Summary: The Joint Committee on Public Health held a hearing on several vaccination-related bills, including proposals to eliminate non-medical or religious exemptions for school immunizations (notably H. 2554 and S. 1557), a bill to require or improve reporting and administration of immunization data and exemptions (described as the Community Immunity Act, S. 1618), and H. 2431, which would prohibit COVID-19, mRNA, or gene-altering vaccine requirements. The committee also heard testimony on H. 2463, which would classify funeral directors as public health workers for vaccine-priority purposes during emergencies. The chair reviewed testimony rules and repeatedly asked speakers to keep comments orderly and brief so the committee could hear as many people as possible. No votes were taken during the hearing. Testimony on H. 2554 and S. 1557 was sharply divided. Pediatricians, infectious disease specialists, public health advocates, and groups such as the Massachusetts Chapter of the American Academy of Pediatrics, Massachusetts Medical Society, March of Dimes, Massachusetts Families for Vaccines, and several parents supported eliminating religious exemptions, arguing that vaccination protects medically vulnerable children and adults, improves herd immunity, and helps prevent outbreaks of measles, pertussis, and other diseases. They cited local school data showing pockets of lower coverage and incomplete reporting, and several speakers referenced outbreaks in other states and the need for stronger, more consistent reporting and exemption management. Opponents argued the bills would infringe on religious freedom and parental rights, force families to choose between faith and education, and unfairly target a small number of families; some also said Massachusetts already has high vaccination rates and that the real issue is incomplete data or the gap population rather than religious exemptions. H. 2431 drew testimony from supporters who said COVID-era mandates caused job losses, privacy concerns, and harm, and that the bill would prevent future requirements for COVID, mRNA, or gene-altering vaccines in schools, workplaces, and public settings. Supporters described personal experiences with alleged vaccine injury or mandate-related hardship. H. 2463 was supported by the Massachusetts Funeral Directors Association, which argued funeral directors work in infection-facing settings and should be eligible for vaccine priority during public health emergencies. The hearing featured extensive public testimony but no committee action beyond hearing the bills and taking questions from members.

Transcript Highlights:

• tragic and and it's not about teaching tragic and and it's not about teaching to<00:36:19.680>
• I'm now teaching public school.
• CPR but it needs to be provide effective CPR but it needs to be effective<02:32:00.800> to<02
• be teaching in their classes um and I be teaching in their classes um and I just<05:16:34.040> it<
• We need to teach the truth. To be clear, we need to teach the truth.

Keywords: 928, house, all

Summary: The Education Policy Committee opened a hearing on HB 748, which would establish a local education freedom account (EFA) program. The prime sponsor, Rep. Kevin Verville, described the bill as enabling legislation that would let local voters decide whether to create a local EFA program by petition and ballot vote, with a 60% threshold to approve or repeal it. He argued that public education is about funding rather than a specific school building, said the proposal would expand parental choice, and cited Deerfield’s move from a single high school option to multiple tuitioned options as an example of local flexibility. Verville said the local EFA would be funded at twice the state adequacy amount, with the district matching the state portion, while other aid categories such as free and reduced meals, English language learner, and special education aid would not be doubled. He said students using a local EFA would still count in average daily membership, that unspent EFA funds would revert to the district, and that the bill would prohibit double-dipping with other scholarship or EFA programs. He also said special education services would remain under district discretion and that local EFA participants would still take statewide assessments for accountability. Committee members pressed him on several issues, especially special education, transportation, and fairness. Rep. Woodcock and Rep. Murray asked whether districts would still have to provide special education and transportation services if a student used a local EFA; Verville responded that special education would remain in the local district at district discretion, while transportation would generally become the family’s responsibility unless already required in an IEP. Rep. Cornell raised an equity concern about no income eligibility cap, asking whether higher-income families should receive the same public support; Verville replied that New Hampshire does not means-test public education and that the local EFA is a public funding mechanism, not a tuition subsidy that would cover full private-school costs. No vote or committee action was taken in the portion provided.

Transcript Highlights:

• <00:52:58.520> English have a disability I was teaching English have a disability I was teaching
• It's our job as teachers to teach the kids, but you got to get the kids to us so we can teach them.
• how effectively you about how effective how effectively you manage<01:54:33.400> your<01:54:33.599
• I teach 85-minute blocks.
• <02:05:50.239> 85 they got a notification so I teach 85 they got a notification so I teach

Keywords: 910, house, all

Summary: The committee first took up House Bill 707 on the College Savings Program. Members discussed a suggested amendment from the Hawaii State Council on Developmental Disabilities to include the Hawaii ABLE Savings Program. The chair said the Department of the Attorney General advised there was no title problem, so the bill could be broadened to cover both the College Savings Program and the ABLE program. The committee also noted technical, non-substantive changes and a defective date of July 1, 3000 for further discussion. HB 707 HD1 was then voted on and the recommendation to pass with amendments was adopted unanimously by the members present, with two members excused. The committee then heard House Bill 424, which would provide free breakfast and lunch beginning the next school year to students who currently qualify for free and reduced-price meals. The Department of Education supported the measure, and testimony in favor came from teachers, public health and food security advocates, and several organizations. Supporters described students being denied meals because of unpaid balances, said school meals should not depend on family debt, and argued that the bill would reduce stigma and help hungry students learn. Committee questions focused on meal pricing, the impact of raising prices on families who pay full price, and whether portion sizes could be increased; DOE said breakfast costs less than lunch, full-price students would bear any increase, and portion sizes must follow USDA rules. Hawaiʻi Public Health Institute and Hawaiʻi Children’s Action Network said many families above the free/reduced thresholds still cannot afford meals, citing estimates that the DOE collects about $20 million a year in meal payments and that federal reimbursement totals are much larger. The committee then heard House Bill 757, the universal free school breakfast and lunch bill. DOE and the Department of Health supported it, and testimony was overwhelmingly in favor from county officials, teachers, students, food banks, advocacy groups, and community organizations. Witnesses argued that universal meals would eliminate stigma, reduce paperwork and debt collection, and ensure students do not fall through the cracks because of income cutoffs, language barriers, or administrative hurdles. Several students from Castle High School described classmates asking for food and families struggling to keep meal accounts funded, while teachers said they regularly see negative meal balance notices and hungry students. Advocates also said the bill is the better equity vehicle because it avoids means testing and reaches students who are not currently receiving meals despite needing them. The hearing on HB 757 was still ongoing at the end of the transcript, and no final vote on that bill was shown.

Transcript Highlights:

• So the immediate effects, or the earliest effects, could occur almost immediately in terms of the price
• Are all these efforts really, you know, effective?
• We also teach development courses. Next slide, please. We also teach development courses.
• One of our mantras at Volt is we want to teach the attitude and the aptitude for success.
• And so we teach some really successful training leadership courses as well.

Summary: The committee held an information hearing on California’s economy and household affordability, with the first panel focusing on inflation, housing, energy, wages, and the likely effects of new federal tariff policy. PPIC’s Sarah Bone said Californians remain deeply pessimistic about the economy, with inflation the main driver of concern; she noted prices are still about 23% higher than in January 2020, with especially large increases in food, energy, and housing costs. LAO’s Brian Euler emphasized that housing is the largest household expense and pointed to insurance, electricity, gasoline, and health care as other major cost pressures, urging the Legislature to review whether existing policies are actually reducing costs and to consider studies of why recent housing laws have not produced more units. UC Davis economist Catherine Russ warned that tariffs on China, Canada, Mexico, and potentially broader imports could raise consumer prices, disrupt supply chains, and hurt California exporters, farmers, and small businesses; she suggested monitoring prices, strengthening food assistance, and preparing transition support for affected workers and producers. Members pressed the panelists for concrete, near-term policy ideas, especially on housing and tariffs. Questions centered on whether accessory dwelling units are making a meaningful dent in affordability, how to improve implementation of pro-housing laws at the local level, and how to measure the impact of tariffs on consumers, health care, and agriculture. Panelists said ADUs help but are limited, that state laws can be undermined by local implementation and litigation, and that tariff effects may show up quickly in prices and later in hiring and investment. Several members stressed that the tariff issue is not a minor disruption for constituents and asked for more data on consumer impacts, food aid needs, and crop-specific farm losses. The second panel shifted to regional economic development and small business support. Go-Biz’s Derek Kirk described California Jobs First and the state economic blueprint as a first-in-decades, regionally informed strategy to create good-paying jobs, support key sectors, and align workforce and business development across 13 regions. The California Association for Local Economic Development’s Gerbach Sahota argued that local governments need practical tools, stable policy, and stronger partnerships with the state, while warning that prosperity is not always perceived as shared and that rural communities can be left behind. He urged the Legislature to use hearings, local input, and existing funding streams more effectively, including for recovery and infrastructure. David Fitzgerald of the Small Business Development Centers said California’s SBDC network serves hundreds of thousands of clients, many of them women and historically underrepresented entrepreneurs, and has generated billions in economic impact, capital access, revenue, and jobs. He said the biggest gaps are outreach to the state’s many self-employed businesses with no employees, better labor data on those workers, and more flexible support for direct services. Committee members then asked what small businesses need most in the face of inflation and tariff shocks, including lower licensing costs and other relief, and the discussion continued on how to better target state support to businesses and households under pressure.

Transcript Highlights:

• <00:43:40.560> but that's not my school where I teach but that's not my school where I teach
• deterrent effect. Um, studies show that. deterrent effect. Um, studies show that.
• I think I'll just it's effective or not.
• may teach as an emergency hire. may teach as an emergency hire.
• , um that are showing to be effective, um that are showing to be effective, loosely<01:59:13.840>

Keywords: 910, house, all

Summary: The committee on Education heard testimony on HB 1895, which would add education-worker protections by expanding harassment-related offenses. The Department of Education, HSTA, HGA, and several school employees and principals testified in support, describing increased harassment and threats toward teachers and staff, especially since COVID, and saying the bill would help deter bad actors. The Office of the Public Defender opposed the measure, saying the language was vague and overbroad, could criminalize ordinary parental advocacy or speech, and might not survive constitutional scrutiny. In response to questions, the public defender said existing statutes already cover threatening or assaultive conduct against educational workers, while DOE representatives said the bill was aimed at excessive and repetitive disruptive behavior. No vote or final action was taken in the excerpt. The committee then took up HB 1592, concerning protections for educational workers and sports officials. DOE, the Charter School Commission, HGA, HSTA, school principals, athletic programs, and many individual testifiers supported the bill, with several describing threats, harassment, and aggressive behavior at schools and athletic events. One principal said he had repeatedly involved law enforcement after threats and incidents on campus, and a teacher testified about the need to keep school environments safe and orderly. The Office of the Public Defender again opposed the bill, arguing that current law already enhances penalties for assaults and terroristic threatening against educational workers and sports officials, and that new offenses would have little deterrent effect. Committee members questioned whether the bill should be a separate statute and how to distinguish passionate advocacy from harassment; DOE said the line was crossed when conduct became excessive and repetitive, while the public defender urged clearer drafting and more emphasis on prevention, education, security, and de-escalation. No vote or final action was announced in the excerpt.

Transcript Highlights:

• /c><00:03:59.520> Colorado,<00:04:00.760> 70 teaching was in Windsor, Colorado, 70 teaching
• Suspensions does not teach exclusion.
• <00:42:39.600> tool I know that the most effective tool I know that the most effective tool
• It effective way that we can help kids.
• happen, and continue on teaching. happen, and continue on teaching.

Keywords: 1183, house

Summary: The committee heard House File 3493, the Safe Schools Revenue Increase bill, and first adopted the DE amendment before moving the bill on for re-referral to Ways and Means. Representative Lawrence described the bill as a multi-layered school safety package for all students and schools, including public, nonpublic, charter, and tribal schools, with increased safety funding, mental health support, anonymous threat reporting, school safety plans, and student discipline changes. Several supporters emphasized the need for flexible safety funding and cited real-world safety concerns, including anonymous tip systems that had generated many reports, classroom evacuations, staff injuries, and the need for more resources for mental health and safety infrastructure. Some supporters, including charter school leaders and Catholic Conference testimony, argued the bill’s flexibility and broader safety approach were important, while others supported the K-3 suspension language as a needed tool in severe cases. Opponents focused heavily on the bill’s repeal of Minnesota’s K-3 suspension ban and non-exclusionary discipline requirements. Legal aid, disability advocates, and education groups argued that suspensions harm young children, worsen disparities, and disproportionately affect students of color and students with disabilities, and they urged the committee to keep restorative and non-exclusionary practices in place. Disability advocates also asked that any safety planning explicitly account for students with disabilities and that the bill remain aligned with IDEA protections and individualized education decisions. Several testifiers opposed using public funds for private schools, saying public money should stay in public programs. Other testimony came from school administrators and staff who supported restoring limited suspension discretion, describing serious elementary incidents, classroom evacuations, and injuries that they said required a short-term removal option to stabilize classrooms and plan for students’ return. Mental health and school support personnel witnesses stressed that safety and mental health funding should remain distinct and that more counselors, social workers, and related staff are needed to address student crises. No final vote on the bill itself was taken in the portion provided beyond adoption of the DE amendment and the motion to re-refer the bill.

Transcript Highlights:

• Our institutions of higher education can provide guidelines in teaching, but also in helping us... ..
• .can provide guidelines in teaching, but also in helping us in that task to control its rollout.
• One of the most pressing issues facing this growing use of AI is the possible effect on human workers
• They work hard to teach students... ...growth and the overall importance of the graduation rate.
• So we just wanted to make sure that it covered all faculty because not all faculty is teaching.

Keywords: 988, house, all

Summary: The Assembly Higher Education Committee met to hear several Senate measures focused on artificial intelligence in higher education. Senator Niello presented SCR 82, which encourages California’s higher education segments to coordinate on best practices for AI use, including academic integrity, teaching standards, and faculty/student engagement. Testimony was generally supportive, with one community college faculty representative raising concerns about preserving faculty purview, academic freedom, and segment-specific governance. The resolution was adopted and re-referred to the Assembly Privacy and Consumer Protection Committee on an 8-0 vote. The committee also heard SB 928 by Senator Cervantes, which seeks to protect CSU faculty employees from being replaced by AI and to clarify that faculty positions, including instructional and certain non-instructional roles such as librarians, counselors, and coaches, must be held by humans who meet CSU minimum qualifications. Support came from the California Faculty Association and labor groups, who argued that AI should augment rather than replace faculty and that guardrails are needed to protect jobs and student support. Members asked for clarification about the bill’s scope, and the author and witnesses explained that it was intended to mirror CSU faculty definitions and not apply to classified or administrative workers. The bill passed the committee on a 10-0 vote and was sent to the Assembly Floor. The committee also approved a consent calendar containing SB 308, SB 892, and SB 968 on a 7-0 vote, with the roll kept open for additional members to add on. Several members also requested to be added as co-authors on the AI-related measures. The chair announced the next hearing date and then adjourned the meeting.