Transcript Highlights:

• And finally, we confirm that the early education allotment in the legislation applies to all early learners
• literacy, small-group tutoring, and the importance of regularly measuring and monitoring our youngest learners
• and scaling early identification across the state could yield invaluable results for our youngest learners
• So if you have a younger learner who joins your pre-K or kinder program far behind where they should
• So if you have a younger learner who joins your pre-K or kinder program far behind where they should

Summary: The Senate Committee on Education K-16 met with a quorum and announced a full agenda, including combined public testimony for two bills related to student personal communication devices. The committee first took up Senate Bill 1262 by Senator Nichols, a school safety cleanup bill following House Bill 3. The bill would allow TEA to commission peace officers for school safety purposes, require annual renewal of good-cause exceptions to armed guard requirements, create a new report based on intruder detection audits and vulnerability assessments, and require behavioral threat assessment teams to include someone with specific knowledge of a special education student’s disability. Committee members asked about the difference between TCOLE licensing and TEA commissioning, the scope of the officers’ authority, and how the good-cause exception would work. The committee substitute was adopted, and public testimony included support from school safety and drone-response advocates, Disability Rights Texas in favor of the special education provisions, and a student witness raising concerns about the mental health impact of repeated lockdowns and the need for immediate, reliable school safety responses. The bill was left pending after testimony, then the committee briefly recessed and later reopened testimony to hear the student witness. The committee then laid out Senate Bill 2252 by Senator Creighton, a major early literacy and numeracy bill for kindergarten through third grade. Creighton said the bill builds on prior literacy efforts by funding teacher stipends for literacy and math academies, providing free and clearly administered screeners and assessments, expanding screening options, clarifying how results are used, supporting high-quality pre-K, and increasing the early education allotment. He emphasized low reading performance and the need for early intervention. Members discussed how the bill differs from earlier academy models and whether the assessments are diagnostic or high-stakes; Creighton and witnesses said the tools are intended to identify students needing support, not to serve as punitive testing. The committee adopted the substitute. Witnesses for SB 2252 largely supported the bill. A Uplift Education representative described strong gains from small-group literacy tutoring and said students receiving targeted support can make more than a year of growth in a year. An education specialist explained that the bill aligns general education screening with existing dyslexia and special education practices and helps districts identify students who need intervention before a disability evaluation is required. A Commit Partnership witness cited statewide reading data, the importance of high-quality pre-K, and the need for transparent, consistent progress monitoring and parent engagement. Members asked about the meaning of the growth data, how dyslexia screening works, and how the bill would help identify struggling students earlier. Before finishing all questions, the committee recessed subject to the call of the chair after the floor session.

Transcript Highlights:

• As a dedicated co-learner and collaborator, she designed and taught a wide range of art courses.
• Martinez is the English language learner coordinator and English language arts teacher at Konowana High
• Martinez is the English<00:40:06.160> language<00:40:06.560> learner<00:40:07.079> coordinator
• <00:40:08.079> and English language learner coordinator and English language learner coordinator
• Martinez uses her training and lived experience to lead efforts supporting multilingual learners.

Keywords: 910, house, all

Transcript Highlights:

• we provide a child with the foundational literacy skills, we empower children to become lifelong learners
• But for us, SNS, in particular, the K-3 dismissal ban and the ban on seclusion for our youngest learners
• But for us, SNS, in particular, the K-3 dismissal ban and the ban on seclusion for our youngest learners
• Aon Stans Mark continued: The K-3 dismissal ban and the ban on seclusion for our youngest learners would
• Aon Stans Mark continued: The K-3 dismissal ban and the ban on seclusion for our youngest learners would

Keywords: 1183, house

Transcript Highlights:

• this replacement for the term school readiness to be replaced with striving to support successful learners
• replaced with striving to support replaced with striving to support successful<00:47:36.800> learners
• to be consistent for all students in the program regardless of that individual student's English learner
• system, which is currently, quote, school readiness, with, quote, striving to support successful learners
• inclusive quality learners through inclusive quality developmentally<01:19:26.800> appropriate

Keywords: 1183, house

Transcript Highlights:

• It enhances programs, resources, and funding for our English learners.
• We have expanded supports for English learners.
• We have those English language learners. We have those kids with disabilities.
• In order to support our learners. We heard that very clearly.
• I think it's missing something about biliteracy, something for other multilingual learners.

Transcript Highlights:

• Section two requires that English learner revenue be maintained in a reserve account.
• of untangling the basic skills revenue into its component parts: compensatory revenue and English learner
• component parts, the English learner component parts, the English learner revenue<00:01:55.680><
• compensatory revenue and English learner compensatory revenue and English learner revenue.<00:03
• , equity, and access for all learners, equity, and access for all learners, regardless<00:35:52.880

Keywords: 1187, senate, all

Transcript Highlights:

• Thank you to your dedication to Minnesota's youngest learners and their families.
• and their families. learners and their families.
• Everyone, Minnesota Statute 617.246 makes it a felony to use, promote, employ, or permit a minor in porn
• Everyone, Minnesota Statute 617.246 makes it a felony to use, promote, employ, or permit a minor in porn
• Minnesota Statute 617.246 makes it a felony to use, promote, employ, or permit a minor in porn.

Keywords: 1183, house

Transcript Highlights:

• They tend to be first generation and often are English language learners.
• different piece of Northeastern, my mission—our mission—is to serve working adults and lifelong learners
• We've trained 75 learners to date in partnership with Bridgewater State University to put those people
• for me, and this is my tagline, it's about articulated and actualized learning pathways for all learners
• We need an ecosystem approach, so both learners and employers know how to actually access the talent

Keywords: 995, all

Summary: The committee held an informational hearing on the economic impact of Massachusetts higher education institutions, with opening remarks noting the significance of September 11 and the role colleges and universities play in the state’s economy, workforce, and research ecosystem. UMass leaders testified first, describing UMass as a major employer and economic driver that educates large numbers of Massachusetts residents, supports thousands of jobs, and generates billions in annual economic activity. They emphasized the importance of research funding, warned that federal grant cancellations, suspensions, and slowdowns were harming research operations and talent retention, and voiced strong support for Governor Healey’s proposed DRIVE initiative as bridge funding to protect research capacity and jobs. Committee members focused heavily on workforce preparation in emerging fields such as AI, cyber, quantum computing, and engineering. UMass leaders said AI is being embedded across curricula and research, but also warned that financial constraints forced reductions in PhD admissions, especially in computer science and engineering, which could weaken the future workforce pipeline. They also described the practical effects of grant uncertainty, including reduced graduate admissions and concerns about losing researchers to institutions abroad. Members asked for more detailed data on grant timing, funding gaps, and where students and researchers were going. A second panel from private colleges and universities, including AICUM, Suffolk, Smith, and Clark, highlighted the broad economic and civic contributions of private higher education. Testimony cited large annual economic impacts, job creation, tax revenue, community service, legal clinics, dual enrollment, entrepreneurship support, sustainability investments, and access programs. Speakers also discussed enrollment pressures, COVID-related social and mental health challenges, student visa and federal policy concerns, and the need to preserve liberal arts alongside career-focused training. The committee then heard from MIT, where testimony focused on research commercialization, biotech spinouts, and the role of federal, philanthropic, and industry funding in sustaining innovation; members pressed for more data on funding sources and asked what state policy could do to keep talent and businesses in Massachusetts. The hearing continued with additional public higher education testimony, including Bridgewater State, Bristol Community College, and Northeastern, which emphasized workforce-aligned programs, social mobility, apprenticeships, co-op education, and the need for better coordination between higher education, employers, and state workforce systems.

Transcript Highlights:

• So those are English language learners.
• I think we could maybe come up with a better way to serve learners.
• So 80% of these learners are in their classroom, but still getting their support.
• Like hopefully we can with a language learner. So.
• Move them through the different levels, like hopefully we can with a language learner.

Keywords: 908, all

Transcript Highlights:

• Vote no, learners, I sometimes feel like my role learners, I sometimes feel like my role in<00:08:35.599
• our youngest learners from the classroom. classroom. classroom.
• Our youngest learners deserve a fresh start in school each day.
• Our youngest learners deserve a fresh start in school each day.
• So, I have a lot of concerns about changing that policy, especially for our youngest learners.

Keywords: 1183, house

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

Transcript Highlights:

• <01:59:51.400> if<01:59:51.560> alternate place for Learners if alternate place for
• Learners if alternate placements<01:59:53.199> are<01:59:53.400> being<01:59:53.679>
• and their specific the whole learner and their specific needs<02:00:46.079> with<02:00:46.480
• If there is not a reason, then the superintendent must say yes and permit the student to move schools
• the student to must say yes and permit the student to move move move schools<02:02:04.920> this

Keywords: 1189, house, all

Transcript Highlights:

• Higher amounts of dollars, um, operational, um, our English learners, transportation costs.
• um and some of these more elll Learners um and some of these more uh<01:33:53.440> you<01:33:
• Is it possible to get the chart that we saw on 22 for the English language learner cross subsidy?
• Is it possible to get the chart that we saw on 22 for the English language learner cross subsidy?
• To get the chart that we saw on 22 for the English language learner cross subsidy.

Keywords: 1187, senate, all

Transcript Highlights:

• Additionally, 54% of students learners.
• We have 21 percent of our students that are identified as English language learners or multilingual learners
• identified as English language learners identified as English language learners or<01:47:43.440>
• multilingual<01:47:44.080> learners.
• [snorts] If or multilingual learners.

Keywords: 1189, house, all

Transcript Highlights:

• Unidos US, we would like to offer support on behalf of the two funding items for English language learners
• When it comes to, there's a $7.5 million one time, that's for TK multilingual learners.
• doesn't focus on both. low-income and EL but just on the proportion of students that are English learners
• We're going to switch to the English Learner statewide system of support.
• really going to be, they're designed to replace the existing regional English language or English learner

Keywords: 988, house, all

Transcript Highlights:

• one example of this long-term planning process framework could include an example of, say, English learners
• develop goals and strategies for serving specific student groups like low-income students and English learners
• five years because of declining enrollments, changes in student needs, such as increases in English learners
• Wait a second, this money was intended for at-risk English learners and special education. and you weren't
• In addition, our ELL students, we re-designate our English language learners at an average of 12.4 per

Keywords: 996, all

Transcript Highlights:

• behalf of UnidosUS, we would like to offer support for the two funding items for English language learners
• Finally, when it comes to the $7.5 million one-time proposal for TK multilingual learners, the intent
• We're going to switch to the English learner statewide system of support.
• These are really going to be designed to replace the existing regional English learner specialist county
• And so this is really kind of bringing some parity to our English learners as well.

Summary: The committee heard the May Revision presentation for the Assembly Budget Subcommittee on Education Finance, with public comment focused heavily on K-12 priorities such as universal school meals, kitchen infrastructure, food service and custodial support, youth leadership grants, Special Olympics funding, English learner support, universal pre-K, literacy investments, and concerns about community college funding shifts. Speakers also urged support for expanded learning, teacher recruitment and training, and maintaining or increasing funding for community colleges and student support programs. Finance and the LAO then reviewed the Proposition 98 outlook. Finance said the May Revision lowers the 2025-26 Prop. 98 guarantee to $114.6 billion, about $4.3 billion below January, due mainly to lower revenue estimates, with smaller effects from attendance and property tax changes. The administration also described rebenching for universal transitional kindergarten and a one-time rebench tied to Los Angeles fire-related property tax losses, along with changes to the Public School System Stabilization Account, deferrals, and updated COLA assumptions. The LAO said the budget relies too much on deferrals and one-time funds, creates a structural shortfall, and should instead align ongoing spending with the guarantee and preserve a reserve buffer. Members questioned the TK rebench and the shift of funding from community colleges to K-12, asking why it was being applied retroactively and how colleges would be held harmless. Finance said the changes align funding with where TK costs are being incurred and that reappropriation funding and other adjustments would offset impacts on community colleges. The LAO argued the historical split formula is outdated and should be abandoned in favor of budgeting around current priorities rather than fixed percentages. Members also raised concerns about draining the rainy day reserve and using deferrals, while the LAO said preserving reserves would better protect against future volatility. The committee then moved to specific K-12 and education proposals. Finance outlined May Revision changes including state operations adjustments for the Department of Education, technical trailer bill changes, a $100 million student teacher stipend program administered by Kern County, and updates to the charter school facility grant program. The LAO recommended rejecting the proposed increases for expanded learning, literacy coaches, and the student teacher stipend as currently structured, while supporting the minimum grant increase for expanded learning. Members expressed support for teacher recruitment efforts but questioned whether one-time funding can sustain ongoing programs and whether the student teacher stipend should be targeted to shortage areas or low-income communities.

Transcript Highlights:

• using AI, not just on learning, but also on things like mental health, how we see ourselves as a learner
• For example, how do I see myself as a learner if I automatically go to AI for solutions all the time?
• And then how they see themselves as a learner: if I constantly have to go to an AI for an answer, then
• that's certainly part of the discussion, and the tension there of providing kind of that range of learner
• mean for a student to engage with this AI, and how does it impact the way they see themselves as a learner

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• If we take that away, the only exception is, hey, if the kid has an IEP, has a 504, English learners,
• If we take that away, the only exception is, hey, if the kid has an IEP, has a 504, English learners,
• Has a 504, English learners, medical... now we're saying you must consider those exceptions.
• or to support English language Learners or to support English language Learners so<00:34:01.440>
• <00:42:59.160> all learners ELO support ELO Learners all learners ELO support ELO Learners

Keywords: 928, house, all

Summary: The subcommittee work session of the Education Policy and Administration Committee focused on House Bill 131 and House Bill 781, which were described as nearly identical bills addressing student cell phone use in schools. Members noted that HB 781 is an early bill and therefore needed committee action by Wednesday, while HB 131 did not face that deadline. The chair and members discussed the bills’ shared goal of requiring school boards to develop and adopt policies on student personal device use, with debate over whether the state should set minimum standards or leave more to local control. A major topic was funding. One member urged the committee to avoid creating an unfunded mandate and asked for some funding support, while others argued it was too early to commit money and that the committee should first establish the policy framework. The governor’s proposed funding was discussed, including a $1 million figure in the budget and a separate $250,000 amount referenced in the bill, but several members said the money would likely be insufficient to cover all students or pouch systems statewide. The committee also reviewed a handout reflecting proposed budget language that would require school boards to adopt policies on personal device use during the school day, with schoolwide implementation and exceptions for medical disability or language proficiency needs, and a DOE-administered grant program. Members spent considerable time on drafting details, especially deadlines and exceptions. They debated whether the bills should require school boards to “develop,” “adopt,” or also “implement” policies, and whether the effective date of the act should also serve as the deadline for school boards. They also discussed whether exceptions for classroom instructional use should be mandatory or merely encouraged, and whether the bills should explicitly include or exclude charter schools. Additional proposed exceptions included IEPs, 504 plans, English learners, and medical needs such as glucose sensors or insulin pumps, with some members suggesting medical issues be certified by a physician. No final vote or formal action was taken in the work session.

Transcript Highlights:

• My question has to do with English language learners.”
• “My question has to do with English language learners.
• The description on page 220 talks about—it's the fourth paragraph—English language learners serve students
• “And there's been funding set aside at $384 for each identified English language learner in the 26-27
• Arkansas is one of the leading states in terms of how we train teachers of English learners.

Summary: The committee heard a series of Arkansas Department of Human Services budget presentations and questions, beginning with the Secretary’s Office and then the Division of Aging, Adult and Behavioral Health Services. Staff described the divisions’ appropriations, funding sources, and major programs, including senior centers, Meals on Wheels, mental health grants, substance abuse treatment, community alcohol safety, the Medicaid tobacco settlement program, and crisis stabilization units. Members raised concerns about flat or limited funding for senior services, the use and tracing of federal block grants, the lack of a funding source for the veterans’ mental health grant, and the mechanics of the community alcohol safety and treatment programs. The committee also discussed patient benefits funds at state facilities, transportation for senior center clients, and whether some special-language appropriations or fund balances should be revisited. Executive recommendations were adopted for the divisions considered. The committee then reviewed the Division of Children and Family Services and the Division of County Operations. Questions focused on foster care growth, adoption subsidies, professional fees tied to staff training and onboarding, vacancies, the Children’s Trust Fund, and TANF subgrants. Members asked about the reduction or elimination of TANF funding to child advocacy centers and other subgrantees, and DHS explained that prior reserves had been spent down and that the department was now trying to live within the annual TANF block grant and rebuild reserves. County operations questions also covered summer EBT, SNAP employment and training, the farmers’ market program, and the expected impact of a federal SNAP administrative match change, which DHS estimated would increase state costs by about $24 million annually, with roughly $18 million affecting the current year because the change begins October 1. Executive recommendations were again adopted. Finally, the committee heard from the Division of Developmental Disability Services and the Division of Medical Services. DDS testimony covered vacancies, staffing shortages, human development center construction and repairs, the reopening of the Boonville work training program, and funding for infant infirmary and child/family life programs. Medical Services testimony covered the Medicaid program, the current FMAP rate, the Our Kids B CHIP program, Medicaid payments to schools, nursing home distress funding, and large appropriation lines used to provide flexibility for claims and potential facility closures. Members asked for more detail on school Medicaid payments, reserve balances, and why some appropriations were much larger than actual spending. In each division, the committee moved and adopted Executive REC after questions concluded.

Transcript Highlights:

• We also work closely with the Wyoming Oil and Gas Conservation Commission for oil and gas permitting.
• land use permits. land use permits.
• In 2020, a bill passed, but in that non-chargeable space, an exploration about having a student learner
• <03:36:10.520> um about having a student learner um about having a student learner um qualify
• <03:36:19.320> in<03:36:19.440> work-based in uh student learners in work-based in

Keywords: 916, all