Transcript Highlights:

• So AI is a bigger and bigger part of health care. Pharmacy refills.
• So AI is a bigger and bigger part of health care, as we know it.
• Under language and literacy, we want children reading, right?

Committee: All JBC-SPECIAL LANGUAGE

Transcript Highlights:

• literacy instruction.
• literacy instruction.
• our literacy efforts.
• literacy plans.
• literacy leadership teams.

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.

Transcript Highlights:

• literacy instruction.
• our literacy efforts.
• through the literacy coaches."
• , let's talk about literacy first.
• In addition to literacy coaches and reading specialists, it also was Developing literacy plans.

Transcript Highlights:

• </c> literacy instruction to all students. literacy instruction to all students.
• </c> structured literacy. structured literacy.
• </c> regional literacy network staff. regional literacy network staff.
• </c><01:03:43.120><c> literacy</c> evidence-based structured literacy evidence-based structured literacy
• </c> bill and and should improve literacy. bill and and should improve literacy.

Committee: Senate Education Finance

Transcript Highlights:

• Um, this is AI, so take it for what you want, you guys.
• Um, this is AI, so take it for what you want, you guys.
• Um, this is AI, so take it for what you want, you guys.
• And this is the first year that we have a full-time literacy position.
• And this is the first year that we have a full-time literacy position.

Committee: Joint Select Committee on Tribal Relations

Transcript Highlights:

• DIRECTORS HERE TO EDUCATE US ON THE ROLE OF STATE LITERACY, REGIONAL LITERACY DIRECTORS HOW MANY OF
• AND LITERACY INSTRUCTION BUT ALSO TO TALK ABOUT THE ROLE OUR STATE REGIONAL LITERACY DIRECTORS PLAYED
• IN ORDER TO SUPPORT THE WORK OF LITERACY IN OUR SCHOOLS ACROSS THE STATE WE HAVE REGIONAL LITERACY TEAMS
• NEARLY 900 PARTICIPANTS ATTENDED THE SUMMER LITERACY INSTITUTE AND OF THOSE 67% ARE TEACHERS LITERACY
• THE OBJECTIVES OF THE VIRTUAL LITERACY INSTITUTE WERE THE SAME AS THE NUMBER LITERACY INSTITUTE BUT THE

Transcript Highlights:

• professional development pieces as necessary, things like statements in your syllabus about the use of AI
• Literacy, there we go. Thanks, Dan. Good. Perfect.
• Waterford Upstart literacy programs. I'll keep that very short. I do not know what happened there.
• Coursework for administrators is specific to literacy leadership in your building and how that differs
• They've provided pathways to structured literacy and online coursework.

Committees: Joint Education , Joint Education Committee

Transcript Highlights:

• professional development pieces as necessary, things like statements in your syllabus about the use of AI
• Literacy, there we go. Thanks, Dan. Good. Perfect.
• And they have also rolled out, or together we have an annual literacy summit to continue the messaging
• They've provided pathways to structured literacy and online coursework.
• They've provided pathways to structured literacy and online coursework.

Committee: Joint Education Committee

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

Transcript Highlights:

• So we've acquired an AI training video to help us, you know, use prompts to develop training.
• So we've acquired an AI training video to help us, you know, use prompts to develop training.
• So we've acquired an AI training video to help us, you know, use prompts to develop training.
• So we've acquired an AI training video to help us, you know, use prompts to develop training.
• So we've acquired an AI training video to help us, you know, use prompts to develop training.

Transcript Highlights:

• What copper means to the state, but to the nation, to the future of advanced AI that is coming for anybody
• She achieved in literacy, reading, language arts, early and middle childhood. Congratulations.
• Speaker and gentlelady, that she focuses on literacy, reading, and language arts, absolutely essential

Bills: HM3 , HM11 , HM14 , HM15 , HM18 , HM21 , HB10 , HB11 , HB12 , HB13 , HB14 , HB31 , HB50

Keywords: nurses, health care workers, healthcare workers, frontline workers, hospital staff, clinicians, allied health professionals, support staff, public health, workforce shortage, nursing shortage, safe staffing, patient safety, rural health care, frontier communities, behavioral health, mental health, substance use disorder, substance abuse, health care memorial

Transcript Highlights:

• PE's statewide literacy framework, for example, ensures all literacy instruction. is evidence-based and
• Mississippi, Mississippi's literacy base.
• Mississippi, Mississippi's literacy.
• in structured literacy.
• You know, they all use structured literacy. 95% literacy rate in Mexico.

Transcript Highlights:

• When a student shows indications of below-grade-level literacy development, with regard to literacy instruction
• , reading literacy, or writing literacy for use with students in kindergarten through grade 4, the new
• for literacy-related teacher endorsements.
• , reading literacy, or writing literacy for use with students in kindergarten through grade 4, the new
• people call structured literacy.

Summary: The committee first took up a motion from Ranking Member Root to promptly schedule public hearings on two citizens’ initiatives. Supporters argued the Constitution and public accountability required hearings so voters could hear pro and con arguments; opponents said the legislature was not obligated to act that way and the initiatives would still be heard at the ballot. On a voice vote, the motion failed. The committee then heard extensive testimony on House Bill 1295, which would require evidence-aligned, comprehensive literacy instruction for K-4 students, update teacher endorsement standards and preparation programs, and require literacy-related continuing education for some teachers. The bill also repeals several older literacy-related provisions. The sponsor and supporters said Washington’s reading results are too low and that structured literacy reflects the science of reading; districts such as Puyallup described strong gains after adopting evidence-aligned instruction. Opponents and alternative-program advocates argued the bill could narrow instructional approaches and exclude programs they say have worked well. PESB testified neutrally that much of the endorsement work is already underway but asked for clarification on recertification language. The hearing on HB 1295 was suspended and later resumed with additional pro testimony from students, parents, and literacy advocates. House Bill 2262 was then heard and completed. It would require high school civics instruction to include teaching students to produce a legible, repeatable official signature and explain how signatures are used in elections and ballot processes, while also requiring related outreach and reporting on signature mismatch ballot rejections. The sponsor and county auditor testimony emphasized that younger voters often have signatures that change over time and that better instruction could reduce ballot rejections; questions focused on whether the bill should account for printed signatures and diverse writing systems. The Secretary of State’s office and county auditors were reported as supportive, and the hearing closed after a large number of pro sign-ins. The committee also heard House Bill 2636, which would create a public education performance, operations, and funding review commission to evaluate whether education mandates and funding are effective, relevant, and adequately supported. Supporters said the bill would help identify unfunded mandates and reduce administrative burdens on districts; rural district testimony urged a narrower scope and earlier start date. Finally, House Bill 2007 was heard, proposing competency-based assessments as additional graduation pathway options in place of some existing course/exam requirements. Student testimony supported more flexible, equitable pathways, while the State Board of Education said it supports competency-based education but preferred to wait for its broader Future Ready graduation-requirements work and noted the bill would require additional rulemaking. The hearing on HB 2007 closed after testimony from students and a neutral statement from SBE.

Transcript Highlights:

• Historically, if we look at the impacts of AI, that's a good example of a question maybe we didn't see
• > historically if we look at the impacts historically if we look at the impacts of<00:51:10.559><c> AI
• :11.480><c> good</c><00:51:11.680><c> example</c><00:51:12.000><c> of</c><00:51:12.079><c> a</c> of AI
• That's a good example of a of AI That's a good example of a question<00:51:12.520><c> maybe</c><00:51
• Going through the bill, I ran it through AI.

Committee: House Finance

Transcript Highlights:

• House Bill 1295 relates to reading and writing literacy.
• literacy of students in kindergarten through grade four.
• literacy of students in kindergarten through grade four.
• literacy of students in kindergarten through grade four.
• to renew their certificate with 10 hours in literacy.

Summary: The committee held public hearings on three K-12 bills focused on behavioral health, literacy, and review of education mandates. On House Bill 1634, staff and Rep. Milin Tai described a framework for OSPI and educational service districts to coordinate with state and local partners on behavioral health technical assistance and training for schools, aligned with the Washington Thriving prenatal-to-25 plan. Testifiers, including students and education/behavioral health representatives, said the bill would improve coordination, early intervention, and access to supports for students and families. The bill was presented as having no fiscal note because it relies on existing funding, and testimony emphasized parent and student engagement in the framework. On House Bill 2636, staff and Rep. Skyler Rude explained that the bill creates a Public Education Review Steering Committee to identify existing policies and funding provisions for JLARC review, with the goal of determining whether they achieve intended outcomes, improve student performance, are cost-effective, and should be maintained, modified, or repealed. Supporters said the bill is intended to help reduce burdensome or ineffective requirements on school districts and free resources for students, while some members questioned how the committee would define policy and whether it could affect future mandates. A representative of the Washington State School Directors Association supported the concept as a meaningful review of unfunded mandates. The committee also heard House Bill 1295, which would require evidence-aligned literacy curriculum updates after 2027, require comprehensive K-4 literacy programs using structured literacy practices, direct PESB to revise literacy endorsement standards, require literacy-related continuing education, and direct OSPI to develop educator literacy training. Supporters, including parents, educators, students, dyslexia advocates, and district staff, argued that structured literacy is supported by research and would improve outcomes for struggling readers and students with dyslexia. One witness from the Washington Education Association supported the bill but raised concern about adding another continuing-education requirement. Testimony on the bill was extensive and largely in favor, with some discussion about whether the approach would address older students and how it would interact with existing district and ESD efforts. After public hearings, the committee moved into executive session and approved three gubernatorial appointments for confirmation recommendation. It adopted an amendment to House Bill 1796 and advanced the bill to Ways and Means, passed Engrossed House Bill 2317 to Rules, and adopted a striking amendment to Substitute House Bill 2594 before advancing it to Ways and Means. All actions were taken by voice vote, with no opposition recorded.

Transcript Highlights:

• fund or the literacy launch initiative.
• fund or the literacy launch initiative.
• Teaching our students have competency in teaching literacy.
• as eligible uses for the Early Literacy Fund.
• and literacy skills throughout a child's education.

Transcript Highlights:

• </c><00:02:28.000><c> in</c> million we have put towards literacy in million we have put towards literacy
• </c><00:09:16.839><c> Network</c> getting the regional literacy Network getting the regional literacy
• </c> districts are using their literacy districts are using their literacy incentive<00:10:22.079><c>
• Then we have the local literacy plans. Local literacy plans were submitted last June.
• plans</c><00:13:04.360><c> were</c> literacy plans local literacy plans were literacy plans local literacy

Committee: Senate Education Finance

Transcript Highlights:

• And one of the most fundamental elements of education is literacy.
• fund or the literacy launch initiative.
• Tarr: reporting from the Early Literacy Fund.
• as eligible uses for the Early Literacy Fund.
• and literacy skills throughout a child's education.

Summary: The Senate first handled a House petition from John H. Rawlers and others seeking eminent domain authority for a parcel in Norwood; Joint Rule 12 was suspended and the matter was referred to the Committee on State Administration and Regulatory Oversight. The chamber then resumed debate on the literacy bill, with Senator Tarr offering a series of amendments focused on school district funding, teacher competency, reporting, waivers, and curriculum implementation. Most of Tarr’s amendments were rejected, but one requiring written, appealable denials of district waivers was adopted by roll call, and another amendment on reporting from the Early Literacy Fund, including provisions for English language learners and special education educators, was also adopted. A separate amendment extending the timeline for DESE to publish high-quality curricula was adopted, while several other amendments were withdrawn or defeated. The Senate also considered and adopted an amendment from Senator Comerford addressing rural and regional equity in education funding. That amendment expanded eligible uses of the Early Literacy Fund to include screening assessments, required DESE to prioritize geographic and funding equity, mandated a public hearing in Western Massachusetts before final grant criteria were finalized, and directed technical assistance to rural districts. Senators from across the chamber spoke in support, emphasizing chronic underfunding, declining enrollment, minimum-aid pressures, and the need for a broader review of the Chapter 70 formula and a Foundation Budget Review Commission. The amendment passed unanimously. Later, the Senate took up an amendment from Senator Moore on children’s vision care, which would have created a registry for vision screening and expanded eye exam requirements, but it was withdrawn after supportive debate. The chamber then adopted the Ways and Means redraft, ordered the bill to third reading, and passed An Act relative to teacher preparation and student literacy to be engrossed by a unanimous roll call. Final passage was also achieved for a separate House land-taking bill allowing the town of Hingham to use municipal property for a center for active living, which passed by the required two-thirds vote and was enacted. The Senate then adopted an order to meet again the following Monday and adjourned in memory of Donna Goldstein.

Transcript Highlights:

• House Bill 1295 relates to reading and writing literacy.
• literacy of students in kindergarten through grade four.
• with structured literacy in their curriculum and their training.
• It also aligns with our updated PESB literacy standards.
• to renew their certificate with 10 hours in literacy.

Bills: HB1796 , SGA9249 , SGA9269 , SGA9244

Committee: Senate Early Learning & K-12 Education

Keywords: school construction, contract indebtedness, school districts, bonding authority, education funding

Transcript Highlights:

• So we took the literacy programs.
• expert in your literacy.
• </c> literacy instruction for all students. literacy instruction for all students.
• </c> literacy instruction as defined earlier. literacy instruction as defined earlier.
• </c> evidence-based literacy curriculum? evidence-based literacy curriculum?

Bills: HB0076 , HB0102 , HB0115

Committee: Senate Education

Transcript Highlights:

• Financial literacy means more than balancing a checkbook.
• Financial literacy transcends politics.
• Districts can then choose evidence-based literacy programs.
• Literacy is not just an academic skill, it is a life skill.
• Literacy is the key to a civil society.

Summary: The House took up several procedural orders early in the session, including extending the reporting deadline for the Housing Committee on H.4655 and suspending Joint Rule 12 for a petition seeking to rescind prior Article 5 constitutional convention applications. It then advanced three Ways and Means bills on education-related topics: personal financial literacy education (H.4670), expanded access to the state seal of biliteracy (H.4671), and teacher preparation and student literacy (H.4672), each moving through amendment adoption and third reading or engrossment procedures. A major portion of the meeting focused on H.4670, which would require personal financial literacy instruction in middle and high school and establish a financial literacy trust fund for curriculum and teacher training. Members spoke in support, emphasizing budgeting, credit, student loans, and long-term financial planning, and the bill passed to be engrossed by a 154-0 roll call. H.4671, which broadens access to the seal of biliteracy for students in public and private schools, also drew support and passed to be engrossed 155-0. The most extensive debate centered on H.4672, a literacy bill requiring evidence-based reading instruction, DESE-approved curricula or approved local alternatives, screening and progress monitoring, professional development, and related implementation measures. Members described concerns about declining reading scores and argued for a shift away from three-cueing toward phonics-based, science-of-reading approaches. Several amendments were considered: a proposal to change intervention language from “significantly” to “at risk of falling behind” failed, while amendments adding funding language, stakeholder collaboration, and other implementation details were adopted. One amendment clarifying that pictures may be used as a supplement in literacy curricula was also adopted, and the bill ultimately passed to be engrossed 155-0. The House also observed moments of silence for former Judge Leslie Harris, former Representative Mark Carron, and former Representative Dennis Rosa, and adjourned to meet the next day at 11 a.m.