Transcript Highlights:

• We learned from CPRIT, this is gonna be a model.
• Actually, I learned that from the Seabird people, they came to my office.
• levels of trauma from an early age onward.
• So, with that, access to care, early detection, new forms of imaging.
• I have been teaching for 35 years neurobiology of learning and memory.

Bills: HB5, HJR3, HB155, HB513, HB5, HB155

Keywords: dementia, research, health care, Texas Institute, grants, medical breakthroughs, oversight, prevention, funding, healthcare, Texas, autopsy, confidentiality, public records, medical examiner, law enforcement, HB 513, surgical smoke, surgical plume, smoke evacuation

Bills: HB3312, HB3700, HB2981, HB2961, HB3016, HB4478, HB4326, HB3025, HB3710, HB4125, HB2951, HB3082, HB4142, HB4106, HB1752, HB3268, HB4440, HJR1067, SB1144, SB1145, SB1146, SB1147, SB1148, SB1156, SB1157, SB1158, SB1159, SB1161, SB1162, SB1163, SB1164, SB1165, SB1166, SB1149, SB1167, HJR1024, SB1174, SB1175, SB1176, HB3419, HB3748, HB4335, HB3057, HB3279, HB4428, HB3420, HB3040, HB4140, HB1638, HB3298, HB4113, HB1082, HB4301, HB3269, HB3587, HB4226, HB4324, HB4339, HB4342, HB3278, HB3996, HB4236, HB4352

Keywords: firearm safety, public schools, education policy, student safety, gun control, opt-out option, grading system, student assessment, academic integrity, state funding, opinion conduct, open meetings, school boards, transparency, public access, education governance, HB2961, TSgt Marshal Dakota Roberts Gold Star Survivor Act, Gold Star family, Gold Star recipient

Bills: HB3312, HB3700, HB2981, HB2961, HB3016, HB4478, HB4326, HB3025, HB3710, HB4125, HB2951, HB3082, HB4142, HB4106, HB1752, HB3268, HB4440, HJR1067, SB1144, SB1145, SB1146, SB1147, SB1148, SB1156, SB1157, SB1158, SB1159, SB1161, SB1162, SB1163, SB1164, SB1165, SB1166, SB1149, SB1167, HJR1024, SB1174, SB1175, SB1176, HB3419, HB3748, HB4335, HB3057, HB3279, HB4428, HB3420, HB3040, HB4140, HB1638, HB3298, HB4113, HB1082, HB4301, HB3269, HB3587, HB4226, HB4324, HB4339, HB4342, HB3278, HB3996, HB4236, HB4352

Keywords: firearm safety, public schools, education policy, student safety, gun control, opt-out option, grading system, student assessment, academic integrity, state funding, opinion conduct, open meetings, school boards, transparency, public access, education governance, HB2961, TSgt Marshal Dakota Roberts Gold Star Survivor Act, Gold Star family, Gold Star recipient

Transcript Highlights:

• number of leadership students from Great Plains who acknowledge that they drove from Lawton bright early

Bills: HB4274, HB3076, HB4358, HB3312, HB3288, HB3885, HB3147, HB4299, HB4265, HB4266, HB3011, HB3143, HB3144, HB3881, HB3519, HB3522, HB3530, HB2976, HB4459, HB3142, HB4316, HB4338, HB4230, HB3985, HB3883, HB4335, HB3416, HB3417, HB3418, HB3619, HB3624, HB3463, HB4423, HB3342, HB3645, HB3647, HB3887, HB4430, HB4431, HB2964, HB3834, HB4193, HB4272, HB3277, HB3148, HB3651, HB3323, HB4287, HB4105, HB3304, HB3345

Keywords: HB4274, Oklahoma schools, interdistrict transfer, open transfer, school enrollment, military families, active duty, National Guard, Reserve orders, military installation, residency requirements, district of choice, public school transfer, student transfer, special education, IEP, Section 504, military housing, base housing, electronic enrollment

Transcript Highlights:

• Ashland Abney, Education Division Director for the Office of Early Childhood.
• I'm thinking you're talking about the Early Head Start.
• The early childhood special education, with learning targeting the third-grade level and holding kids
• You're speaking the language of early intervention, right, getting to kids sooner than later.
• I think they were trying to mimic something similar in the early childhood space.

Keywords: 1204, all

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but face major barriers from inflexible schedules, high child care costs, and the mental load of balancing work and caregiving. The report cited survey and focus group findings showing most mothers want full-time work, with flexibility as the top requested workplace support. It also highlighted that child care costs can consume a large share of family income, with one infant care averaging about $8,900 annually and infant-plus-toddler care about $17,500. She also discussed paid leave, noting many mothers returned to work before six weeks after birth, and shared a personal story from a working mom in Monticello to illustrate the strain families face. Committee members asked about labor force data, flexibility examples, child care voucher changes, and whether state or employer policies could help. San Juan also referenced partnerships with Excel by 8 and business leaders to address child care as both a family and economic development issue. The committee then received an update from the Department of Education’s Office of Early Childhood on several administrative issues. Officials said new internal dashboards had gone live to improve transparency and data tracking for school readiness assistance, including enrollment, applications, and provider participation. They also said the state is continuing the CLASS transition and expects to release transition funding to providers soon, while emphasizing that OEP awards based on CLASS scores are separate from OEC’s work. They warned providers that a system transition from ACE to a new platform will likely delay payments from June 30 through about July 13, with payments owed during that period to be processed once the system is back online. Members also asked about Head Start audit requirements, market rate survey work, and an overpayment case involving a child care center that is under appeal. Additional updates covered early childhood special education funding, with one member raising concerns that inflation has eroded the value of the funds and that rural areas need more early intervention support. Department officials said they would follow up with special education staff to review funding sources and needs. They also discussed the upcoming QRIS work, including a June 23 webinar, and said the local lead network has been recompeted and will consist of 23 local leads covering all counties starting July 1. Officials said the local leads’ job duties remain the same, and that a new stakeholder group has been formed to provide ongoing feedback on PDG and broader early childhood issues. The meeting ended with no further business and adjournment.

Transcript Highlights:

• Ashland Abney, Education Division Director for the Office of Early Childhood.
• I'm thinking you're talking about the Early Head Start. All right.
• And so the early childhood special education, of help for these kids.
• And so the early childhood special education with learns targeting the third grade level and holding
• I think they were trying to mimic something similar in the early childhood space.

Summary: The committee first approved the minutes and then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing flexible hours were the most requested workplace support, 69% of moms identified child care costs as a barrier, and many families spend a large share of income on care. Members asked about labor force trends, what flexibility means in practice, and the cost and age structure of child care assistance programs. The presenter also noted child care affects economic development and workforce recruitment, and mentioned a Department of Commerce option that may help pay child care for people seeking training. Department of Education and Office of Early Childhood staff then gave updates on internal dashboards for enrollment, applications, and provider participation in School Readiness Assistance (SRA), saying the tools are now live for internal use and should improve transparency and data access. They said CLASS transition funding from the PDG grant would be released soon to providers who completed observations, and clarified that OEP awards based on CLASS scores are separate from OEC’s work. They also warned providers about a payment interruption during the transition to a new system: June 26 would be the last day to submit SRA payments for processing, payments would stop June 30, and billing would continue without processing from July 1 to 13, with back payments expected when the system resumes around July 14. Members raised concerns about provider cash flow, early childhood special education funding, an overpayment appeal involving a child care center, and whether CLASS data would be public; staff said the data is FOIA-able but not used by the department to set current quality or rates. The department also said it is reviewing audit requirements tied to Head Start and SRA, that Early Head Start children remained in their facilities after a closure, and that a market rate survey/cost analysis is still in procurement. Staff reported that the QRIS process will begin with a June 23 webinar and that CLASS will be part of a broader quality system still being developed with provider and parent input. They also said the local lead network was re-competed and will cover all counties starting July 1 with 23 local leads, and that the PDG partner group has been formed to provide ongoing stakeholder feedback. The meeting ended with no further business and adjournment.

Transcript Highlights:

• <00:11:56.160> Learning um board chair Yamashita Early Learning um board chair Yamashita Early
• The Early Learning Board had approved a budget request from EEL to fund family child interaction learning
• early early learning<00:22:32.320> we<00:22:32.640> strongly<00:22:33.000> support<
• Learning in their access to Early Learning in their Community<00:24:57.960> such<00:24:58.440
• , but if we get these kids early and we talk about barriers, right, if we get kids early to learn, I

Keywords: 910, house, all

Summary: The committee heard testimony on HB 627, which concerns Department of Education school safety funding and staffing. DOE said the bill would restore two positions and related funding that had been removed from the governor’s budget: a targeted violence prevention and threat assessment program manager and a security technology manager. DOE described ongoing work on school vulnerability assessments, fire suppression measures, security camera research, panic buttons, and active shooter prevention training. Testifiers from DOE, the Department of Law Enforcement, fire services, HSTA, and an individual witness all supported the bill, with the individual citing a past school shooting experience as a reason to increase school resource officers and safety measures. Members asked about the positions’ duties, how the request differed from existing security funding, and the status of active shooter training; DOE said it would provide more information on training statistics. The committee then took up HB 249, relating to Executive Office on Early Learning family child interaction learning programs. The Early Learning Board, EOEL, Commit to Kids, Early Childhood Action Strategies, Partners in Development Foundation, and others testified in support. EOEL said it currently spends about $800,000 annually on FCI program contracts and supports expanding state funding for FCIL programs, including infant and early childhood mental health, if the appropriation covers the broader scope. Testifiers emphasized that FCIL programs are trauma-informed, evidence-based, and help families and children, with one provider sharing a long-term example of a parent and child benefiting from the program. Members asked how many programs are supported, whether FCIL exists on all islands, and whether the request was in the governor’s budget; EOEL said the expansion was requested by the office but not included in the governor’s budget. HB 429, concerning pre-K expansion, drew broad support from the Lieutenant Governor, EOEL, HSTA, and community groups. Supporters said the Ready Keiki initiative has already opened more than 50 classrooms and would add another 50 over the next two years, including Hawaiian immersion classrooms. EOEL said it currently administers 72 public pre-K classrooms across 74 campuses and that the bill’s funding was included in the governor’s budget request. Testimony stressed kindergarten readiness, affordability for working families, equity across islands, and inclusion classrooms. Members asked about national quality benchmarks, with EOEL stating Hawaii meets 10 of 10 benchmarks and that only five states had done so at the time referenced. The Lieutenant Governor also described construction and delivery efforts, including refurbishing existing classrooms, modular options, possible use of state buildings, and even collaboration with libraries to expand child care access. Finally, the committee heard HB 439 on J-1 teacher licensure. DOE supported the bill, while the Hawaii Teacher Standards Board opposed it, arguing licensure standards are not place-based and should remain rigorous and uniform for all educators. The Attorney General’s office offered technical comments, including replacing “educators” with “teacher” and clarifying the bill’s language on issuance and renewal conditions. Several organizations and individuals testified in support, including school, cultural, business, and educator groups. One witness, a teacher from the Philippines, said J-1 educators are highly qualified and described the rigor of teacher preparation in the Philippines. No votes were taken in the portion of the meeting provided.

Transcript Highlights:

• One other program that I'll very briefly mention is Learn the Signs. Act Early.
• mention is Learn the Signs Act Early. mention is Learn the Signs Act Early.
• Early intervention gives children the best chance to learn how to communicate, how to care for themselves
• I am an MTSS consultant and early literacy consultant in the Office of Teaching and Learning at the Kentucky
• We feel really proud of the work being done as part of the Office of Special Education and Early Learning

Keywords: 958, all

Transcript Highlights:

• And one of the things he mentioned was prevention and early intervention.
• On our end, we try to make sure that we provide webinars and professional learning.
• So on our end, we try to make sure that we provide webinars, professional learning.
• So those are in the early stages.
• I don't know if I have a definite answer. of what their learning process.

Summary: The committee held a hearing on active and mass shootings in California, focusing on prevention, response, training, communications, and gaps in preparedness across law enforcement, schools, campuses, fire, EMS, and state agencies. Opening remarks emphasized the frequency and impact of gun violence, the need for faster coordinated response, and the importance of learning from recent tragedies such as the Stockton-area mass shooting described by Sheriff Patrick Withrow. The first panel included representatives from police, sheriff, and campus public safety agencies, who discussed incident command, interoperable communications, next-generation 911, threat assessment, emergency notification systems, and the value of joint drills and cross-agency planning. Witnesses also highlighted differences in training and authority across jurisdictions, especially for private university public safety departments versus public campus police. Campus representatives said they rely heavily on municipal law enforcement for armed response, while also using run-hide-fight protocols, text alerts, surveillance, and threat assessment teams. Members raised concerns about standardized training, after-action reviews, mental health resources, school resource officers, and whether campus safety plans and drills are sufficiently consistent or workable. Sheriff Withrow argued that early intervention and accountability are being weakened by well-intentioned laws, while other witnesses stressed prevention through relationships, diversion, and coordinated support services. The second panel from Cal OES, the Department of Education, POST, and EMSA described statewide systems and standards. Cal OES outlined its Reduce the Risk initiative, gun violence restraining orders, mutual aid, unified command, after-action reporting, and nonprofit security grants. The Department of Education explained California’s statutory school safety framework, annual safety plans, regulated armed assailant drills, and local flexibility, while acknowledging compliance gaps and the need for more mental health support. POST described the new requirement for 16 hours of standardized active shooter training for recruits and ongoing local training options. EMSA explained its role in medical response and terrorism training standards. No votes or formal actions were taken during the hearing.

Transcript Highlights:

• Good golly, you get two gold stars for being finished early.
• We want students to learn the fundamentals, but also learn how to use AI and not have AI prevent their
• learning by giving them the answers.
• Another course is machine learning.
• One way in particular is really thinking about teaching and learning.

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• You'll learn more about her.
• How do you learn about them?"
• We've had them for about 2 years and we're learning a lot.
• We call it Seed, Social-emotional Early Development.
• The other is a trainer of early childhood inclusion efforts.

Transcript Highlights:

• loss and what the pandemic did across the country—learning loss.
• It is just a learning disability.
• learning pieces.
• I'll be writing back early with Senator Beckett all to Williston.
• Okay, so we'll make an agenda change then a little early.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• What do we expect to learn from studying other states?
• I'm just curious, is it really just to learn?
• and learn from each other.
• Early identification, done in a developmentally appropriate manner, is key to providing early support
• Patty Herrera on behalf of Early Edge California.

Keywords: 988, house, all

Transcript Highlights:

• people with the early signs of dementia. people with the early signs of dementia.
• These are things that I've learned secondhand.
• These are things that I've learned These are things that I've learned secondhand. secondhand. secondhand
• FDA last year to detect early dementia.
• And again, you that we learn about it.

Bills: SB2445, SB2125, SB2355, SB2834, SB3237

Keywords: pedestrian, fines, traffic laws, economic vulnerability, safety, walking, public transportation, teacher licensing, teacher shortage, emergency hire, unlicensed teacher, out-of-field teaching, licensed teachers, charter schools, Department of Education, DOE, Board of Education, licensure requirements, teacher certification, alternative licensure

Transcript Highlights:

• The Early Learning Board and requires the Early Learning Board to invite the president of the Head Start
• > in<01:02:00.039> strong on early learning we stand in strong on early learning we stand
• The Early Learning Board on Zoom: Aloha from Maui.
• The Early Learning Board on Zoom: Aloha from Maui.
• The Early Learning Board on Zoom: Aloha from Maui.

Keywords: 910, house, all

Summary: The House Committee on Judiciary and Hawaiian Affairs heard SB 104, which would restrict the use of restrictive housing or solitary confinement in state-operated and state-contracted correctional facilities, with specified exceptions. The Department of Corrections and Rehabilitation strongly opposed the bill, saying its existing policy already meets or exceeds ACA and National Institute of Corrections standards, and objecting to language they said would give the oversight commission operational decision-making authority. The Hawaii Correctional System Oversight Commission supported the bill, but also said it was not intended to run operations and described concerns about restrictive housing practices, including CoreCivic’s SHIP program at Saguaro. Supporters included the Office of Hawaiian Affairs, the Office of the Public Defender, the Disability Rights Center, ACLU Hawaii, Easter Seals Hawaii, and individual testifiers. They argued that Native Hawaiians are disproportionately impacted by incarceration, that solitary confinement is harmful and linked to depression, anxiety, suicidality, and poor reentry outcomes, and that confinement beyond 15 days is widely condemned under international standards. Several testifiers cited suicides and deaths in custody as reasons to codify limits in statute rather than rely on policy alone. The department responded that it already has 24/7 medical care, though not 24/7 mental health coverage at one facility, and explained that it uses four custody categories: disciplinary segregation, administrative segregation, protective custody, and placements for inmates seeking separation for safety reasons. Members questioned the department and commission about the SHIP program, whether the bill was based on other states’ laws, and how current policies compare with national standards. The director said the bill was too ambiguous in places and that the department was willing to work with the commission on policy changes, but still opposed the measure as written. The committee took testimony and questions; no vote or final action was taken in the portion provided.

Transcript Highlights:

• So early access regional funding.
• All 13 regions submitted an early access proposal for up to $2 million. ...early access proposal for
• Some of these proposals that were put in on this early access were adding... ...were put in on this early
• We've had workshops happen as early as November, and we have some as late as May.
• And what I learned out of the meeting is they loved every... ...in attendance, and what I learned out

Bills: HB1

Keywords: feed bill, legislative appropriations, legislative branch, New Mexico Legislature, general fund, legislative council service, legislative finance committee, legislative education study committee, house chief clerk, senate chief clerk, per diem, mileage, session expenses, interim committees, district staff, capitol complex, capital outlay data system, legislative processing system, redistricting, census redistricting

Transcript Highlights:

• K-12 and early learning policies.
• 12 and early learning policies.
• The bill supports early learning by protecting gold seal provider status for violations they did not
• The bill supports early learning by protecting gold seal provider status for violations they did not
• I hate adjourning so early. Anybody else? I hate adjourning so early.

Summary: The Senate Committee on Pre-K-12 Appropriations met with a quorum present, but the chair announced that the committee would not be presenting its budget that day due to a Senate memorandum. The only bill heard was SB 7036 by Senator Corey Simon, which was described as a broad education package strengthening school turnaround tools, early literacy supports, early learning policies, academic interventions, and educator pipeline provisions. Simon explained that the bill would expand educational emergency authority, clarify use of Title I funds for STEM, align charter renewal and dismissal rules, update epinephrine policy, protect gold seal provider status in certain cases, expand VPK summer bridge eligibility, support math and reading interventions, expand agriculture and Algebra I career-based instruction, re-engage students through GATE, and update teacher certification pathways, including computer science. The committee adopted an amendment offered by Simon that removed provisions on temporary door locks and DOE-developed instructional materials and added a GATE startup grant update to expand rule eligibility and allowable implementation costs. The bill drew many appearance forms, with several individuals and the Florida Education Association waving against, while one speaker, Ella Latimore, appeared in support/for the bill. Simon said concerns from the prior stop had been addressed by removing the contested language and noted discussions with the CFO’s office and law enforcement regarding the door lock provisions. After closing debate, the committee approved the bill on a roll call vote and reported CS for SB 7036 favorably. The remainder of the meeting included brief remarks recognizing visiting students from Childs High School and the Rack Pack, comments about community member Misty Cash, and a discussion by Senator Osgood about declining immigrant student enrollment and its budget impact on school districts. The committee then adjourned.

Transcript Highlights:

• Up next is House Bill 549, HD3, SD1, relating to an early learning apprenticeship grant program for the
• You know, we do have to factor in workforce needs for early learning. passed to see if there's any money
• <00:04:10.080> learning relating to an early learning relating to an early learning apprenticehip
• factor in workforce needs for early factor in workforce needs for early learning.<00:04:38.800><
• Senate Bill 423, SD1/HD2, relating to the Early Learning Board.

Keywords: 912, senate, all

Transcript Highlights:

• How is this going to impact our active early voting list, which used to be our permanent early voting
• America is about people from different backgrounds coming together, learning from each other, learning
• And we were able to learn about diversity.
• The opportunity they need to learn well.
• I thought anybody who was a Democrat was evil until I came here, and then I learned that what I learned

Keywords: 1182, all

Transcript Highlights:

• We learn about different things. We go to conferences.
• I'm just... is it really just to learn?
• other and learn from each other.
• Early identification, done in a developmentally appropriate manner, is key to providing early support
• Early identification, done in a developmentally appropriate manner, is key to providing early support

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.