Transcript Highlights:

• Learners come there to learn about project management.
• So far, we have served, as you can see, 3,100 learners.
• So far, we've served almost 2,100 learners.
• We're in progress or pending 850 learners who are still in process.
• Again, we have a 54% response rate of learners.

Transcript Highlights:

• One was how to implement a high-performing, learner-centered, future-ready education system.
• And I have to seek that information from the adults in the room, from CDE, from reading legislation,
• It's not about adult-centered issues. It really needs to be about the kids.
• because stronger alignment at the state level is critical for high-need students, including English learners
• clear governance structure will improve accountability, ensure statewide priorities like the English learner

Keywords: 987, senate, all

Transcript Highlights:

• One was how to implement a high-performing, learner-centered, future-ready education system.
• And I have to seek that information from the adults in the room, from CDE, from reading the legislation
• It's not about adult-centered issues. It really needs to be about the kids.
• because stronger alignment at the state level is critical for high-need students, including English learners
• clear governance structure will improve accountability, ensure statewide priorities like the English learner

Summary: The joint Senate Education and Budget Committee hearing focused on the Governor’s proposed education governance overhaul, which would shift day-to-day management of the California Department of Education from the elected Superintendent of Public Instruction to a new appointed education commissioner, while giving the Superintendent new voting roles on the State Board of Education and the Community College Board of Governors. Chair Perez opened by stressing that the proposal raises major policy questions beyond the budget process and should be evaluated for its effect on students, local control, and accountability. Brooks Allen of the State Board of Education argued the change would unify policymaking and implementation, reduce fragmented authority, and create clearer accountability, citing decades of reports criticizing California’s “crazy quilt” governance structure and noting the proposal is timed for the 2026 transition. Amber Alexander of the Department of Finance outlined the fiscal and staffing transfers, describing the plan as largely cost-neutral and explaining how positions would shift between the State Board, the Department, and the new Superintendent’s office over 2026-27 and 2027-28. Sarah Cortez of the Legislative Analyst’s Office said the LAO supports shifting management to an appointed commissioner but recommended several refinements: preserving legislative oversight, requiring Senate confirmation of the commissioner, clearly defining the Superintendent’s duties as a public representative/advisor/evaluator, and refining the State Board’s role to focus on major policies requiring public input. She also said the fiscal plan should be cost-neutral and more fully specified. Senators raised concerns about the timing during an election year, the constitutional status of the Superintendent, whether the proposal should instead be a constitutional amendment, and whether governance changes actually improve student outcomes or simply rearrange the org chart. Some members questioned whether the proposal would confuse voters and undermine democratic accountability, while others said the current structure is already confusing and that the reform could improve clarity for districts and local boards. The discussion also covered how curriculum is set, with LAO explaining that the Legislature has broad authority but has delegated much curriculum work to the State Board and the Instructional Quality Commission. Members asked how the new structure would affect local districts, who they would call for guidance, and whether the commissioner would have authority over policy; the presenters said policy authority would remain with the State Board, while the commissioner would handle administration and implementation. No votes were taken during the panel discussion, and the hearing was organized to continue with additional panels and public comment later in the meeting.

Transcript Highlights:

• The concept of a statewide career exploration framework designed by young adults for young adults came
• </c> most importantly, young adults most importantly, young adults themselves.<00:46:56.560><c> The</
• came</c><00:47:02.000><c> into</c> young adults for young adults came into young adults for young adults
• c> overarching themes are that young adults overarching themes are that young adults are<00:47:26.319
• </c><00:47:36.800><c> in</c> Um, seven out of 10 young adults in Um, seven out of 10 young adults in

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:

• They support working adults who want to deepen their expertise while continuing to contribute to their
• </c><00:13:37.079><c> who</c><00:13:37.240><c> want</c><00:13:37.360><c> to</c> support working adults
• Services establishment, board and lodging establishment with special services, adult day care center,
• </c><00:58:20.160><c> a</c> American children and young adults a American children and young adults a
• </c><01:51:00.119><c> as</c> opportunity for our littlest Learners as opportunity for our littlest Learners

Keywords: 1183, house

Transcript Highlights:

• Burgad said, as an innovative university, we do pride ourselves on delivering quality, learner-centered
• buildings with teachers that are in those schools, because we think that's the best way to support the learner
• But there are also those students who are the independent learners.
• We teach the adults at the school a more efficient and effective way to work.
• The overwhelming majority of these, I believe 24, are adult fans.

Summary: The meeting focused heavily on dual credit programming across North Dakota, with presentations from Valley City State University, Lake Region State College, Fargo Public Schools, and teachers from West Fargo and Drake-Anamoose. Speakers described dual credit as a way to give high school students college-level rigor, reduce future tuition costs, and help students explore academic and career pathways. Several presenters emphasized that strong local relationships between colleges and school districts are central to program quality, especially in rural areas where access to advanced coursework can be limited. Valley City State University outlined its quality-control model, including annual teacher trainings, syllabus and outcomes alignment, faculty evaluations, qualification standards, school visits, and a goal of building 24-credit College Studies Certificates. The university reported about 504 students in the fall and 559 in the spring, with roughly 5,539 projected credit hours and about 130 students expected to earn the 24-credit certificate. Members asked about faculty qualifications, online versus in-person delivery, student retention, revenue, and whether a more centralized statewide model might be more efficient; the presenter said centralization could reduce duplication but might weaken local relationships and choice. Lake Region State College described a broader regional model, with about 913 dual credit students last fall across 44 school districts, roughly half of them taking online college courses and half taking face-to-face courses taught by qualified high school teachers serving as adjuncts. The college said it has paid for graduate credits to help teachers meet credentialing requirements and reimburses districts for teacher support and materials. Fargo Public Schools reported 50 dual credit courses through multiple higher-ed partners, 1,571 enrollments, and a 12.61% increase in participation, while also raising concerns about inconsistent registration systems, credentialing requirements, and transfer clarity across institutions. Teachers from West Fargo and Drake-Anamoose reinforced the value of dual credit, while noting concerns about retention in foundational science courses and the importance of maintaining rigor and support for students.

Transcript Highlights:

• Burgad said, as an innovative university, we do pride ourselves on delivering quality, learner-centered
• buildings with teachers that are in those schools, because we think that's the best way to support the learner
• But there are also those students who are the independent learners.
• We teach the adults at the school a more efficient and effective way to work.
• Overwhelming majority of these, I believe 24, are adult fans.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• But one of the characteristics of successful adults, especially those coming from low-income families
• He was what I call a non-traditional learner—very bright, similar to your story, very bright, but he
• </c> characteristics of successful adults characteristics of successful adults especially<00:12:51.440
• </c> uh what I call a non-traditional learner uh what I call a non-traditional learner very<00:14:07.240
• </c><00:27:05.679><c> in</c><00:27:05.799><c> the</c> only our decision as the adults in the only our

Bills: HF1966, HF54, HF2043, HF1171, HF2741

Keywords: HF1966, Minnesota Association of Alternative Programs, STARS program, alternative education, alternative programs, education finance, general fund appropriation, student support services, career readiness, employment skills, academic skills, social skills, student conferences, training grants, Minnesota Department of Education, specialized education, at-risk students, nontraditional education, HF54, Silver Lake

Transcript Highlights:

• programs to school book fairs, workforce development resources, and technology classes for older adults
• resources and Technology classes for resources and Technology classes for older<00:03:44.480><c> adults
• and</c><00:03:44.959><c> seniors</c><00:03:45.840><c> State</c><00:03:46.120><c> Library</c> older adults
• and seniors State Library older adults and seniors State Library Services<00:03:46.920><c> is</c><00
• um back into on getting kids and adults um back into the<00:51:14.000><c> realm</c><00:51:14.520><c>

Keywords: 1187, senate, all

Transcript Highlights:

• This disadvantages students who are English learners, students with communication challenges, and students
• And such policy shall require that an adult student be asked if they want their parents or guardians
• </c><04:55:16.240><c> um</c> to have um our youngest learners um to have um our youngest learners um
• Um, and this actually gives you options on how you can do that to accommodate those learners or those
• those learners or those families<05:06:30.878><c> who</c><05:06:31.200><c> don't</c><05:06:31.440><c

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• to those students that come home to an empty house, and they need that community, that space where adults
• reading matters, that learning matters, and that every student deserves a chance to become a lifelong learner
• It's a national and even international leader in the corps movement, focusing on conservation, young adult

Keywords: 987, senate, all

Transcript Highlights:

• create economic mobility for students in both urban and rural settings, from high schoolers to working adults
• working. economic mobility for those in both urban and rural settings, from high schoolers to working adults
• Over half of these students are BIPOC; many are immigrants, parents, and English language learners.

Bills: SB6258, SB5963

Keywords: Washington Medical Commission, medical license, license relinquishment, voluntary surrender, nondisciplinary pathway, physician regulation, health professional licensing, disciplinary database, National Practitioner Data Bank, license renewal, license reinstatement, medical board, professional discipline, credential surrender, healthcare regulation, SB 5963, passport to careers, Washington College Grant, financial aid, higher education

Transcript Highlights:

• creating economic mobility for those in both urban and rural settings, from high schoolers to working adults
• working. economic mobility for those in both urban and rural settings, from high schoolers to working adults
• Over half of these students are BIPOC, many are immigrants, parents, and English language learners.

Summary: The House Postsecondary Education & Workforce Committee held a public hearing on Senate Bill 6258, which would authorize the Washington Medical Commission to adopt rules allowing physicians and certain other licensees to voluntarily relinquish their licenses outside of a disciplinary process. Staff and the bill sponsor explained that the current system only allows relinquishment through a disciplinary or quasi-disciplinary path, which can trigger reporting to national databases even when there is no misconduct. Testimony from the Medical Commission and the Washington Physicians Health Program supported the bill as a non-disciplinary, permanent, and more dignified way for providers to exit practice while preserving patient safety by excluding those under investigation or discipline. The chair said the committee would executive the bill the next day and asked that amendments be submitted by 6 p.m. that day. The committee then held a work session on part-time/adjunct faculty in the community and technical college system. State Board of Community and Technical Colleges staff described the system’s 34 colleges, the role of local bargaining, and the differences in duties and pay between full-time and part-time faculty. They noted that adjunct pay has historically lagged and cited a 2024 report estimating it would cost about $75.1 million to raise average adjunct compensation to 85% of full-time faculty pay. American Federation of Teachers Washington representatives and contingent faculty testified in support of HB 2538, arguing that contingent faculty are underpaid, often lack stable employment and compensation for work outside class time, and that higher pay would improve retention, student support, and equity. Members asked about bargaining structures, health benefits, workload, and comparisons to other faculty roles. In executive session, the committee considered Substitute Senate Bill 5931, which makes administrative changes to the Workforce Education, Investment, Accountability, and Oversight Board, including removing a public dashboard requirement and adjusting election timing. The bill passed 14-1 and was reported out with a do-pass recommendation. The committee also approved Senate Bill 5963, which automatically makes Passport to Careers participants income-eligible for the Washington College Grant and aligns need calculations with the federal formula; it also directs Passport funds into the state financial aid account. That bill passed unanimously, 15-0, and was likewise reported out with a do-pass recommendation.

Transcript Highlights:

• These are typically for working adults, but sometimes younger working adults who need an opportunity
• but sometimes younger working adults but sometimes younger working adults<01:09:28.880><c> who</c><01
• , lifelong learners.
• lifelong Learners of working adults lifelong Learners federal<01:21:33.600><c> financial</c><01:21:34.040
• The nature of the population that we serve—working adults—their lives are, in some ways, very unique.

Keywords: 928, house, all

Summary: The committee received an orientation from University System of New Hampshire Chancellor Katherine Preventure and Senior Director of Government Relations Lauren Banker on the system’s enrollment, finances, workforce role, and academic programs. They described the system as consisting of UNH, Keene State, and Plymouth State, with about 23,000 students, $928 million in FY24 operating expenses, a $3.7 billion economic impact, and UNH’s R1 research status. They emphasized the system’s role in graduating students into the New Hampshire workforce, its statewide Cooperative Extension and regional campus presence, and its alignment of degree offerings with top occupations identified by New Hampshire Employment Security. The presentation also highlighted partnerships with businesses, internships, and collaboration with the community college system, including 100 transfer pathways and a direct-admit program. A substantial portion of the discussion focused on tuition, state support, and student costs. The chancellor said the state invested $95 million in FY25, with about $81 million used to reduce resident tuition and about $14 million for statutory programs such as Cooperative Extension and the Agricultural Experiment Station. She said the state subsidy is about $7,300 per New Hampshire student, and that resident net tuition averages about $7,000, while nonresident net tuition averages about $16,600. She provided published tuition figures for UNH, Plymouth State, and Keene State, and explained that resident tuition has been held flat for five years while financial aid has increased, reducing average net tuition and fees for New Hampshire students from about $10,500 in 2020 to $9,800. Members asked for clarification on how residency and workforce-retention percentages were calculated, and the chancellor said she would follow up. Members also asked about comparisons with peer institutions, housing and meal costs, research funding, and the reasons for declining enrollment and staffing reductions. The chancellor said peer comparisons were based on flagship universities for UNH and smaller regional publics for Plymouth and Keene, and noted that out-of-state tuition has risen about 2.5% annually. She said housing for a UNH double room is $8,536 and a meal plan is $5,100, and offered to provide a consolidated cost document. On research, she said the system’s direct research spending includes federal funding and that indirect costs were about $34 million last year, with a follow-up promised on the federal/state and direct/indirect split. She attributed enrollment declines largely to demographics and said the system is responding by reducing costs, selling buildings, exiting leases, moving the system office to NHTI, and implementing Workday. She also noted that Plymouth received approval for five three-year bachelor’s degree programs and that members praised the shorter, workforce-focused pathways, especially for manufacturing and other in-demand fields.

Transcript Highlights:

• We have over one million students who are English learners.
• They're bilingual themselves or who are English learners, and for that reason, I respectfully ask for
• Assembly Bill 1068 by Assembly Member Bains and others, an act relating to older adults.
• ...to deliver safer communities by restructuring and strengthening the existing adult reentry grant
• While everyone can participate in these programs, they are particularly well suited for older adults,

Summary: The Assembly met on May 23, 2025, established a quorum after a roll call, and proceeded through a long House of Origin floor session with prayers, the Pledge of Allegiance, and routine parliamentary actions. Early in the day, a motion by Assembly Member Gallagher to suspend the rules and take up AB 12 immediately failed on a 18-39 vote. The chamber then moved through the daily file, with many measures passing by wide margins, often with bipartisan support and little or no opposition. Among the notable bills discussed were measures on law enforcement oversight and records access (AB 847), CalFresh data-sharing exemptions (AB 593), campus-area housing for students and staff (AB 893), insurance and wildfire hardening updates (AB 1), missing middle housing code changes (AB 6), tribal peace officer status in a pilot program (AB 31), utility bill analysis before new mandates (AB 61), fairgrounds funding (AB 258), Diwali as a state holiday (AB 268), labor and worker organizing rights (AB 288), algorithmic price-fixing and antitrust enforcement (AB 325), elections and jail voter information (AB 331), protections for judges and court personnel (AB 343 and AB 352), school construction procurement (AB 361), school-zone speed limits (AB 382), transit worker protections (AB 394), blue carbon coastal mitigation (AB 399), K-9 standards for law enforcement (AB 400), livestock carcass composting (AB 411), translation of housing materials (AB 413), immigrant educational rights notices (AB 419), gun violence restraining order implementation (AB 451), special education and child care measures (AB 560 and AB 563), cannabis tax relief (AB 564), and disability access protections for businesses (AB 649). Several bills addressed housing, energy, public health, and public safety, and many authors emphasized affordability, transparency, and administrative efficiency. The session also included several ceremonial or recognition items, including ACR 73 declaring Italian American Heritage Month, which was adopted by voice vote after 65 coauthors were added. Most measures were approved overwhelmingly, though a few drew some dissent, including AB 421? no—AB 399 passed 42-30, AB 450 passed 49-6, AB 461 passed 49-8, and AB 621 passed 58-0. The transcript ends partway through AB 772, which was introduced as an educational equity bill addressing cyberbullying after school hours, but the remainder of that item is not included in the provided text.

Transcript Highlights:

• relocated food pantry, basic needs programs, workforce development, and language classes for over 300 adults
• includes shelters for individuals and families and food pantries; refugee and immigrant services; adult
• currently operate programs at an original facility, as you heard, on Court Street in Brockton, and provide adult
• We serve over 200 adult learners with a wait list that exceeds 1,500.

Keywords: 995, all

Summary: The committee opened by explaining new attendance and public-testimony procedures, including that testimony would be recorded, livestreamed, and generally made public, with possible redactions for sensitive material. The chairs also noted that no committee rules were being formally adopted yet and that no votes would be taken during the hearing. Senator Collins briefly emphasized the committee’s oversight role on land takings and Article 97 issues, including concerns about proposed regulatory changes and the legislature’s constitutional role. The first major bill discussed was H. 3324, concerning the former Christos site on Crescent Street in Brockton and a proposed transfer of state-owned land from DCAM. Representative Michelle DuBois, Representative Rita Mendes, Mayor Sullivan, the Metro South Chamber’s Chris Cooney, Catholic Charities’ Larry Mayne, and Brockton planning director Rob May all supported the bill, describing the parcel as long vacant and arguing it should be reused for a mixed-use project with Catholic Charities, including affordable/workforce housing, an early education center, food pantry, workforce development, and language classes. Several speakers said the project would help retain Catholic Charities in Brockton and bring tax revenue and community services. DuBois outlined expected amendments, including moving one parcel into a municipal sale partnership and changing a “shall” to “may” regarding a right-turn lane. Some members raised questions about whether a deed transfer to a nonprofit was preferable to a long-term lease and about affordability definitions, but the bill was generally supported. Representative Connolly then testified on two Cambridge bills: H. 3308, relating to the Riverside Boat Club and a reconfigured DCR parcel boundary to support a lease with no loss of public space, and H. 3309, which would facilitate access to justice by preserving consideration of a vacant former probate court site for future court use. Senator DiDomenico supported the Riverside Boat Club measure and the broader goal of restoring court access in Cambridge. Members discussed accessibility, possible future court configurations, and the site’s prior use as an emergency shelter. The committee then heard testimony on S. 2217/H. 2108 concerning Columbia Point and access around the UMass/Bayside area. Harbor Point residents, including Orlando Perrella, Michael Corcoran, Richard Fulham, and Miles Byrne, described severe traffic congestion, emergency-access concerns, and frustration with the UMass Building Authority’s handling of the site and prior community commitments. Senator Collins said the committee should consider seeking an SJC opinion, and possibly an Attorney General opinion, on Article 97 and public-access rights. After the in-person testimony concluded, the committee attempted to reach remaining virtual witnesses on S. 2217 but did not receive testimony. With no further witnesses, the committee adjourned without taking any votes.

Transcript Highlights:

• Having worked with students who are English learners and some of them who'd faced medical issues, and
• the HCBA waiver might enroll a child who has a feeding tube or uses a ventilator to breathe, or an adult
• with severe physical and developmental ...tube or uses a ventilator to breathe, or an adult with severe
• Assemblymember mentioned, the waiver also supports As the Assemblymember mentioned, the waiver also supports adults
• ask for your support of AB 315 in order to extend care to unsheltered individuals, aging elders, adults

Summary: The Assembly Health Committee met on March 25, 2025, with Chair Mia Bonta presiding and initially operating as a subcommittee until quorum was established. The committee heard several health-related bills, including AB 73 on creating a Black Mental Health Navigator certification, AB 499 on lowering the state reimbursement trigger for the Robert F. Kennedy Farm Workers Medical Plan, AB 843 on aligning California health insurance language-access rules with federal standards, AB 257 on a specialty care network using telehealth and virtual services for Medi-Cal and underserved communities, AB 64 on allowing diacritical marks on vital records, AB 315 on the Home and Community-Based Alternatives waiver, and AB 40 on clarifying that emergency services include reproductive health services such as abortion. Testimony generally emphasized disparities in access, culturally competent care, language access, rural provider shortages, and the importance of preserving or expanding programs that help vulnerable populations. Supporters included authors, state and local health organizations, advocacy groups, and affected individuals. AB 73 was backed as a way to address stigma, mistrust, and culturally competent mental health access for Black Californians. AB 499 was described as helping keep a self-insured farmworker health plan operational while maintaining a low-cost, labor-management model. AB 843 was supported as a way to prevent children and families from having to translate sensitive medical and insurance information and to protect limited-English-proficient Californians. AB 257 drew support as a demonstration project to improve specialty care access through California-based clinicians and virtual care, with examples of reduced wait times and costs. AB 64 received emotional testimony from the author, a child and his family, and others about the importance of accurately recording names with accents and other marks. AB 315 was presented as a cost-neutral or cost-saving way to expand home- and community-based care for medically fragile people, with strong support from disability, health, and provider groups. AB 40 drew support from reproductive health and medical organizations, while one opposition witness argued it could conflict with emergency care standards and overburden emergency departments. The committee took roll-call votes and advanced AB 499, AB 73, AB 843, AB 257, AB 64, AB 315, and AB 40 to Appropriations, with AB 40 receiving some no votes. The committee also adopted its 2025-26 rules and approved a consent calendar that included AB 225, AB 304, AB 403, AB 688, and AB 951. Several measures were initially placed on call and later lifted and recorded as passing out of committee before adjournment.

Transcript Highlights:

• the county commission based on the the county commission based on the number of English language learners
• parameters set in the bill to ensure that if they are looking at the number of English language learners
• Shaver's District, which is right next to mine, is 90% ELL (English Language Learners).
• . ...to mature English language learners.
• Hope, we have 3% English Language Learners in Summerdale or Civer Hill.

Bills: HB61, HB327, HB253, HB297

Keywords: home school, career and technical education, public schools, K-12 education, enrollment policy, parental leave, state employees, adoption, employee benefits, aircraft tax, aviation tax, sales tax exemption, use tax exemption, lease tax, rental tax, commercial aircraft, air carrier, airline, aircraft parts, maintenance

Transcript Highlights:

• </c><00:13:48.880><c> um</c> education English language learner um education English language learner
• English language learner, same process: if the student is an English language learner, which is a part
• </c><00:18:12.400><c> um</c> students um English language learner um students um English language learner
• </c> student is an English language learner student is an English language learner we<00:18:22.600><c
• </c> and we get um English language learner and we get um English language learner Aid<00:18:30.760><

Keywords: 928, house, all

Summary: The Department of Education’s Bureau of School Finance provided an adequacy-funding training for Division II, led by Mark Mello. He walked the committee through the adequacy formula using Albany, Allenstown, and Alton as examples, explaining average daily membership, base adequacy aid, and differential aid for free/reduced-price meals, special education, and English language learners. He also noted a recent change requiring home-education differential aid and emphasized that these aid streams are generally unrestricted district funding rather than money tied to specific students or programs. A major focus was the ongoing litigation over the adequacy base amount and the statewide education property tax, or SWEPT. Mello explained the historical basis of the current base amount, the 2008 legislative report that set the original methodology, and the later court ruling that the adequacy amount should be $7,356, which is now before the Supreme Court. He also described how SWEPT currently raises a fixed statewide amount of $363 million and how that revenue is used to offset the state’s adequacy obligation. For the example towns, Albany and Allenstown receive state adequacy grants because their SWEPT revenue is below their calculated adequacy cost, while Alton is an excess SWEPT community because its local SWEPT revenue exceeds the cost of adequate education. The discussion then turned to the pending “excess SWEPT” issue in the Supreme Court and what would happen if excess collections had to be remitted to the state. Mello said the Department is preparing a hypothetical walkthrough and explained that, if the court upholds the Superior Court ruling, DRA would likely be directed to collect excess SWEPT. Members raised concerns about whether SWEPT must be used for educational purposes and about the cash-flow burden on towns if money had to move from municipalities to the state and then back to districts. Mello and members discussed possible administrative workarounds, such as credits against other state aid distributions, and noted that the committee would continue reviewing the mechanics if the court decision comes down during budget work.

Transcript Highlights:

• Mexico, gifted identification has historically been one of the few formal pathways for advanced learners
• So I talked special ed my entire adult life, and back when I was teaching it, we just hardly had any
• Sudden cardiac arrest is a leading cause of death for children and adults.
• Sudden cardiac arrest is a leading cause of death for children and adults, where 7,000 to 10,000 children

Bills: HB30, HB120, HJR1, SB210, SB306

Keywords: teacher residency, Teacher Residency Act, public schools, teacher preparation, educator pipeline, teacher recruitment, teacher retention, student teachers, apprenticeship, co-teaching, mentor teachers, residency stipend, teacher salary, level one teacher, charter schools, school districts, New Mexico education, teacher workforce, principal stipend, cohort model