Transcript Highlights:

• You can't fully understand the culture without knowing the language, and so that language revitalization
• <00:38:04.359> and people without their language and people without their language and language
• <00:38:32.680> but about my own culture my own language but about my own culture my own language
• She asked whether there was a trend in enrollment. language they have resources language they have resources
• certificates being the ojibway language certificates being the ojibway language office<01:13:13.840

Keywords: 1183, house

Transcript Highlights:

• language learners, who have every right to take any course that they have fulfilled the prerequisites
• language learners and special education students, when they're in the classroom with the part-time uncertified
• <00:26:52.559> language<00:26:53.039> learners<00:26:54.159> um<00:26:55.120>
• special English language learners um special English language learners um special education<00:26
• think um this language is too broad. think um this language is too broad.

Keywords: 1191, senate, all

Transcript Highlights:

• learners, and families that are eligible for Medicaid and SNAP.
• learners, and families that are eligible for Medicaid and SNAP.
• year, we serve up to 15,000 organizations and individuals, many of whom are low-income with limited English
• We serve up to 15,000 organizations and individuals, many of whom are low-income with limited English
• been stopped, arrested, and detained by mass armed federal agents based solely on their skin color, language

Summary: The Assembly Budget Subcommittee on Accountability and Oversight held its fifth hearing of the year to examine the newly enacted federal H.R. 1 and its effects on California. Members and the chair described the law as a major threat to state health, food, education, and climate programs, and emphasized that California would not be able to fully backfill the federal cuts. Several members also highlighted the bill’s tax provisions, including temporary deductions for tips, overtime, seniors, and auto loan interest, while warning that the largest benefits flow to higher-income taxpayers and that major cuts to Medi-Cal, CalFresh, and clean-energy incentives are delayed or phased in over time. The Legislative Analyst’s Office and the Department of Finance presented detailed overviews of the bill’s likely impacts and implementation timelines. They identified the main affected areas as health care coverage and financing, food assistance, higher education, personal income taxes, and clean-energy/electric-vehicle credits. They explained that H.R. 1 limits provider taxes used to finance Medi-Cal, adds work and redetermination requirements, restricts CalFresh eligibility and increases state costs, changes student loan and Pell Grant rules, extends and modifies federal tax provisions, and phases out many clean-energy credits. Finance also noted major rescissions of Inflation Reduction Act funds, new border and immigration enforcement spending, and the possibility of PAYGO sequestration if Congress does not act to offset the deficit increase. During member questions, the committee focused on likely enrollment losses, administrative burdens, and fiscal exposure for the state and counties. Witnesses said many details still depend on federal guidance, but they estimated significant impacts on Medi-Cal, CalFresh, and graduate/professional student borrowing, and noted that California’s high CalFresh error rate could increase state costs. UC testified that the elimination of Graduate PLUS loans would affect thousands of professional students, especially in health, law, and other high-cost programs. Members asked for follow-up data on county, health, and tax impacts, and staff agreed to provide additional tables and estimates as implementation guidance becomes clearer. Public commenters from counties, early childhood advocates, health coalitions, disability rights groups, immigrant-rights organizations, and other stakeholders urged the Legislature to mitigate the law’s effects. They warned of higher county costs, reduced access to health care and food assistance, increased administrative burdens, and harm to children, immigrants, people with disabilities, and low-income families. Several urged new state revenue solutions and stronger protections for Medi-Cal, CalFresh, child care, and home- and community-based services. No votes were taken; the hearing was informational and ended with a commitment to continue monitoring federal guidance and to work on state responses in the budget process.

Transcript Highlights:

• I'm going to give you guys a little bit of a background on dyslexia today. processes written language
• processes written language um<00:01:30.880> this<00:01:31.119> makes<00:01:31.439>
• reading<00:01:31.840> and<00:01:32.040> language um this makes reading and language
• <00:10:13.040> interpreting<00:10:14.040> including language interpreting including language
• Chair, I do have an author's amendment that just does a small language correction.

Keywords: 1187, senate, all

Transcript Highlights:

• And then there are kids who don't speak English as their natural first language and need help with that
• And then there are kids who don't speak English as their natural first language and need help with that
• speak English as their natural<00:20:19.360> first<00:20:19.679> language<00:20:20.480
• And so it goes across poverty and English language learners and special education.
• And so it goes across poverty and English language learners and special education.

Keywords: 928, house, all

Summary: The Education Funding Committee Subcommittee on Adequacy and Funding Sources opened its second meeting by reviewing four retained bills assigned to it: HB 651, HB 772, HB 491, and HB 734. The chair said the goal was to compare the bills across the board, consider whether any one of them should be the committee’s recommended vehicle, and then vote on a recommendation to the full committee. He noted the bills would move out before November 21 and be taken up on the House floor in January, while related LSRs were also being developed for the coming session. Representative Ames argued that HB 651 should be the main vehicle because it would substantially raise the adequacy base and adjust differential aid categories to better reflect real school costs, including poverty, special education, and English learner needs. He described the bill as building on court guidance and said the current funding formula is far below actual district needs. He also supported HB 491 as a study vehicle to examine revenue options, saying the legislature needs informed choices about how to pay for the changes. Representative Damon strongly backed HB 651 and HB 491, citing constitutional obligations, the Conval and Rand rulings, and large projected funding increases for districts such as Claremont, Windham, and communities in the chair’s district if HB 651 had passed earlier. Representative Fellows said he has an LSR similar to HB 491 that would study existing and new revenue options using criteria such as revenue potential, administrative cost, affected groups, implementation timeline, and implementation cost, with input from revenue administration and outside agencies. Representative Papich Muller emphasized constitutional separation-of-powers concerns, reading Article 83 and saying he was not comfortable with the broad claim that “cherish” clearly mandates a specific spending level, though he said he intends to follow Supreme Court guidance. Representative Ricky read testimony from a local school board member arguing that the state already imposes many mandates on schools while providing the least funding in the country, and that HB 651 would help restore meaningful local control. No final vote or action was taken in the portion provided, though the chair had indicated the subcommittee would vote before adjournment.

Transcript Highlights:

• The English language fascinates me. I wish we could create new words, but it doesn't.
• The<00:03:06.520> English<00:03:06.760> language<00:03:07.040> fascinates<00:03:
• <00:03:07.640> I The English language fascinates me.
• I The English language fascinates me.
• Current language current language is.

Keywords: 958, all

Transcript Highlights:

• I'm fine with a lot of their language.
• Um the one that I really language.
• 8020 distribution that's in the language 8020 distribution that's in the language >> representative
• <03:57:12.399> teacher job as the middle school English teacher job as the middle school English
• So we use a language in the current law.

Keywords: 928, house, all

Summary: The committee first heard HB 1334, which would remove the Education Freedom Account scholarship organization’s authority to approve “any other educational expense” under the EFA statute. The prime sponsor, Representative Porchelli, said the bill would narrow the law to the specifically listed qualifying expenses, avoid broad interpretation, and shift any questions to the Department of Education or the legislative oversight committee. In response to questions, she said she did not think the open-ended category had been needed and that the statute already clearly lists allowable expenses. A representative of the Children’s Scholarship Fund testified in opposition, saying the category is used rarely but is important for unusual cases, especially students with special needs, and that removing it could create unintended consequences. After testimony, the chair closed the hearing on HB 1334. The committee then heard HB 1513, which would move several EFA reporting and oversight requirements from administrative rules and the contract with the Children’s Scholarship Fund into statute. Representative Porchelli said the bill would consolidate existing requirements on timely responses to oversight requests, publication of expense reports by category and provider, and transmission of eligibility and enrollment data to the Department of Education. She described the bill as mostly a clarification and transparency measure rather than a substantive policy change. Members asked about the meaning of “timely access,” the 45-day deadline, whether the contract already covered these duties, and whether the scholarship organization had ever failed to comply. The Children’s Scholarship Fund said it had generally met the 45-day deadline, had not knowingly refused information requests, and that the quarterly reporting requirement could add cost; the sponsor said the DOE had provided guidance and was neutral. The hearing on HB 1513 was then closed. Finally, the committee heard HB 1256, which would repeal the state librarian’s authority to award scholarships for graduate library school attendance at American Library Association-accredited schools. Representative Drago said the law was unnecessary because the state does not currently have a state librarian, scholarships are not typically granted by statute, and he objected to the ALA accreditation requirement and what he described as the association’s political advocacy. In questions, he clarified that the bill targets the accreditation requirement rather than a specific school and said he did not think the state should direct taxpayer-funded scholarships toward ALA-accredited programs. A member raised First Amendment concerns, but the sponsor said the issue was not speech itself, only the use of taxpayer dollars and state law to support that direction. The transcript cuts off before any vote or final action on HB 1256.

Transcript Highlights:

• . $10 million for grants to reduce the wait list for services for speakers of languages other than English
• President: $10 million in English language learning programs for educational grants to reduce the wait
• list for services for speakers of languages other than English.
• President. $10 million in English language learning programs for educational grants to reduce the wait
• speakers of languages other than English, to learn English and subsequently help fill in-demand jobs

Keywords: 995, all

Summary: The Senate took up Senate House No. 4010, a fiscal year 2025 supplemental appropriations bill funded largely by surplus Fair Share revenues. The Ways and Means chair described the bill as a $1.28 billion package, with major investments in education and transportation, including special education circuit breaker aid, higher education deferred maintenance, career technical education capital grants, school construction relief, high-dosage tutoring, English language learning grants, MBTA reserve replenishment and safety training, commuter rail maintenance, Chapter 90 local road aid, regional transit authority support, ferry and micro-transit funding, and a small World Cup transportation appropriation. Members from both parties generally praised the bill’s one-time, regionally balanced approach while emphasizing fiscal discipline and the limited, surplus-based funding source. The minority leader and others questioned the fund balances and the use of the education and transportation innovation and capital fund, the Student Opportunity Act trust fund, and the transitional escrow account; the chair said the bill would zero out the innovation and capital fund, leave about $430 million in the SOA trust, and about $200 million in the escrow account. Several members highlighted specific priorities. Senator Cronin and Senator Feeney strongly supported the $100 million career technical education investment, arguing it would expand vocational opportunities in comprehensive high schools and help meet workforce needs. Senator Feeney also emphasized MBTA funding, special education, local road repairs, English language learning tied to workforce needs, and World Cup preparations in Foxborough. Senator Comerford praised the bill’s regional equity, higher education maintenance funding, special education support, and transportation investments, while also noting the need for broader future work on Chapter 70 and school finance. Senator Tarr supported the bill but repeatedly stressed that the spending was a unique one-time opportunity and that the Commonwealth should preserve fiscal reserves and continue to address school funding inequities and MBTA finances more broadly. The chamber then considered numerous amendments. Amendment 1 on tariff pricing transparency was withdrawn after brief remarks, and Amendment 14, proposing a DESE study on educational outcomes for young men and boys, was rejected. Amendment 182, funding Worcester Regional Transit Authority capital expenses, was adopted. Amendment 228, adding $500,000 for Free Period to expand access to menstrual products in schools, was adopted. Amendment 257, funding Springfield Public Schools communication and safety systems, was also adopted. Other amendments, including Tarr amendments on supplemental district aid, MBTA reporting, and the Foundation Budget Review Commission, were rejected. Amendment 308 concerning MBTA Communities and Milton was withdrawn, after which Senator Driscoll began a presentation arguing Milton was being misclassified under the MBTA Communities Act and should be treated fairly under the law.

Transcript Highlights:

• <04:04:43.000> language meals, and for English language meals, and for English language learning
• language learners, and economically disadvantaged students; and if I know the state squandered $4 million
• language learners, and economically disadvantaged students; and if I know the state squandered $4 million
• <04:10:19.200> language<04:10:19.640> learners,<04:10:20.360> and English language
• learners, and English language learners, and economically<04:10:21.440> disadvantaged<04:10:22.160

Keywords: 1189, house, all

Transcript Highlights:

• includes 9 million for student meals, over 6.5 million in title funding for low-income students, English
• , um, language learners, and those facing homelessness, nearly 10 million in IDEA funding for students

Transcript Highlights:

• That's your base cost and including the differentiated aid components of English language learner, free
• differentiated aid components of English differentiated aid components of English language<00:24
• :24:30.720> reduce<00:24:31.279> and language learner FNR free and reduce and language
• > you<00:46:46.560> look There's special language if you look There's special language
• language for emergency financial needs? language for emergency financial needs?

Keywords: 1191, senate, all

Transcript Highlights:

• English. That would not be prohibited, would it? OK.
• Be very careful with the conversation, but also about the language.
• And that's why that intent language is in there on page one. Inside of our committee, so.
• I'll never forget my 8th grade English teacher.
• When we're talking about language classes, often we choose different names to practice.

Bills: HB1325, HB1655, HB3312, HB5526, SB13, SB57, SB207, HB441, HB591, HB5019, SB27, SB843, SB 13, SB 27, SB 57

Keywords: student transfer, public servants, education code, peace officer, servicemember, judicial officer, school security, volunteer program, retired law enforcement, veterans, public safety, school safety, criminal background check, school libraries, library advisory councils, parental rights, library materials, educational content, challenging materials, emergency operations plan

Transcript Highlights:

• We have autism and gifted and talented programs, and we have a very diverse language community.
• Twenty-one percent of my students at Oak Grove are second language learners, and Class Notes has helped
• They hear languages spoken in their homes, and it's been a really wonderful experience.
• We provide coverage that is culturally relevant, language accessible, and community-driven.
• Coming from a community that values culture and language. Language.

Bills: HF1679, HF1019, HF2321, HF1740, HF2278

Keywords: public television, funding, grants, arts and culture, Minnesota, Minnesota Public Radio, arts education, cultural heritage, community engagement, public radio, community radio, educational grants, community cable, public access, programming funding, civic engagement, ethnic media, public access television, Minnesota Humanities Center, funding appropriation

Transcript Highlights:

• <00:52:19.520> they is what they this is the language they is what they this is the language
• I didn't create this language. gave me. I didn't create this language.
• And so um Oh, he gave me this language.
• Um, I think that language 2025 window.
• Dummy English, dummy math, and program.

Bills: HF3650, HF1791, HF3489, HF4231, HF4232, HF4269, HF4270, HF3490

Keywords: student career pathways, education framework, experiential learning, employer engagement, career technical education, career and technical education, CTE, postsecondary scholarship, postsecondary grant, school district funding, cooperative unit, Minnesota high school, apprenticeship, certificate program, tuition assistance, workforce training, military transition, education finance, student aid, career pathways

Transcript Highlights:

• This is relating to language access.
• This is relating to language access. This is relating to language access.
• > education Establishes a language access education Establishes a language access education and
• about 30% of them were limited English about 30% of them were limited English proficient.<00:48:
• <01:08:50.080> to<01:08:50.480> say language to say language to say how<01:08:52.960>

Bills: SB2003

Keywords: Mauna Kea, land management, University of Hawaii, astronomical observatories, leasable lands, natural resource management, stewardship authority, 912, senate, all

Summary: The joint committees on Water, Land, Culture, and the Arts and Education heard testimony and discussed SB 20003, which would require the auditor’s report under Act 255 to include a recommendation on whether the Monarch Stewardship and Oversight Authority is fit to continue managing Monaca lands. Testimony focused on the bill’s reversion language, the role of the auditor, and whether the measure gave the auditor too much discretion without clear criteria. The Office of the Auditor’s position, read into the record, was that it had strong reservations because the bill did not provide standards for assessing fitness and asked that the requirement be held or amended. Other testimony suggested a work group with relevant agencies and Hawaiian practitioners to manage the transition and reduce conflict. Committee members debated whether the bill should simply restore the original reversion language or also require an audit-based fitness determination. Several members questioned the need for a 2031 audit when Act 255 already provides for a performance and financial audit in 2031 and noted that the bill could shift authority away from the legislature. In response, the committee chair explained that the measure was intended to restore language removed during conference and to address the transition back to the University of Hawaii if the authority was not meeting the act’s purpose. The committees ultimately recommended SB 20003 be passed with amendments. The amendments would strike the auditor/audit section, add language addressing timelines by providing a 10-year lease extension and sublease extension, and make technical changes including a defective date. The committees voted to adopt the amended measure and send it forward as an SD1. The transcript also included a separate Education Committee hearing on SB 3286, which would require the University of Hawaii to develop a facilities and student housing master plan and report to the legislature. University of Hawaii testimony said the system supports the intent but that the bill’s requirements are a heavy lift across 10 campuses and should follow development of a broader academic strategy. Members raised concerns about deferred maintenance, shifting priorities, and the lack of a systemwide plan, while the university said it already has a six-year capital improvement plan but acknowledged it does not fully incorporate the broader academic and housing strategy the bill contemplates.

Transcript Highlights:

• put in the the age appropriate language put in the the age appropriate language and<03:53:54.399
• . language. language.
• <04:47:16.798> we at CSF we also have uh language we at CSF we also have uh language we provide
• language learner.
• special English language learning or special English language learning or special education<05:36

Keywords: 1189, house, all

Transcript Highlights:

• More than 19 languages are represented among the 638 individuals who received a scholarship from the
• More than 19 languages are represented among the 638 individuals who received a scholarship from the
• learners over the last four years, versus the statewide decrease of 13 and 14 points, respectively.
• As I said before, providing support in many languages is really important to us.
• This is a student who's an English language learner and immigrant from China.

Keywords: 988, house, all

Summary: The hearing focused on youth mental health and treatment access, with the chair framing the issue around California’s Children and Youth Behavioral Health Initiative (CYBHI), school-based supports, and the need to coordinate education, health, and community systems. The first panel featured PPIC researcher Shalini Mostala, who said teen mental health remains a serious concern but recent California Healthy Kids Survey data show improvement in chronic sadness and suicidal thoughts since the pandemic peak. Youth advocate Ella Cruz described her own struggles, emphasized stigma reduction, peer support, and the importance of youth voices in shaping policy and outreach. Members asked about phone use, cultural stigma, and how to encourage young people to seek help and connect with trusted adults and peers. The second panel, led by CYBHI director Dr. Sohill Sood and DHCS Deputy Director Autumn Boylan, provided implementation updates. Dr. Sood said recent data show more students receiving counseling, lower stigma, and a drop in reported suicidal ideation, while also highlighting growth in certified wellness coaches and the CYBHI fee schedule. He said the program has generated more than 230,000 claims and over $11 million in new revenue for participating entities, though implementation is still early and technical assistance remains important. Fresno County’s Trina Frazier described a multi-tiered system of care with wellness centers, mobile therapy units, and strong outcomes in attendance, suspensions, and academic performance, while Rachel Kroberniski of the James Morehouse Project described a long-running school wellness center and a peer-to-peer model that helps students feel connected and supported. Members pressed witnesses on rural staffing, billing coordination, higher education participation, and how to sustain services after one-time grants expire. In the final panel, WestEd’s Lisa Eisenberg discussed what makes the fee schedule work best, saying schools are most successful when they build on existing staff, relationships with health plans, and data-sharing agreements rather than creating entirely new systems. Across the hearing, witnesses and members repeatedly returned to themes of flexibility, sustainability, youth-led and peer-based supports, and the need to reduce stigma while improving coordination across schools, counties, providers, and colleges. No formal votes or legislative actions were taken during the hearing.

Transcript Highlights:

• <00:59:16.640> language<00:59:16.960> learners.
• 25% are English language learners. 25% are English language learners.
• <01:15:58.960> learner<01:15:59.360> services.
• <01:16:00.159> We<01:16:00.320> comply language learner services.
• We comply language learner services.

Bills: HF3653, HF2717, HF3451, HF3857

Keywords: education finance, safe schools revenue, school safety, charter schools, funding, safe schools, school security, school levy, pupil units, safe schools aid, cooperative units, intermediate school district, school resource officer, peace officer liaison, sheriff liaison, drug abuse prevention, gang resistance education, violence prevention, suicide prevention, mental health services

Summary: The committee first adopted the March 3rd minutes by voice vote after Representative Lee moved them and there was no discussion. Members then reviewed hearing rules on decorum, safety, and participation before taking testimony from Dr. James Densley and Dr. Jillian Peterson of the Violence Prevention Project Research Center at Hamline University. The presenters summarized research on mass shootings and K-12 school shootings, drawing on a database of homicides in school settings from 2000 to 2025 and a smaller set of 15 K-12 mass shooting cases. They said school shooters are usually insiders, most often current or former students, and typically young males. They described common patterns including a noticeable crisis before attacks, perpetrators viewing the shooting as a final act, studying prior shooters online, and “leakage” in which most tell someone in advance. They also emphasized that many perpetrators use unsecured firearms from family members and argued that prevention should combine reporting systems, behavioral threat assessment, counseling, mentoring, secure storage, and other layered interventions rather than rely on a single solution. The presenters also discussed broader violence trends in the Twin Cities, saying much school violence is spillover from community violence and that pandemic-era disruptions and weakened trust in institutions contributed to serious violence. They cited a national survey finding that exposure to gun violence is associated with PTSD, anxiety, depression, and fear of public spaces, especially among young people. During member questions, Representative Wam asked for clarification on the data set and the rural/small-town share of the survey sample.

Transcript Highlights:

• The language of this bill has been carefully language of this bill has been carefully language of this
• with uh again we worked the language with uh again we worked the language with uh attorneys to ensure
• Uh this is just to uh take the language that was in the House bill the language that was in the House
• . decreasing for these adult learners. decreasing for these adult learners.
• So repair repaired that language and it still repaired that language and it still repaired that language

Bills: HJR 4, HJR 6, HB 195, HB 13, HB 143, HB 135

Keywords: occupation tax, securities, financial regulation, tax exemption, legislative amendment, capital gains tax, realized gains, unrealized gains, investment income, asset sale, capital assets, wealth tax, estate tax, trust tax, tax limitation, constitutional amendment, Texas Constitution, Article VIII, property tax, sales tax

Transcript Highlights:

• Another example, maybe English language, learner child as I share the district is who is responsible
• line their program to our Florida early learning developmental standards with the emphasis on all language