Transcript Highlights:

• But it's not a new concept: seventh grade, eighth grade.
• Seventh grade, eighth grade, we learned it. We learned about puberty. We learned about our menses.
• So that came from the full spectrum of income levels, education levels, age, race, and ethnicity.
• So that came from the full spectrum of income levels, education levels, age, race, and ethnicity.
• Well, levels age race and ethnicity.

Keywords: 1182, all

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

Transcript Highlights:

• So ultimately these fourth grade level.
• If a child is not reading at grade level by the time they're in third grade, they're four times more
• transparency grade level transition uh transparency grade level transition uh transparency in<01:
• and<01:48:31.119> vibrant in grade level performance and vibrant in grade level performance
• <02:04:18.159> level systems that result in on grade level systems that result in on grade

Keywords: Call to Order and Roll Call – 0:00:04 Approval of Minutes – 0:03:57 United Way of Southern Kentucky –0:04:30 Preschool Education – 0:36:46 School Safety Updates – 1:01:41 Kentucky Association of School Superintendents – 1:41:47 Educational Cooperatives – 1:55:18 Adjournment – 2:07:37, 958, all

Summary: The committee opened its sixth meeting of the 2025 Interim Joint Committee on Education, confirmed a quorum, recorded attendance votes, and approved the minutes. Chair Lewis reminded presenters to keep remarks brief because of the full agenda and limited time. The first presentation was from United Way of Southern Kentucky, with Anne Puckett, Craig Browning, and Warren County Schools Superintendent Rob Clayton introducing a regional early childhood initiative. The presenters argued that kindergarten readiness and early childhood support are critical to later academic and life outcomes. They cited research and statistics about brain development in the first five years, the effects of unprepared kindergarten entry, and links between low literacy, school discipline, dropout rates, and incarceration. They said their region’s readiness scores fell during COVID and after a tornado, and that the most effective response was in-home parent education to help families support children from birth to age five. They described the model as voluntary, community-based, and not requiring new buildings, and said similar programs have been successful in Missouri. The group said it had already raised more than $1 million in private donations and committed three years of funding for four additional staff, expanding service in Allen, Logan, and Warren counties. They requested $600,000 per year for the next two-year budget cycle to add 12 more educators, serve about 360 families and 660 additional children, and build evidence for a possible statewide model. Members generally expressed support for the concept, with Representative Tipton and Representative Jackson discussing a prior home-based preschool pilot and the importance of starting early. Representative Calloway questioned whether increased family chaos and government involvement justified the approach; presenters responded that the program uses community educators, not a government-run organization, and is aimed at helping overwhelmed families. Representative Stalker asked about eligibility and early intervention, and presenters said the program serves children from birth to age five and can help identify needs early enough to connect families with services such as First Steps.

Transcript Highlights:

• pre-K through 6th grade.
• It's not a level, level playing field as far as, you know what that cost is.
• , and potentially 4th and 6th grades currently at Sierra Vista.
• The current grade configuration of 7th and 8th for Memorial and grades 4 through 6 at Sierra Vista were
• And At the local level, I know that that's the case.

Transcript Highlights:

• . ...on the reasonableness of diversion at the DA level, and then we see it at the judiciary level as
• at grade level by that benchmark.
• I drive home that point because not reading at grade level by the end of third grade is the canary in
• Again, seeing the crucial benchmark at the end of third grade is... ...that the end of third grade is
• But as we see mid-level and low-level offenses, the type of offenses where diversion has been accepted

Keywords: 995, all

Summary: The Senate Committee on Juvenile and Emerging Adult Justice held an informational hearing focused on diversion programs and services for high-risk youth, with no bills before the committee and no votes taken. The chair and members emphasized that the session was intended to hear from invited testimony and discuss how to strengthen diversion, reduce court involvement, and improve outcomes for youth. The committee heard first from the Office of the Child Advocate and diversion providers, who described the Massachusetts Youth Diversion Program, its statewide expansion to 10 of 11 court counties, and its reported success rate of about 80% completion without reoffending. Testimony highlighted that diversion keeps youth out of court, connects them more quickly to community-based services, and can address needs such as mental health, education, and substance use. Witnesses also pointed to racial and ethnic disparities in arrests versus summonses, regional variation in diversion access, and the need for clearer statutory authority, more funding, and broader use of pre-arrest diversion. Committee members asked about the difference between arrest and summons, who can initiate diversion, why arrest rates have increased relative to summonses, and how diversion might prevent harmful downstream consequences such as detention or immigration enforcement involvement. Witnesses said police, clerk magistrates, district attorneys, and judges can refer youth to diversion, and argued that local policy, training, and legislative changes could expand use. They also discussed the impact of detention on youth, including stigma, lost school time, and the lack of credit for time served in the juvenile system. Testimony from Citizens for Juvenile Justice focused on prevention, school discipline, and the school-to-prison pipeline, arguing for more restorative practices, better data, and legislation to limit suspensions and expulsions, especially for younger students and nonviolent conduct. They also raised concerns about DCF-involved and foster youth, who are disproportionately represented in the juvenile system. The final panel, the Children's League of Massachusetts and transition-age youth providers, shifted to child welfare and young adult supports. They supported reducing court involvement in child requiring assistance cases, expanding family resource centers, and strengthening services for transition-age youth leaving DCF or DYS custody. Providers described housing instability, homelessness, and the need for education, employment, behavioral health, and supportive housing services for young adults ages 18 to 23. Across the hearing, witnesses consistently argued that early intervention, community-based supports, and diversion are more effective than court processing or detention for most youth, and that the legislature can help through funding, statutory clarity, expanded eligibility, and stronger data collection.

Transcript Highlights:

• the program level.
• are now at grade level or above.
• She is now testing at grade level in all areas and is fully integrated into campus life through theater
• , Andres, is currently in sixth grade.
• Cottonwood is highly ranked at both the state and national levels.

Keywords: 996, all

Transcript Highlights:

• level?
• <03:53:45.600> level?
• level?
• So we know whether grade level?
• So you enrolled a student in whatever grade level, fifth grade, say, and by the time they're entering

Keywords: 1189, house, all

Transcript Highlights:

• student can be suspended from grades student can be suspended from grades K3<00:54:13.680> in
• He's in fifth grade. The concern occurred when he was in kindergarten.
• <01:27:56.440> K suspensions for students in grades K suspensions for students in grades K
• Frank was a second-grade student that was adopted by a family in our district.
• dismissal in kindergarten through grade dismissal in kindergarten through grade three<01:41:28.520

Keywords: 1183, house

Transcript Highlights:

• single grade level from kindergarten through 12th grade over the years, and then serving in various
• single grade level from kindergarten through 12th grade over the years, and then serving in various
• single grade level from kindergarten through 12th grade over the years, and then serving in various
• <00:04:39.040> grade<00:04:39.280> level<00:04:39.520> from every single grade level
• So, um third grade reading level. Okay.

Keywords: 912, senate, all

Transcript Highlights:

• Examples include grades K-3, conversations on bullying; grades 4 through 6, understanding autism spectrum
• disorder; grades 7 through 9, education on hearing impairments; and grades 10 through 12, information
• I really love the young grades talking about bullying and those types of awareness. I think...
• It requires system for pre-kindergarten through grade 12.
• And I mentioned in the last committee that my daughter is a first-grade teacher.

Summary: The Pre-K Through 12 Budget Subcommittee met with a quorum and considered four bills. CS/HB 1403, by Rep. Yeager, would allow child care facilities to participate in the school guardian program and clarify school perimeter and door security requirements. An amendment clarifying that private security companies would pay for training was adopted, and the bill was reported favorably 11-0. CS/HB 447, the Evan B. Hartzell Act by Rep. Salzman, would provide guidance for schools that choose to teach disability history and awareness during the first two weeks of October, including age-appropriate instruction by grade band. The bill received supportive testimony from advocates and was reported favorably 11-0. CS/HB 257, by Reps. Chambliss and Tramont, would expand on a prior pilot program to allow video cameras in certain self-contained classrooms serving nonverbal students and others with significant disabilities, as a safeguard against abuse and to improve accountability. The bill drew strong support from parents and disability advocates describing abuse concerns, and it was reported favorably 13-0. CS/HB 1255, by Vice Chair Trabulsy, was a broad education bill addressing teacher shortages, scholarship program screening, health and math instruction, corporal punishment policy, and restrictions on spending public funds on organizations tied to discrimination or political/social activism. A major focus of debate was the bill’s human embryologic development instruction and related video language, with supporters calling it science-based and opponents warning it could be medically inaccurate or ideological. After the sponsor said she would amend some language, including removing ABCTE-related text and clarifying the video language, the bill was reported favorably 12-1. The meeting then adjourned.

Transcript Highlights:

• And any time that I saw— And any time that I saw, at the county level and the city level, any department
• , an interview panel grade, and an overall grade.
• an interview panel grade and an overall grade the bill establishes an That includes a weighted grade
• , an interview panel grade, and an overall grade.
• My board is set... ...to ensure that this is taken care of at a high level.

Keywords: 1182, all

Summary: The committee heard and acted on a series of Senate bills and one concurrent resolution, with most measures receiving due-pass recommendations. SB 1078 would require de novo judicial review in public records disputes; supporters from the sponsor and Goldwater Institute argued it would restore transparency and prevent deference to agency denials, and it passed 4-3. SB 1184 would bar HOAs from prohibiting display of military division flags; it drew support as a veterans’ issue and passed unanimously. SB 1586 would require Arizona agencies to post federal guidance they create, adopt, or receive; supporters said it would improve transparency, while one member argued existing websites already provide this information, and it passed 4-3. The committee then considered SB 1665, which would standardize state agency hiring with weighted grades, interview panel grades, an overall grade, and an appeal process for unsuccessful applicants. The sponsor and the Arizona State Personnel Board argued it would create merit-based hiring and a needed check on ADOA, while ADOA warned it would add bureaucracy, cost more than $3 million, and slow hiring; the bill passed 4-3. SCR 1024 would change legislative residency requirements from county-based to district-based and add a one-year district residency requirement for party nomination as well, sending the proposal to voters; after extended discussion about district/county complications and ballot-measure concerns, it passed 6-1. Later, SB 1135 would raise the workers’ compensation burial expense for fallen first responders from $5,000 to $10,000, with emotional testimony from surviving spouses and first responders; it passed 6-1. SB 1136 would allow surviving spouses of first responders to keep death benefits after remarriage, and survivors testified that benefits should not be conditioned on remaining unmarried; it passed 5-2. SB 1435 would make it a class 6 felony for school and public library employees or contractors to refer minors to sexually explicit material, and supporters framed it as protecting children from explicit content while opponents warned it could chill library access and criminalize librarians; it passed 4-3. SB 1567 would extend similar restrictions to state and local agencies and public facilities, including limits on exposing minors to sexually explicit materials and using public property for filming explicit acts; the sponsor said it was another child-protection measure, and it passed 4-3. The committee then adjourned.

Transcript Highlights:

• ALE is a course-level designation.
• It's not a program, a school, or even a student-level designation.
• And then they will jump into Running Start at 11th grade.
• And then they work together in their departments or with their grade levels to decide what's our approach
• And then they work together in their departments or with their grade levels to decide what's our approach

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• , 11th grade, and 12th grade, and they've taken up to those four courses each year.
• school doesn't have a Master's level school doesn't have a Master's level teacher<00:48:28.440><
• or second grade or third grade.
• or<01:03:33.359> third first grade or second grade or third first grade or second grade or
• , this doesn't specify because it doesn't specify either the grade levels or the dual concurrent enrollment

Keywords: 928, house, all

Summary: The committee heard testimony on House Bill 362, which would give the Department of Education rulemaking authority over educator licensing and testing requirements, including professional education assessments. Representative Ladd argued the bill is meant to preserve New Hampshire’s higher standards for teacher preparation and to avoid lowering requirements for licensed educators, while also allowing flexibility for career and technical education (CTE) instructors who may have strong industry experience but not traditional classroom credentials. Members discussed whether the bill should preserve industry-recognized credentials and basic academic skills testing while exempting CTE teachers from content exams; DOE Director Steven Appy said an amendment would clarify that the bill applies to initial licenses, exempt CTE teachers from the content-testing requirement, and keep current administrative practice on basic skills and industry credentials in statute. The committee also noted that an executive session would be scheduled later, likely the following week, to act on the bills and amendment. The committee then took up House Bill 90, dealing with the definition of part-time teachers. Representative Ladd explained that the bill is intended to let university and community college faculty teach limited hours in high school concurrent enrollment settings, especially in subjects like math and STEM where some schools cannot find locally certified teachers with a master’s degree. He said the measure is designed to expand student access to college-level courses, not to replace fully certified teachers or reduce standards, and emphasized that the bill is limited to faculty employed or contracted by the University System of New Hampshire or the Community College System of New Hampshire, with criminal background checks and ethics/conduct rules still applying. No votes were taken during the hearing, and the discussion ended with the understanding that further action would come in executive session.

Transcript Highlights:

• Uh, and a good part of it is the key definitions, including what grade-level reading proficiency is,
• multiple grade levels and the bill's multiple grade levels and the bill's failure<00:36:32.079><
• , at the state level, at the payer level, and at the provider level.
• <01:41:32.239> So<01:41:32.800> it<01:41:33.119> basically school grade levels
• So it basically school grade levels.

Bills: SF0059, SF0053

Keywords: language proficiency, literacy education, reading interventions, dyslexia support, Montessori methods, individualized reading plans, amateur status, high school athletics, student eligibility, sports regulation, monetary compensation, 916, all

Transcript Highlights:

• their peers in grades 6 through 12.
• We have not run audits at the state level.
• We have not done any audits at the state level. Thanks, Mr.
• Being able to move to the elementary level and create coherent systems at that level, ensuring that our
• So that said, you know, is there a formal structure for that support at the state level at the PED level

Keywords: 996, all

Transcript Highlights:

• process of restoring investment grade process of restoring investment grade credit<00:12:04.079>
• <00:24:27.679> credit return to investment grade credit return to investment grade credit
• <00:26:28.600> credit to achieve our investment grade credit to achieve our investment grade
• Thank you very much. level if that prove successful which it level if that prove successful which it
• own device program to achieve that level own device program to achieve that level of<01:22:42.679

Keywords: 910, house, all

Summary: The committee on Energy and Environmental Protection heard testimony on Senate Bill 897, which would create a Wildlife Liability Trust Fund within DCCA for administrative purposes. The chair opened by noting the hearing had to end by noon because of floor session, and that written testimony would be considered if not all witnesses could speak. Testimony included support from DCCA, the Attorney General’s office, the Public Utilities Commission, Charter Communications, Ulupono Initiative, AES Hawaii, Hawaiian Electric, Clearway Energy Group, Kauai Island Utility Cooperative, Hawaiian Telcom, and IBW Local 1260, with opposition or concerns from the Hawaii Association for Justice and some others. Hawaiian Electric strongly supported the bill and asked for amendments, saying the fund would help address wildfire liability, protect customers and the economy, and support restoration of investment-grade credit; it also proposed a larger shareholder contribution and said the bill was part of a broader effort to raise settlement funds and improve grid safety and resiliency. Committee members focused heavily on whether the bill would actually lower costs for ratepayers and improve credit ratings. DCCA said there was a nexus between limiting liability, creating a sufficiently large wildfire fund, and transparent mitigation requirements, but acknowledged there was no guarantee of a credit-rating improvement or precise estimate of rate impacts. Members questioned Hawaiian Electric about the assumptions in its cost comparisons, the 30-year securitization structure, and whether funding could be shifted later to shareholders after credit was restored. Hawaiian Electric responded that the bill assumes the fund is paid through securitization, that removing that presumption could undermine the credit-rating benefit, and that its models suggest credit-spread savings could offset the customer charge over time; it also said it would follow up with additional analysis. The company and Ulupono both described the measure as a difficult but potentially necessary way to socialize wildfire risk and avoid a larger crisis later. The Hawaii Association for Justice opposed the bill’s liability caps and raised concerns about consumer rights, oversight discretion, statute-of-limitations changes, and evidence rules. Hawaiian Telcom suggested amendments to clarify compliance with FCC pole-attachment agreements. No vote or final action was taken during the portion of the hearing provided, and members indicated they wanted more analysis before being comfortable with the bill’s long-term ratepayer impacts.

Transcript Highlights:

• We probably lived in 12 different places from from 9th grade to 12th grade and we moved because my mother
• because if you miss X number of grades, regardless of how good your grades are, they've got to fail
• level.
• Days of school in, in, I don't know, in 5th grade and then you come back and miss two days of school
• in 5th grade, you can add it up.

Transcript Highlights:

• pathways lower down in the grades.
• , find we have a significant proportion of students who are below grade-level proficiency in reading
• <00:49:05.760> prof<00:49:06.160> grade<00:49:06.160> grade<00:49:06.400> level
• <00:49:06.720> proficiency level prof grade grade level proficiency level prof grade grade
• even more helpful if more of those students, by the time they reach middle school, are at or above grade-level

Keywords: 928, house, all

Summary: The committee met to review the annual report on collaboration between the University System of New Hampshire and the Community College System of New Hampshire, and the meeting began with approval of the prior minutes and a gubernatorial proclamation recognizing the community college system’s 80th anniversary. Both chancellors praised the proclamation and described the report as a statutory follow-up to the public higher education task force. They said the two systems have built a close working relationship and that the collaboration is intended to continue, though progress may be limited by resources and staffing changes. Much of the discussion focused on transfer pathways and new academic models. The chancellors said House Bill 1530 helped drive the creation of more than 100, and possibly about 130, “universal pathways” between the systems, with a reported 30% increase in community college associate-degree graduates transferring to the university system in the last academic year. They also discussed direct-admit outreach for community college graduates, early college and CTE-to-workforce pathways, and the development of three-year bachelor’s programs at Plymouth State and in some health-care fields. Members asked about nursing, allied dental health, and radiologic technology, and the chancellors said they are exploring whether some programs can be streamlined, while noting that nursing’s requirements may limit how short a pathway can be. Members also raised concerns about whether transfer pathways could affect university enrollment, but the university chancellor said declining enrollment is more likely due to a smaller pool of college-age students and broader competition, not the transfer programs. Another topic was the ERP/technology platform recommendation from the task force: the university system is moving to Workday, while the community college system is working to align business practices and move from an on-premises system to a cloud-based solution. Officials said a shared enterprise system could create efficiencies in the future, but it is not expected in the short term; student-facing tools like Canvas are already shared. The committee also discussed House Bill 112, which would require passing a civics test for graduation, and the chancellors said they support civic education but see implementation challenges. No votes or formal actions were taken beyond approving the minutes and receiving the report.

Transcript Highlights:

• And that then leads me to all levels of courts.
• and the next level of education that they get to.
• Now, do we know what the reading level is for that written test? I do not know.
• We didn't go all the way back to kindergarten or first grade.
• We went to 3rd grade, and as we've talked a lot this year about reading standards for third grade, I

Bills: HB3329, HR1039, HR1040, HB3413, HB3414, HB3415, HB3416, HB3417, HB3418, HB3419, HB3420, HB3706, HB3711, HB4139, HB1268, HB3660, HJR1023, HB3298, HB3056, HJR1084, HB3934, HB3919, HB4118, HB4119, HB3791, HB4260, HB4178, HB4215, HB4324, HB3270, HB4352, HB4305, HB2955, HB3315, HB3066, HB1245, HB4125, HB3075, HB3129, HB3239, HB4153, HB3265, HB4491, SB680, HB4263, HB4268, HB1675, HB3885, HB2984, HB3697, HB2959, HB3671, HB3852, HB2933, HB3057, HB3802, HB4294, HB4285, HB3708, HB3979, HB3977, HB3986, HB3985, HB3588, HB3742, HB3845, HJR1070, HB3590, HB3595, HB3391, HB3183, HB3764, HB3765, HB1002, HB4434, HJR1086, HB4060, HB3881, HB3500, HB4408, HB3648, HB3127, HB3606

Keywords: long-term care, advisory board, sunset legislation, mental health, psychologists, University of Oklahoma, gymnastics, NCAA, congratulations, sports excellence, recognition, honor, athletics, Joseph Castiglione, leadership, education, sports management, HB3413, public finance, state budget

Transcript Highlights:

• When you said they have to wait until they're 18, I mean, everybody in 12th grade is going to be just
• But by the time you're 18 in the 12th grade, I don't understand why you would drop out to pursue it in
• It's curriculum that's designed for college-level students, but we've brought it down to a secondary
• level.
• Are you talking about here's a kid in 11th grade? Okay, I said 11th grade. Okay, I said 11th grade.

Bills: HB266, SB85, SB166, HB266, SB85, SB166

Keywords: education, diploma, adult education, dropout prevention, nontraditional high school program, driver's license eligibility, vaccination exemption, religious exemption, medical exemption, vaccine mandate, testing requirement, public schools, K-12, students, parents, guardians, higher education, college enrollment, university attendance, public institutions of higher education

Transcript Highlights:

• I taught seventh grade in the 1990s.
• Oh, your assignment in the fall is going to be in fifth grade regular ed.”
• It is very difficult work to do on the local level, and yet we did it.
• At that time, having a phone was reserved for those in the upper grades of high school.
• now 40, and I am the proud grandmother of nine, ranging in ages from my fifth grade.

Keywords: 995, all

Summary: The committee opened a public hearing on 41 bills related to school climate and safety, with chairs Jason Lewis and Ken Gordon outlining procedures and noting more than 125 witnesses. The first major topic was the “Study Act” on cell phones in schools and related social media restrictions (House 666/Senate 335). Secretary of Education Pat Tutwiler and Attorney General Andrea Campbell testified in strong support, arguing that bell-to-bell phone-free policies would improve student focus, reduce anxiety and distraction, and support mental health. Several legislators also supported the approach, though Representative Jeff Turco and Senator John Keenan emphasized narrower bills focused only on school-day phone restrictions rather than broader social media regulation. Senator John Velis likewise backed a comprehensive school-hours restriction, citing student distraction and mental health concerns. Representative Tarsky described successful implementation of a Yondr pouch system in a school where he served as principal, saying it improved engagement and reduced bullying and discipline issues. The committee then heard testimony on a bill to prohibit Native American mascots in public schools (Senate 312/House 575). Senator Joe Comerford, Brittany Wally, and Rhonda Anderson all urged passage, saying Native mascots are dehumanizing, harmful to Native youth, and inconsistent with civil rights and educational values. They described support from tribal nations and noted that many Massachusetts schools have already changed mascots, but some still resist. The hearing also included testimony on school start times (House 647/Senate 360), where middle school students Caroline Duffy and Emery Jarvis described exhaustion and survey data showing widespread sleep deprivation. Former educator Telia Jacobs, former principal Rep. Tarsky, and others argued that later start times would improve health, learning, and student well-being, while acknowledging transportation and scheduling challenges. Zoriana Petrosian, who helped write one of the bills as a student, said the state already has enough research to act now. Additional bills drew testimony on related school issues. Dr. Raul Fernandez supported a bill promoting racially integrated schools (Senate 324), citing a recent advisory council report showing large disparities in segregated schools and urging DESE to develop a statewide integration strategy. On safe firearm storage education (House 548/Senate 397), multiple witnesses from Grassroots for Gun Violence Prevention and school communities supported annual school-based education about secure storage, saying it would help prevent child access to unsecured firearms and build on local resolutions already adopted in some districts. The committee also heard testimony on bills to expand career and academic plans (House 533/Senate 438), with speakers saying more structured planning would help students make informed college and career choices. Later, testimony on child sexual abuse prevention and survivor support bills described the prevalence of abuse, the need for training in schools and youth-serving organizations, and the importance of extending compensation and prevention measures. Throughout the hearing, chairs repeatedly closed bills with no witnesses and moved the agenda forward, but no votes were taken in the portion of the transcript provided.