Transcript Highlights:

• We're asking for the right to learn.
• We filed legal action to enable access to blocked internet resources for vulnerable students.
• We filed legal action to enable access to blocked internet resources for vulnerable students.
• We filed legal action to enable access to blocked internet resources for vulnerable students.
• If we're expected to learn in the classroom every day, we need holistic student care.

Keywords: student advocacy, SB12, SB13, public education policy, youth engagement, marginalized communities, legislative representation

Summary: Students Engaged in Advancing Texas (SEAT) held an advocacy event at the Texas Capitol focused on youth participation in policymaking and opposition to recent education-related legislation. Speakers, including student organizers and SEAT leaders, argued that students should have a direct voice in decisions affecting public schools, curriculum, and school governance. Representative Donna Howard briefly attended to support the group, praised their advocacy, and referenced the idea that if young people are not given a seat at the table, they should “bring your own chair.” Several student speakers criticized the newly passed school vouchers bill as a threat to public education and said it would divert resources from public schools. Others opposed bills such as Senate Bill 12 and Senate Bill 13, describing them as harmful to LGBTQ+ students and inclusive education. One speaker also condemned book bans and library censorship, arguing that students need access to diverse books and truthful, inclusive curricula. The speakers framed these issues as matters of student rights, belonging, and free expression. SEAT executive director Cameron Samuels closed by describing the organization’s history of student-led activism against book bans and exclusion from school policymaking. Samuels said the group had distributed challenged books, pursued legal action over blocked internet resources, and delivered a Student Bill of Rights to superintendents and legislators. The event ended without any formal legislative vote or committee action, serving instead as a press conference and advocacy rally urging lawmakers to listen to students.

Transcript Highlights:

• to Special Olympics programming as well, getting them access to it sooner.
• To interoperability and access, having systems that talk to each other.
• And I know I'm very concerned about access and where we are there.
• We can learn from one another.
• I see us involved with taking some of what you've been able to learn, taking what we learn every single

Summary: The Committee on Children, Families, and Elder Affairs considered three bills and a confirmation. On SB 1600, as amended, the sponsor explained that the original child welfare language was replaced with a strike-all requiring the Office of Insurance Regulation to work with DCF and community-based care lead agencies to study liability insurance coverage and availability, report findings to the Legislature by January 1, 2027, and allow penalties for failure to provide requested information. The committee adopted the amendment and amendment to the amendment, heard supportive testimony from child welfare advocates, and reported the committee substitute favorably. The committee also heard CS/SB 556, which would allow students with disabilities to satisfy a physical education graduation requirement through participation in Special Olympics, and clarify that two years of marching band participation can satisfy PE and fine arts credit. Special Olympics Florida, parents, and other supporters testified in favor, and the bill was reported favorably. On SB 794, the sponsor described requirements for background screening of employees in residential facilities and day training programs for people with developmental disabilities, plus a review of waiver support coordination quality, workforce needs, geographic service gaps, and related recommendations due in 2027. The committee adopted a conforming amendment and reported the bill. The committee then took up the confirmation of Taylor Hatch as Secretary of the Department of Children and Families. Hatch outlined DCF’s recent work on child welfare, behavioral health, peer support, and technology improvements, and answered questions about child welfare system challenges, funding formulas, opioid settlement dollars, and interoperability of agency systems. After public comment, the committee voted to recommend her confirmation favorably, with Chair Graal voting no. The meeting ended with a request to record one senator’s vote on SB 1600 and adjournment.

Transcript Highlights:

• So we've learned from that.
• So, once again, these are all lessons learned. Private schools, access to it.
• It was certain aspects of just the learning environment itself. ...certain aspects of just the learning
• If a child can read, the child has the ability to learn and learn to do anything.
• Equal opportunity and equal access.

Summary: The Senate Committee on Education K-16 convened with a quorum, adopted its committee rules, and heard opening remarks from members introducing staff and outlining priorities for the session. Members from both parties emphasized education as a major issue, while several Republicans framed the committee’s work around school choice and parent empowerment. Senator West and other Democrats stressed protecting public schools, listening to Texans, and considering the effects of vouchers or education savings accounts on school districts and communities. Chairman Creighton laid out Senate Bill 2, the Texas Education Freedom Act, describing it as a universal education savings account program modeled on similar programs in other states. He said the bill would provide about $200 million for a universal eligibility pool and additional funding for students with disabilities and lower-income families, with priority weighting for former public school students. He also highlighted anti-fraud measures, vendor pre-approval, criminal background checks, cybersecurity protections, annual testing requirements for participating students, and the use of the Comptroller rather than TEA to administer the program. Creighton repeatedly said the bill is not a voucher and argued it would not take money from public schools, which he said would receive separate historic funding increases. Members questioned Creighton about the 500% of federal poverty line definition, the adequacy of the $10,000 ESA amount, whether the program would favor students already in private school, how microschools and homeschool pods would fit, and whether the bill protects religious liberty and private-school autonomy. Democrats raised concerns about disability protections, 504 students, foster children, public-school funding, open records, and the historical context of vouchers. Republicans generally supported the bill as a way to expand options for parents and students, while also asking about administration, fraud prevention, and data security. After member questions, the committee began invited testimony, with EdChoice President Robert Inlow presenting in support of SB 2 and citing the growth and reported success of school choice programs nationwide.

Transcript Highlights:

• Schools should be a place of trust, safety, and learning.
• Schools should be a place of trust, safety, and learning.
• It's a restriction of access to information.
• Making sure that people with different abilities have access to the same buildings or have access to
• early learning child care.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• We'd love to be listening and learning about what New Mexico needs.
• Because the things that are going to work in a Native community, it's access to elders, it's access to
• So, there is a learning curve for us as we teach our students.
• for our students. learning for our students.
• Again, there is a learning curve regarding.

Transcript Highlights:

• They are the foundation for learning, mental health, and lifelong well-being.
• This doesn't help them to learn healthy relationship skills or boundaries.
• Because I lived on campus, he had constant access to me.
• I've learned to be independent, to handle my money smartly, to live responsibly, but I've had to learn
• This legislation ensures that every family learns how to access the resources they desire.

Keywords: 995, all

Summary: The committee hearing covered a wide range of child welfare, family support, and human services bills. Testimony strongly supported a guaranteed cash stipend for young adults aging out of foster care (S.161), with the Attorney General’s Office, youth advocates, and foster care providers describing high rates of homelessness and poverty after exit from care. Providers also urged action on a resolve to study the foster care liability insurance crisis (H.197/S.1280), saying premiums and coverage losses are forcing program cutbacks and could reduce foster care capacity statewide. Another major topic was a direct care worker medication administration program registry (H.237/S.162), which supporters said would help recruit and train workers, especially bilingual staff, to address workforce shortages in human services. Several bills focused on child protection and child welfare system practices. Supporters of H.267/S.145 called for advance notice to children’s attorneys when placements or other major events change, arguing that timely communication is essential to prevent unnecessary disruption and improve advocacy. Testimony also backed legislation to formally recognize and strengthen children’s advocacy centers and the Massachusetts Children’s Alliance (H.233/S.112), with prosecutors and CAC leaders describing the trauma-informed model as a longstanding, effective response to child abuse and trafficking. A bill to establish a Massachusetts children’s cabinet (S.115) drew support from advocates who said cross-agency coordination is needed to align policy and funding for children’s well-being. The committee also heard testimony on bills addressing safety, equity, and family support. Senator Lovely and survivors supported S.152, which would create a civil cause of action for sexual abuse by adults in positions of authority or trust, with witnesses describing grooming and power imbalances in schools and youth-serving settings. H.274, a bill of rights for people experiencing homelessness, was supported by advocates who said it would add anti-discrimination protections and voting and privacy rights amid rising criminalization of homelessness. H.272/S.171 to protect maternal health received support from Rep. Montaño, MLRI, and a physician, who said the bills would make cash assistance available earlier in pregnancy and remove the medical-verification barrier. H.4216 on equitable hair care for children in state custody was supported by social workers and advocates who said hair care is tied to identity, dignity, and mental health. H.255 on empowering early educators drew testimony about barriers faced by renters and condo owners trying to open home-based child care programs. H.217, concerning resources and support for pregnant and parenting families, drew testimony from anti-abortion pregnancy resource center advocates. No votes were taken during the hearing, and several bills had no one signed up to testify or were deferred when witnesses were unavailable.

Transcript Highlights:

• We had a lot of fun traveling around the state and learning everything that we learned.
• But I think in rural Virginia, it's forever and always going to be access—whether it's specialist access
• As we know, our rural areas with health care, we lack access.
• And I think we learn so much. Mr. Chair, I'm excited to be a returning member as well.
• So I want to see what we can do there, learn more.

Keywords: House Select Committee on Advancing Rural and Small Town Health Care, 976, house, all

Transcript Highlights:

• He concluded that the more time spent learning something, the more of it they learned.
• I didn't learn whether any disciplinary action was taken.
• Basic impartial learning.
• We just need access to books, so with that, I vote nay.
• And as a teacher, I am trying to make sure that they learn.

Keywords: 1182, all

Summary: The committee first heard Superintendent Tom Horn’s State of Education address, which focused on school safety, academic outcomes, teacher pay, school choice, and opposition to DEI/CRT in schools. Horn argued that students cannot learn unless schools are safe, cited increased funding for school police officers and a recent Tucson charter school incident as evidence for more officers, and said the department’s academic efforts have centered on Project Momentum, tutoring, cell phone restrictions, career and technical education partnerships, and support for Native American districts. He also urged direct teacher pay increases through Proposition 123 and said the state board should revise teaching standards and school grading practices. Members questioned him about DEI compliance, cell phone enforcement, ESA accountability, teacher preparation programs, school safety funding, and literacy outcomes; Horn said the department’s role is largely advisory in a local-control state, that it tracks school practices on a website, and that it lacks academic outcome data for ESA students because private schools are not tested by the state. The committee then took up House Bill 2008, which would prohibit public school libraries from using public funds to pay dues or memberships to professional library associations that advocate for libraries and information services. Representative Cooper, the sponsor, said the bill was intended to keep school libraries politically neutral and prevent taxpayer money from supporting ideological advocacy, while arguing that membership could still be paid privately and that free professional development options exist. Opponents, including former librarian Judy Schweber, Marana board member Hunter Holt, and the ACLU of Arizona, argued the bill would undermine professional development, local control, and constitutional rights of association and petition, and that there was little evidence public funds were actually being used this way. Supporters, including Adrienne Johnson, said some library materials and associations promote political viewpoints and should not be funded with public dollars. After public comment and debate, the committee voted 7-5 to give HB 2008 a do pass recommendation. Members who explained no votes said the bill targeted a non-issue, lacked data showing a problem, and would divert attention from funding and literacy needs. Members supporting the bill said it was a reasonable restriction on public spending and a way to keep school libraries ideologically neutral. The committee then announced it would move on to House Bill 2249, the Parents’ Bill of Rights and Remedies.

Transcript Highlights:

• um what are called childcare access um what are called childcare access equity<00:16:22.800>
• for providers who accept early learning for providers who accept early learning scholarship,<00:
• keep kids safe, health, and learning. keep kids safe, health, and learning.
• testify about the early learning testify about the early learning scholarships<01:08:41.359>
• Who has access to it? If lency footage? Who has access to it?

Bills: HF2436

Keywords: child welfare, economic assistance, child care, grant program, video security cameras, 1183, house

Transcript Highlights:

• I know a lot of schools that don't have access—not all the kids have access to Chromebooks.
• I know a lot of schools that don't have access—not all the kids have access to Chromebooks.
• focus on learning in the classroom.
• How much learning time are you losing?
• problem is having an impact on learning problem is having an impact on learning Behavior<01:25:57.119

Keywords: 1191, senate, all

Transcript Highlights:

• policies around that and really looking at the way that cell phones are impacting our children's learning
• This legislation would effectively remove the core universal access accommodations meant to be accessible
• They are as follows: children first learn to make friends as preschoolers.
• With real relationships and learning in real time, >> Thank you for your testimony.
• But you live and learn, right? But I appreciate you bringing this. I agree with...

Keywords: 1183, house

Transcript Highlights:

• So another link to learn more about those.
• of different accessibility features,... ...filter for a variety of different accessibility features,
• rentals, trying to really learn from our data on accessibility features and where the gaps and shortages
• Yeah, I learned a lot myself.
• Yeah, I learned a lot myself.

Keywords: 995, all

Summary: The Long-Term Services and Supports and Health Equity Subcommittee met with a presentation from Housing Navigator Massachusetts. Staff described the nonprofit’s mission to improve access to affordable housing through a free, 24/7 search tool and public data dashboards. They explained how the site distinguishes between rent-based-on-income units and fixed below-market rent units, how mobile vouchers such as AHVP and Section 8 interact with those listings, and what types of housing are included or excluded from the database. They also reviewed accessibility filters, supportive housing resources, and related state programs such as EOHLC resources and RAFT. Committee members asked about the organization’s funding, the availability of voucher programs, and whether the site tracks demand for accessible units or wait lists over time. Housing Navigator said it is primarily supported through the state, works closely with the Executive Office of Housing and Livable Communities, and does not collect personal application data because it is not part of the application process. Staff said accessible units appear to be in high demand, but they do not have direct data on how many people are waiting or how many applications result from site visits. They also said they are working to improve data sharing, more frequent updates, and future research tools. Members discussed ways to increase public awareness of Housing Navigator, including sharing a one-page fact sheet or infographic through disability organizations, local disability commissions, independent living centers, and the Massachusetts Office on Disability. The subcommittee also briefly discussed future goals, including inviting MassHealth to a January meeting, seeking regular updates on federal Medicare and Medicaid developments, reviewing the annual report’s recommendations, and possibly planning a future health equity event. The meeting ended with the introduction of new commission member Victoria Gill and a motion to adjourn, which was approved unanimously.

Transcript Highlights:

• These early gaps in access mean that by the time students are given the opportunity to learn, they're
• equal access to these vital resources. equal access to these vital resources.
• Um, we need to ensure ESPs continue to have access to a benefit every other seasonal worker has access
• It provides access to high-quality subscription-based e-resources like full access to newspapers, early
• <02:00:23.440> Thank only access to these services. Thank only access to these services.

Keywords: 1187, senate, all

Transcript Highlights:

• It also allows you to fail early and learn from it.
• You're able to go and fail early, come back, learn from it.
• You need to learn it. AI learns as you go.
• Thing that I have learned. Madam Chair, my question is on page 10.
• Who has access to the dashboard, or who's able to look at that?

Transcript Highlights:

• about themselves, they learned about their identity, they learned about their language.
• college they learned about themselves they<00:37:52.839> learned<00:37:53.200> about<00
• identity they they learned about their identity they learned<00:37:54.680> about<00:37:54.960
• accredited by The Higher Learning accredited by The Higher Learning commission<00:42:36.240>
• I can learn.

Keywords: 1183, house

Transcript Highlights:

• So just kind of a lesson learned, and we got that cleaned up and learned some things from that.
• So just kind of a lesson learned, and got that cleaned up and learned some things from that moving forward
• It's readily accessible.
• Now, accessibility is nothing new.
• The rigor is at college learning.

Summary: The Higher Education Institutions Committee met on the Minot State University campus for presentations on campus operations, enrollment, and new academic initiatives. President Shirley reviewed recent audits, noting mostly clean results with only minor technical findings, and highlighted MSU’s broad academic offerings, specialized accreditations, athletics, and partnerships with Minot Air Force Base and the MSU Development Foundation. Members asked about declining interest in teacher education, tuition waivers for athletes, dual credit incentives, and how MSU decides when to launch new programs and avoid duplication within the university system. Shirley also discussed several workforce-focused initiatives supported by the Legislature’s Workforce Education Innovation Funds, including the purchase of the Trinity Health Center West building for a downtown health sciences hub, a new daycare/preschool partnership near campus, the Aspire program to recruit rural students into teaching, and a paraprofessional-to-special-education degree pathway. Enrollment data showed overall headcount was flat at just under 2,750, but full-time equivalent enrollment rose slightly and new student numbers increased, including the largest freshman class in 15 years. The committee also discussed Minot State’s in-state tuition rate for all students, its dual credit “Emerging Scholars” scholarship, and concerns about the share of high school graduates who do not immediately pursue postsecondary education. Faculty then presented two new programs funded in part by WEAF: an Innovation Engineering degree and a master’s program in counseling with an integrated addiction studies focus. The engineering program was described as industry-driven, designed with broad early coursework, hands-on learning, and local employer input to prepare students for western North Dakota workforce needs; officials said it had already drawn more applicants than expected and would use renovated library space and donated or grant-funded equipment. The counseling program will be mostly face-to-face with hybrid options, aims to address shortages in mental health and substance use providers, and is structured to help students meet licensure requirements. Committee members asked about startup costs, licensure supervision hours, and whether the programs would be on campus rather than online, and presenters said both programs had recently received required approvals and were moving forward.

Transcript Highlights:

• Critical to student learning.
• Children behave and learn better when they're well-nourished.
• I learned that none of those questions matter.
• To learn. Thank you, Mr. Chair.
• And effective learning environments.

Bills: HF51, HF1161, HF2201, HF2786, HF1053

Keywords: HF51, Sibley County, State-Aid Highway 21, capital investment, bonding bill, general obligation bonds, transportation infrastructure, road improvements, sanitary sewer, water main, storm sewer, local infrastructure, county grant, Minnesota Department of Transportation, bond proceeds fund, public works, utility infrastructure, education finance, school district funding, tax base adjustment

Transcript Highlights:

• those who weren't had to learn from personal misfortunes.
• <00:05:37.039> from financially literate had learned from financially literate had learned
• Jackson, is a heck of a lot more beneficial to me than learning about the 60s through movies.
• So currently, um, every classroom already has a phone in it that the teacher has access to.
• <00:26:39.440> I easily accessible I easily accessible I please<00:26:41.880> you<00

Keywords: 958, all

Summary: The committee heard House Bill 342, which would require all Kentucky students to complete a one-credit financial literacy course for graduation, with the credit able to count toward math, social studies, or an elective. Representative Meredith and student advocate Patrick Rovi argued the current financial literacy mandate is too weak without a credit requirement, citing low implementation across schools and the need for practical instruction in loans, credit, investing, and budgeting. Members generally supported the bill, while Representative Tipton raised concerns about adding credit requirements and limiting dual credit options, and Representative Willner questioned whether it would create an unfunded mandate. Supporters responded that the bill is designed to fit within existing graduation requirements and that free curriculum and professional development resources are available through groups like Next Generation Personal Finance. HB 342 passed the committee unanimously with an expression of opinion that it should pass. The committee next considered House Bill 661, a technical cleanup bill related to the previously enacted nine-passenger van option for school transportation. Representative Emily Callaway said the measure only adjusts regulations needed for KDE to implement the earlier law effectively. The bill passed without opposition. House Bill 208, sponsored by Representatives Josh Bray and James Tipton, would require school districts to adopt policies limiting cell phone use during the school day and, in the updated version, restrict social media access as well. Supporters said the bill is intended to improve student attention, reduce cyberbullying and mental health harms, and address concerns raised by school disruptions and social media use. Members asked about exemptions for students with medical needs, emergency access, and whether districts would need new software; sponsors said existing district technology and local discretion should handle those issues. The bill passed unanimously. The committee then began taking up House Bill 430, which would let certain small-transportation districts seek an exemption from the KDE requirement for four annual bus safety trainings, provided they adopt a local safety policy and submit it to KDE. A district superintendent testified that the current blanket requirement causes significant instructional disruption for districts with very limited daily transportation needs.

Transcript Highlights:

• learning.
• learning.
• It is about, progress and expanding access to dual credit and partnership-based learning.
• We know how they learn.
• This is a pre-K program provided to increase access to early learning experiences for high-need communities

Keywords: 908, all

Transcript Highlights:

• venue, you're actually opening up access venue, you're actually opening up access uh<00:26:12.880
• <00:33:57.440> for making sure that we are accessible for making sure that we are accessible
• Uh we have a lot of accessibility ft.
• professional fees and accessibility professional fees and accessibility programming<00:42:48.160
• During my time there, I was able to learn the basics of flight and aviation altogether by learning under

Keywords: 958, all

Summary: The Budget Review Subcommittee on Economic Development and Tourism met to hear presentations on a proposed downtown Lexington Arts Center. Visit Lex opened by framing the projects as regional economic development efforts that could support tourism, quality of life, and workforce attraction and retention. NextStage Development Corp. and ATG Entertainment then described a proposed $120 million project featuring a 2,500-seat performing arts center and a 20,000-square-foot visual arts gallery, with plans for up to 180 events a year, over 300,000 annual visitors, and an opening target of 2029. The presenters said the project would be funded through a $30 million state request, $30 million from ATG Entertainment, and $60 million raised by the nonprofit through philanthropy and other financing sources. They cited a feasibility study by Sound Diplomacy and compared the proposal to the Durham Performing Arts Center, arguing that similar venues have driven downtown revitalization, tourism, and economic activity in other cities. They also said the venue would include community access, school partnerships, subsidized tickets, and revenue returned to the nonprofit for grants and arts programming. Members asked about the total cost, the funding mix, whether the city of Lexington would contribute, and the building’s design. The presenters said they are in contact with city officials and are seeking city support, but have not yet hired an architect or begun conceptual design. They said the design process will involve community input and should fit Lexington’s historic downtown character. Representative Whitten asked whether the project would compete with Louisville; the presenters responded that their market analysis suggests the venue would serve audiences from Lexington, eastern Kentucky, and surrounding areas who are unlikely to travel to Louisville or Cincinnati, making the project complementary rather than competitive.