Transcript Highlights:

• , such as the required Read Act literacy screenings, ACCESS tests that provide services to our multilingual
• students, and bilingual seal assessments for recognition and college credit for the multilingual skills
• college credit for the multilingual college credit for the multilingual skills<01:08:06.840>
• <01:10:04.800> is<01:10:04.920> not<01:10:05.160> just where multilingualism
• is not just where multilingualism is not just accepted<01:10:06.480> but<01:10:06.640> embraced

Transcript Highlights:

• the collection of certain immigration status data, and require annual staff training and certain multilingual
• > require annual staff training and require annual staff training and certain<00:14:33.080> multilingual
• <00:14:34.640> Requires certain multilingual notices.
• Requires certain multilingual notices.

Bills: HB2241, HB1163, HB1514, HB1696, HB2021, SB2135, SB2466, SB2727, SB3082, SB3097, SB2861, SCR100, SB3096, SB99, SB2138, HB2289, HB2319, HB1711, HB2270, SB3138, SB3076, HB1642, HB2338, HB2171, HB1785, SB2881, HB2505, SB2552, HB1518, HB1815, SB3125, SB3234, SCR162, SB2614, SB3118, SB2053, SB2494, SB2851, SB3073, HB1678, HB1721, HB2475, HB2246, HB1667, HB1516, SB2532, SB3131, SB3154, HB2297, HB1737, SB2143, SB2398, SB2623, HB1740, HB1920, HB1682, SB2153, SB3140, HB2158, HB1718, HB2207, HB1801, SB3229, SB2338, SB3069, SB2600, HB2300, HB1800, HB1960, SB2999, SB2060, SB2866, SB2239, HB1741, HB1713, HB2023, HB2417, SB2877, SB2598, SB2921, SB2645, HB2547, HB2275, HB2452, HB2329, HB2339, HB1838, HB1509, HB1661, HB2271, HB2272, HB2344, HB1888, HB1707, SB2340, HB2474, HB1576, HB1853, HB1804, HB1854, HB2095, HB2050, HB472, SB3215, SB2247, SB2400, HB1618, HB1802, HB1969, HB1541, HB2310, HB2498, HB2443, HB2218, HB649, HB2104, HB1710, SB2802, HB1973, HB1974, HB1894, HB1891, HB1890, SB177, SB2101, SB3320, SB2487, HB2429, HB1870, HB1839, HB2583, HB1391, HB2094, SB2671, SB2673, SB2892, SB2057, SB3245, HB306, HB2592, SB3157, SB3204, SB3324, SB2580, SB2074, SB411, SB3025, SB2934, SB2567, SB2125, SB3238, SB2367, SB2599, SB3007, SB2001, SB2756, SB3029

Keywords: renewable energy, income tax credit, solar energy, wind energy, low-income households, energy policy, commercial drivers license, non-domiciled, federal regulations, commercial learner's permit, citizenship, lawful residency, Department of Transportation, workers' compensation, vocational rehabilitation, injury recovery, employment services, return to work, commercial driving, driver's license

Transcript Highlights:

• every child in Minnesota reading at or above grade level beginning in kindergarten, as well as multilingual
• <00:02:56.000> learners<00:02:56.319> and well as multilingual learners and well as
• multilingual learners and students<00:02:56.959> receiving<00:02:57.519> special<00:02
• learners is needed to multilingual learners is needed to achieve<00:16:20.240> outcomes<00:16
• We are in the process of hiring a multilingual literacy specialist.

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• Recognizing the diverse needs of Minnesota's student population, funding will be allocated for multilingual
• <00:18:10.679> and<00:18:10.880> culturally<00:18:11.320> relevant multilingual
• and culturally relevant multilingual and culturally relevant educational<00:18:12.320> materials
• <00:31:35.240> Learners<00:31:35.519> and<00:31:35.679> English multilingual Learners
• and English multilingual Learners and English Learners<00:31:36.840> when<00:31:37.000> it

Bills: HF2090, HF982, HF2229

Keywords: higher education, scholarship, financial aid, state grant, tuition assistance, Pell grants, student retention, education equity, disabled veterans, veterans' dependents, dependent children, college affordability, books and fees, University of Minnesota, public colleges, Office of Higher Education, veterans benefits, military families, permanent disability, 100 percent disability

Transcript Highlights:

• Martinez uses her training and lived experience to lead efforts supporting multilingual learners.
• The creation of a parent engagement network for multilingual families in South Kona and the establishment
• of a multilingual empowerment center at her school.

Keywords: 910, house, all

Transcript Highlights:

• I am a reclassified English learner and bilingual, and my children are multilingual.
• Yes, we say often that being multilingual is a superpower. This bill will help make it so.
• But California is home to the largest population of multilingual children in our nation.
• Children zero to five: more than 60% are actually from multilingual households.
• We know multilingual education provides significant academic, social, and economic benefits.

Keywords: 987, senate, all

Transcript Highlights:

• By removing discriminatory exam requirements that have been shown to fail multilingual candidates and
• one reason when I... by removing discriminatory exam requirements that have been shown to fail multilingual
• workers, and we stand firmly behind this demographic cross-section of our profession, including multilingual
• In my region alone, the majority of folks who have failed that test are multicultural, multilingual,
• In our region, we now have social workers who are trying to engage with the clients that need multilingual

Keywords: 995, all

Summary: The committee held a hybrid hearing on a range of bills affecting children, families, disability rights, homelessness, and social services. Early testimony focused on H.215, which would support children experiencing homelessness by speeding access to child care vouchers and early intervention screenings. Boston officials, Horizons for Homeless Children, Head Start, pediatric and early education advocates, and families described delays in child care and early intervention, the developmental risks of homelessness, and the need for automatic referrals and faster access to services. Testimony also supported H.216, which would improve emergency housing assistance by restoring presumptive eligibility, reducing documentation barriers, extending shelter stays from six to nine months, and creating an ombudsperson; providers and legal advocates said current rules leave families sleeping in cars or outside and create unnecessary administrative hurdles. The committee also heard strong support for H.210, which would repeal the “Learn Fair” school attendance sanction that cuts cash assistance to families when children miss school. Advocates from legal aid, education, and anti-poverty organizations argued the policy is punitive, burdensome, and ineffective, disproportionately affecting low-income, disabled, and Hispanic/Latino families. Several speakers said chronic absenteeism should be addressed through supports such as family outreach, wraparound services, and school engagement rather than benefit cuts. Legislators and school officials from Salem also testified that their districts reduced absenteeism through supportive strategies, not sanctions. Additional testimony addressed children’s vision bills H.202 and H.166, with optometrists and researchers urging better screening, data systems, and treatment access to close achievement gaps caused by untreated vision problems. Senator Lovely also presented S.2714, proposing a study of discrimination in public accommodations for people with service animals. Later, testimony on H.279 supported changing social work licensure rules to remove exam requirements that speakers said disproportionately exclude multilingual candidates and candidates of color. The hearing also included testimony on bills related to the Judge Rotenberg Center and electric shock devices, with disability rights advocates opposing continued use of the devices and urging the committee to reject licensing or authorization for them. No votes or committee actions were taken during the hearing.

Transcript Highlights:

• students need the science of reading plus additional skills, and particularly I'm talking about my multilingual
• students need the science of reading plus additional skills, and particularly I'm talking about my multilingual
• students need the science of reading plus additional skills, and particularly I'm talking about my multilingual
• students need the science of reading plus additional skills, and particularly I'm talking about my multilingual
• students need the science of reading plus additional skills, and particularly I'm talking about my multilingual

Keywords: 1183, house

Transcript Highlights:

• Basically, we want to ensure non-English speakers have the opportunity for a multilingual ballot.
• To ensure non-English speakers have the opportunity for a multilingual ballot, to be able to understand

Keywords: 995, all

Summary: The Joint Committee on Election Laws held a hearing on several election-related bills, with most testimony focused on voting access, ballot administration, and election procedures. Senator Driscoll testified for S. 509, a Randolph home rule petition to require bilingual ballots in English and Haitian Creole, and Randolph officials and community members strongly supported it, saying it would improve access, confidence, and participation for Haitian Creole speakers. Other speakers, including advocates and residents, described language barriers as a form of voter suppression and urged favorable action. Leader Donato testified on H. 822, which would remove the word “physical” from the absentee voting disability standard, and on a bill to raise the signature threshold for creating political designations and allow dormant designations to be dissolved. Senator Rausch testified on several bills, including one expanding the State Ballot Law Commission’s jurisdiction over presidential primary candidate placement and a broader elections infrastructure bill that would change registration deadlines, primary dates, reporting systems, ballot design, mail voting procedures, and voter outreach. Representative Cattelda also testified on a bill to rename the ballot title for governor’s councilor to “governor’s counselor.” The Massachusetts Town Clerks Association, through Tom Joyce and Ben Kaufman, said it supported a number of the bills and offered local election administration expertise. Former Representative Lenny Mera and Sandra Cato testified for S. 536, a bill on accountability for defective and spoiled ballots, citing a disputed 2022 Revere recount and arguing that spoiled ballots should be documented and publicly inspectable so improperly rejected ballots are not lost. Emma Chinman of Partners in Democracy supported multiple reforms, including the elections infrastructure bill and a bill allowing unenrolled voters to serve on boards of registrars. After testimony concluded, the committee accepted written testimony by email and then adjourned without taking any votes.

Transcript Highlights:

• refugees whose parents can speak five different languages, believe me when I tell you that being multilingual
• refugees whose parents can speak five different languages, believe me when I tell you that being multilingual
• will provide critical funding so that bilingual teachers can focus on teaching and invest in a multilingual
• will provide critical funding so that bilingual teachers can focus on teaching and invest in a multilingual
• I'm a big supporter of dual-language, multilingual programs, and we know that they're extremely popular

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• Twenty-five percent of our students qualify for IEPs, with 23% coming to us and receiving multilingual
• 00:07:15.680> us<00:07:15.840> in<00:07:16.160> receiving<00:07:16.479> multilingual
• coming to us in receiving multilingual coming to us in receiving multilingual uh<00:07:17.720>

Keywords: 1187, senate, all

Summary: The committee did not get to the planned testimony on attendance and excessive unexcused absences, but instead heard from Minnesota’s Superintendent of the Year and Teacher of the Year. The chair opened by noting the committee was short on time, introduced the idea of hearing from the two award recipients, and briefly referenced a question he likes to ask students about what book every high school student should read. Superintendent Putnam of St. Cloud Area Schools then testified about the superintendent-of-the-year selection process, his district’s work, and the community context in St. Cloud. Putnam described the award as a community honor and said his leadership is guided by authenticity, transparency, and hope. He highlighted district efforts to improve attendance and enrollment, expand community engagement, create family advocate and inclusive decision-making structures, and support students through partnerships and wraparound services. He also discussed district demographics and needs, including food insecurity, IEPs, multilingual services, and homelessness, and noted initiatives such as preschool partnerships, an ambulance bay, school safety improvements, and two full-service community schools funded in part by a federal grant. In response to member questions, he said PSO enrollment had not been a major issue in St. Cloud, explained that student jobs and responsibilities help improve attendance and engagement, and urged lawmakers to be curious and avoid assumptions about public schools. The committee then heard from Tracy Bird, Minnesota’s 2024 Teacher of the Year and a ninth-grade English teacher at Minneapolis Washburn. Bird shared his personal path into teaching, including earlier school struggles, work in finance, and encouragement from a principal who saw his potential. He described the nomination and selection process for Teacher of the Year and said his classroom is shaped by student energy, high expectations, and the realities of a diverse school community with both high mobility and affluent students. He emphasized that students are more engaged when they feel part of something larger than themselves and said his district’s work includes giving students meaningful jobs and responsibilities. No formal votes or legislative actions were taken in the portion of the meeting provided.

Transcript Highlights:

• question is, I’m curious as to how much training a mentor teacher receives in working or serving multilingual
• much of the PD activities for the teacher quality state grants are focused working or serving multilingual
• state grants are focused the PD activities for the teacher quality state grants are focused on multilingual

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• She asked how much training a mentor teacher receives in working with multilingual learners, English
• also asked how much of the PD activities under the teacher quality state grants are focused on multilingual
• much training does a mentor teacher received does a mentor teacher receive in working or serving multilingual

Keywords: 1204, all

Summary: The committee first received a presentation from Legislative Audit on Arkansas Department of Education grant distributions for fiscal year 2025. Auditors explained the report summarizes $4.6 billion in grants to school districts, charter schools, education cooperatives, and other entities, with most funding coming from the Public School Fund and federal sources. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance grants. Department of Education staff clarified that the audit report only shows distributions, not how recipients ultimately used the money, and noted that some funding declines reflected the end of one-time federal COVID relief dollars. Senators also asked about the special-language appropriation for Economics Arkansas and the use of public school fund revenues. The committee then heard a Bureau of Legislative Research presentation on Consumer Price Index projections from Moody’s Analytics and S&P Global, followed by a detailed adequacy-study update on teacher recruitment, retention, and salaries. The teacher report covered teacher counts, education levels, experience, shortages, preparation pathways, licensure exceptions, survey results, and salary trends. Key findings included about 32,800 teachers statewide in 2025, an average retention rate of 87%, and 30% of surveyed teachers saying they were considering leaving the profession. The report also noted shortages in special education, math, science, and other areas, growth in alternative preparation pathways, and the phaseout of several licensure exceptions under Act 304 of 2025. Members asked extensively about survey methodology, teacher satisfaction, preparation for classroom environment and special education, the cost and return on investment of alternative licensure routes, and whether exit-interview data exists statewide. The presenters said they could follow up on several questions, including details on alternative programs, incentives for ESL and special education endorsements, and comparisons to other surveys. On salaries, the report said the statewide average teacher salary in 2025 was $60,254, with districts averaging slightly higher than charters. Arkansas ranked 45th nationally on average salary in 2025, though 36th when adjusted for cost of living, and average district salaries had declined 8% in inflation-adjusted terms since 2016. Members also discussed the LEARNS Act minimum salary floor of $50,000, salary disparities among districts, and whether the state should focus more on retaining experienced teachers as well as raising starting pay.

Transcript Highlights:

• programs section where we're meeting the needs of about 16% of special education students and multilingual
• programs section where we're meeting the needs of about 16% of special education students and multilingual
• We serve a high population of multilingual learners that are predominantly Spanish-speaking.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• My name is Nelsie Pepler, and I'm a multilingual educator with nearly 30 years of experience both in
• advanced learners in their classrooms and schools, including special needs, Black and Hispanic, multilingual

Keywords: 995, all

Summary: The Joint Committee on Education held its 13th hearing, chaired by Senator Jason Lewis and Representative Gordon, and heard testimony on a large slate of bills covering personnel and miscellaneous education issues. The first major topic was House Bill 711 and Senate Bill 327, the “So All Students Thrive” proposal, which would change reduction-in-force rules so districts could consider teacher effectiveness, student impact, staffing needs, and diversity-related factors alongside seniority. Supporters from Educators for Excellence, including teachers and a former school committee chair, argued that current seniority-based layoff rules can push out effective early-career educators and harm efforts to build a more diverse workforce. Committee members raised questions about tenure, union involvement, and how the bill would interact with the Educator Diversity Act and local contract negotiations; members generally said they shared the goal of diversifying the educator workforce and encouraged continued collaboration and feedback. The committee then heard testimony on House Bill 658, which would require educator training on gifted and advanced learners. Parents, teachers, researchers, and advocates said Massachusetts lacks required preservice or professional development on gifted education, leaving many advanced students unchallenged and underserved. Witnesses described students who are bored, under-identified, or even discouraged in school, and argued that training would help teachers recognize and support gifted students, including students of color, multilingual learners, low-income students, and students with disabilities. Testimony also supported related prior bills on advanced learners and emphasized that the state should act on a 2019 DESE report recommending such training. The committee also heard testimony on House Bill 736 and Senate Bill 435, which would establish de-escalation training for school transportation. The Massachusetts Developmental Disabilities Council said the measure would improve safety for students and bus operators, fill a gap in current school bus driver certification requirements, and better support students with disabilities. Finally, the committee heard House Bill 4720, concerning the Athol-Royalston Regional School District’s state bailout-related reserve requirements; the superintendent said the district has long maintained fiscal stability but is still forced to leave over half a million dollars unspent each year, limiting resources for a high-poverty student population. After testimony concluded, the chairs read the full list of bills on the agenda, thanked the committee and staff, and the hearing was adjourned.

Transcript Highlights:

• 33:23.119> emergent when required to support emergent when required to support emergent multilingual
• <01:33:24.400> students<01:33:25.080> with<01:33:25.239> appropriate multilingual
• students with appropriate multilingual students with appropriate language<01:33:26.239> access
• to 1973 29 USC 794 or when required to support<01:54:24.159> emergent<01:54:24.679> multilingual
• <01:54:25.480> students support emergent multilingual students support emergent multilingual

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.

Bills: SB2057, SB2109, SB2400, HB1752, SB2599, SB2930

Keywords: immigration enforcement, sanctuary policy, detainer, ICE, federal immigration authorities, 8 U.S.C. 1357(g), 8 U.S.C. 1373, 8 U.S.C. 1644, deportation, undocumented immigrants, noncitizen, migrant rights, local police cooperation, law enforcement cooperation, hold request, judicial warrant, probable cause, civil immigration enforcement, county police, state police

Summary: The committee first took up SB 148 on combat sports, but members said they had agreement only in principle and were waiting on a conference draft and money committee release, so the bill was rolled to the next day. HB 1810 on charitable solicitation was then described as regulating professional solicitors who sell donated non-perishable tangible property, including prompt payment, financial reporting, disclosure, and contract requirements; the committee adopted the conference draft and passed it unanimously. SB 2607 on landscape architects was also passed with a conference draft after members agreed to align licensure qualifications with the uniform standard used by the Council of Landscape Architectural Registration Boards. Later, HB 1642 on consumer protection and crypto kiosks was passed with amendments to ban the purchase of cryptocurrency through crypto kiosks, and SB 2396 on property was deferred because members said they were aligned on the policy but still needed to sort out enforcement, with the issue to be left to a task force. SB 2961 on insurance was deferred to the next day pending release, and SB 2471 on the powers of artificial persons was rolled to the next day while the House and Senate sought legal clarification to make the bill more defensible; members said they agreed on the goal of addressing dark money but wanted to avoid harming Hawaii or local companies. The committee then passed SB 3001 on artificial intelligence with amendments. The conference draft renamed the regulated systems as “AI companions,” narrowed and clarified the definition, required reasonable measures to prevent outputs encouraging serious bodily injury, increased disclosure frequency for minors, added a feature restriction to discourage disengagement, removed provisions the Senate viewed as too broad or insufficiently articulated, shifted annual reporting to the Department of Health’s Behavioral Health Administration, and removed civil penalties. Members also said the romantic-relationship language had been removed for now but could be revisited later. SB 2433 on condominiums was discussed but rolled to the next day because the House and Senate were still considering changes related to DCCA authority and condo-owner disputes, and HB 1897 on condominium alternative dispute resolution was deferred for the session because the Senate was not ready and time was running out. In the final portion, HB 1753 on social media data retention was passed with amendments setting limits on how long companies may retain user data, with exceptions such as domestic violence evidence. SB 1166 on insurance was rolled to the next day after discussion of historic weather damage and the need to avoid affecting ongoing litigation against oil companies; members noted they had received an AG opinion that the bill would not jeopardize that litigation. SB 2964 on property insurance was passed with a conference draft requiring insurers to periodically ask homeowners about significant improvements so coverage can be reassessed, and SB 3255 on currency was passed with a conference draft authorizing penny rounding to the nearest five cents, though one senator voted no because he preferred the Senate version that had included a separate cash-acceptance issue. The committee also discussed SB 2852 on website accessibility for people with disabilities as the next item, but the transcript cuts off before any action on that measure.

Bills: SB2057, SB2109, SB2400, HB1752, SB2599, SB2930

Keywords: immigration enforcement, sanctuary policy, detainer, ICE, federal immigration authorities, 8 U.S.C. 1357(g), 8 U.S.C. 1373, 8 U.S.C. 1644, deportation, undocumented immigrants, noncitizen, migrant rights, local police cooperation, law enforcement cooperation, hold request, judicial warrant, probable cause, civil immigration enforcement, county police, state police

Bills: SB2057, SB2109, SB2400, HB1752, SB2599, SB2930

Keywords: immigration enforcement, sanctuary policy, detainer, ICE, federal immigration authorities, 8 U.S.C. 1357(g), 8 U.S.C. 1373, 8 U.S.C. 1644, deportation, undocumented immigrants, noncitizen, migrant rights, local police cooperation, law enforcement cooperation, hold request, judicial warrant, probable cause, civil immigration enforcement, county police, state police

Bills: SB2057, SB2109, SB2400, HB1752, SB2599, SB2930

Keywords: immigration enforcement, sanctuary policy, detainer, ICE, federal immigration authorities, 8 U.S.C. 1357(g), 8 U.S.C. 1373, 8 U.S.C. 1644, deportation, undocumented immigrants, noncitizen, migrant rights, local police cooperation, law enforcement cooperation, hold request, judicial warrant, probable cause, civil immigration enforcement, county police, state police