Video & Transcript Research : 'experiential learning'
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CA
California 2025-2026 Regular Session
Assembly Aging and Long-Term Care Committee Jun 23rd, 2026
Aging and Long-Term Care
Transcript Highlights:
- In each meeting, I am learning how underfunded and unappreciated this policy area has been, and remains
- And this does highlight older adult learning.
- My local paper, the San Jose Mercury News, highlighted the importance of lifelong learning over this
- We need to be ever mindful of challenging the mind and how continued learning can help older adults be
- Continued learning is a public health strategy.
KY
Kentucky 2025 Regular Session
Senate Standing Committee on Families & Children (3-11-25)
Transcript Highlights:
- What we learned as navigating the health care system to secure even basic needs is incredibly challenging
- 00:03:02.879>
body <00:03:03.440>dementia <00:03:04.920>um <00:03:05.920>learning - <00:03:06.400>
for <00:03:06.720>for Louis body dementia um learning for for Louis - body dementia um learning for for the<00:03:07.000>
individual <00:03:07.440>with <00:03 - to understand it the um and learning to understand it the changes<00:03:23.159>
in <00:03:23.360
Keywords:
Roll Call – 00:14
Discussion on HB 479 – 00:49
Vote on HB 479 – 09:03
Review of 921 KAR 001:400 Proposed – 09:50
Notice of Half-Year Block Grant Status Reports – 10:08, 958, all
Summary:
The committee met with a quorum, passed over House Bill 291, and took up House Bill 479, an act related to dementia training. Rep. Derek Lewis, joined by Rep. Adriel Camel and Mackenzie Wallace of the Alzheimer’s Association, explained that the bill would provide free dementia-specific training for Adult Protective Services workers and help them better recognize and respond to abuse, neglect, exploitation, and the needs of people with dementia. Testimony emphasized the personal impact of dementia on families, the difficulty of navigating diagnosis and care, and the need to connect families to services. A senator asked about the bill’s data and scope, and Wallace explained that the county-level figures reflected Adult Protective Services referrals and diagnosed cases of Alzheimer’s or other dementia among people 65 and older. She also noted broader public health efforts related to brain health and a federal grant effort tied to those issues.
Several members spoke in support, including Sen. Denine, who described his father’s recent death after a difficult period with dementia and said the training would help families and workers identify and respond to the disease earlier. After discussion, Sen. Heron moved the bill, the motion was seconded, and the committee voted 6-0 to pass House Bill 479 with favorable expression. The chair said it should pass on the Senate floor.
Afterward, the committee briefly reviewed administrative regulation 921 KAR 2:100 and found it reviewed with no questions. A child care block grant item was also presented for information only, with no questions raised. The meeting then adjourned.
MN
Minnesota 2025-2026 Regular Session
House Higher Education Finance and Policy Committee 3/17/26
Higher Education Finance and Policy
Transcript Highlights:
- It's allowing us to reinvest in<00:21:09.919>
our <00:21:10.159>learning <00:21:10.480>< - c> environments<00:21:10.960>
and <00:21:11.120>ensure in our learning environments - <00:27:04.240>
Um <00:27:04.640>the <00:27:04.960>students Students can learn - <00:40:43.839>
over know one of the things I've learned over know one of the things I've learned - learning thank you >> representative<00:42:52.400>
no >> representative no >>
Bills:
HF4266
Keywords:
higher education, state grants, financial aid, college affordability, Office of Higher Education, Minnesota State Grant, need analysis, expected family contribution, student aid, grant formula, living and miscellaneous expense allowance, dependent student, independent student, parental contribution, student contribution, surplus appropriation, biennium, summer 2026, 1183, house
KY
Kentucky 2025 Regular Session
Budget Review Subcommittee on Education (9-17-25)
Transcript Highlights:
- Not every student learns in the same way.
- Not every student learns in the same way.
- Not every student learns in the same way.
- Not every student learns in the same way.
- Not every student learns in the same way.
Summary:
The Interim Joint Budget Review Subcommittee on Education met with a quorum, approved the August 20, 2025 minutes, and then heard a discussion tied to Constitution Day and Kentucky’s constitutional duty to provide an efficient system of common schools. Chairman James Tipton reviewed the history of Kentucky’s model laboratory schools, postsecondary academy programs such as Gatton and Craft, magnet schools, virtual learning, and computer science opportunities, arguing that Kentucky has long expanded educational opportunity through different school models. He described model schools and academy programs as hybrid or innovative approaches that serve specialized student needs and noted that some of these programs receive state appropriations and, in some cases, tuition.
Senator Steve West then gave a retrospective on school choice in Kentucky, beginning with the 2017 charter school law and explaining that Kentucky’s charter framework was designed as public-only to comply with the state constitution. He said charter schools have remained largely dormant in Kentucky and used that as context for Senate Bill 207, the School Innovation Act, which he said was modeled on a South Carolina approach. Under SB 207, a local school board can contract with a third-party entity to manage an existing school, receive SEEK funding, and seek waivers from certain state regulations in order to innovate, while retaining limits on items such as school safety and attendance rules.
Members asked about how the new model differs from charter schools, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the bill is intended to keep the school within the public system, with the local district initiating the process and maintaining accountability through a time-limited contract that can be ended if the school fails to perform. They emphasized that the school would serve the existing student population rather than select students, and that teachers would remain district employees with their pensions and related contributions unchanged. Representative Brown raised concerns that exceptions and charters could leave lower-income children behind, while West responded that the bill is meant to expand choice for families who otherwise lack access and cited examples from other states where outside management and parental involvement helped turn around low-performing schools. No additional votes or formal actions were taken beyond approving the minutes.
MA
Massachusetts 2025-2026 Regular Session
Senate Session (Full Formal with Calendar) Jun 21st, 2026 at 11:00 am
Massachusetts Senate Floor Meeting
Transcript Highlights:
- Before third grade, you are learning to read. You're learning to read from zero to third grade.
- At third grade, you are now reading to learn.
- A child is not going to be able to learn science or history or any of the other subjects as they move
- And they have to be taught how to read. ...have that opportunity to learn to read.
- And I've learned from them that we need to do more to build a pipeline.
Summary:
The Senate considered a series of amendments to a primary care health care bill and also took up a separate literacy bill. Several amendments were withdrawn, including one on artificial intelligence in health care and others related to cost controls, direct primary care, and provider studies. The Senate adopted amendments on preserving access to treatment for serious mental illness, modernizing the definition of primary care, clarifying payment rates for community health centers, excluding pharmaceutical spending from primary care expenditure calculations, and strengthening health equity reporting. Other amendments on rate bands, alternative payment systems, private equity reporting, scope of practice, and ownership disclosure were rejected. The Senate then approved the Ways and Means amendment and ordered the primary care bill to a third reading.
The chamber also took up final passage of An Act Relative to Teachers Preparation and Student Literacy, with senators describing it as a long-awaited compromise focused on improving early reading outcomes. Supporters said the bill requires evidence-based K-3 literacy curricula, regular student screening and family notification, dyslexia screening protocols, professional development for teachers, and a free state-developed curriculum option. Senators emphasized the need to address declining third-grade reading proficiency and equity gaps. The bill passed to be enacted by a unanimous roll call and was sent to the Governor.
After the literacy bill, the Senate returned to the primary care bill, where senators again debated cost containment, innovation, and access. The final version included the adopted amendments and was passed to be engrossed by a roll call vote of 35-4. The Senate then adopted an adjournment order and recessed, adjourning in memory of Henry Thomas III, former Representative Ben Swan, and Mr. Dennis Frane.
TX
Transcript Highlights:
- So many learning days get lost for the preparation of STAR tests, such as benchmarks.
- So many learning days get lost for the preparation of SAR tests, such as benchmarks.
- You know, what could Texas learn from that?
- knows, students do not all learn at the same pace or on the same path.
- But that's not how learning works.
Bills:
HB8
Keywords:
HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround
Summary:
The House Committee on Public Education met to hear House Bill 8, which would replace STAAR with a new assessment and accountability system beginning in the 2027-28 school year. The chair described the bill as reducing testing time, limiting benchmark tests, adding beginning-, middle-, and end-of-year assessments, requiring faster score turnaround, involving Texas teachers in test development, and tightening accountability timelines and transparency rules. Members also discussed provisions on A-F ratings, cut scores, CCMR, local accountability plans, and TEA reporting requirements.
Committee members and invited witnesses split sharply on the bill’s approach. Supporters, including the chair, TEA Commissioner Mike Morath, and Ed Trust’s Nicholas Munyon Penny, argued the bill would reduce high-stakes pressure, provide quicker and more actionable data, limit over-testing, and better align assessments to Texas standards while preserving criterion-referenced accountability. They said the new system would help teachers and parents intervene sooner and would improve transparency, including parent access to student responses and automatic rescoring in some writing cases.
Opponents, including Rep. Hinojosa and student witness Ella Moran, argued the bill still increases testing and replaces one high-stakes test with multiple TEA-created tests. Moran testified that STAAR creates anxiety, disrupts instruction, and does not reflect real learning, while Hinojosa said the House had previously passed a better bill based on a nationally norm-referenced model and criticized the new proposal as a concession to the Senate. Questions also focused on AI scoring of writing, rescoring rates, and whether the bill’s new accountability rules would be reliable and fair. The committee did not take a final vote during the portion provided, but the chair said a vote on HB 8 would be called after public testimony later in the day.
WY
Transcript Highlights:
- And so and in learning how to read.
- What happens to the brain when it doesn't learn reading? We know how the brain learns reading.
- It's you the brain learns reading.
- Yeah, because we're all learning, right? Yeah, because we're all learning, right?
- didn't a lot of them didn't learn didn't a lot of them didn't learn phonics.<01:46:07.679>
They
HI
Transcript Highlights:
- What we learn is important to disseminate to you, Senators, as well as our constituents and everybody
- is important to disseminate to we learn is important to disseminate to you<00:16:15.680>
uh <00 - come to Hawaii to learn about disability related related related issues<00:19:15.200>
through - personal assistance Community Learning personal assistance Community Learning Community<00:30:31.720
- We have a learning management system that we're basing it on.
Summary:
The Committee on Health and Human Services held an informational briefing on the Developmental Disabilities Council and related agencies. The Hawaii State Council on Developmental Disabilities outlined its 2025 legislative priorities, including a pilot project for guardian ad litem and capacity evaluations in guardianship/conservatorship cases, a supported decision-making bill, a health disparities study for people with disabilities, an ABLE savings outreach/staffing measure, a Medicaid buy-in proposal, an adult changing tables equity bill, and a resolution on fetal alcohol spectrum disorder. Council representatives emphasized that supported decision-making would complement tools like powers of attorney and medical releases, and that the health disparities study would help identify unmet needs by ZIP code and improve state data on the intellectual and developmental disability population.
The Center on Disability Studies at the University of Hawaii described its role as the research and training arm within the DD system, working with the DD Council and the Hawaii Disability Rights Center. It reported activities such as interdisciplinary training, community education, technical assistance, research collaborations, the Pacific Rim International Conference on Disability and Diversity, publications, telehealth, ECHO Autism, and counseling for Maui fire survivors. The center said it leveraged about $16 million in outside funding last year and highlighted goals focused on workforce development, community capacity, research with direct participation from people with disabilities, and accessible dissemination of information.
The Hawaii Disability Rights Center, the state’s protection and advocacy agency, supported the Council’s priorities, especially supported decision-making, which it said could help some people avoid guardianship while preserving liberty and reducing state resource use. The center also raised concerns about the DD system budget and urged legislators to review whether the Developmental Disabilities Division is requesting enough funding, noting possible backsliding in services and eligibility. The Developmental Disabilities Division of the Department of Health then outlined its statewide waiver program serving just over 3,500 people, its service array, and its budget request for increased waiver funding, a federal initiatives coordinator, and IT upgrades to comply with the new HCBS access rule; no votes or formal actions were taken during the briefing.
MA
Massachusetts 2025-2026 Regular Session
Joint Committee on Advanced Information Technology, the Internet and Cybersecurity Jun 21st, 2026 at 01:00 pm
Joint Committee on Advanced Information Technology, the Internet and Cybersecurity
Transcript Highlights:
- How did that song learn to get that music? It learned from something.
- It learned that she always talked about having a family.
- It also learned that she had a boyfriend, and she got engaged.
- We're learning that company's got a pretty horrific track record.
- We're learning that company's got a pretty horrific track record.
Summary:
The committee held a hearing on several artificial intelligence bills, opening with remarks about the 9/11 anniversary and then broad statements from the co-chairs about AI’s promise and risks. Chair Farley-Bouvier and Senator Moore emphasized the need for guardrails, transparency, and worker and consumer protections, while Senator Finegold described Senate Bill 37, which would create a framework for AI model training with safety assessments, audits, incident reporting, Attorney General oversight, and workforce reporting. Members also discussed Massachusetts’ position relative to other states and the need for state action in the absence of federal regulation.
A large portion of the hearing focused on the Fair Act, House 77 and Senate 35, which would limit workplace surveillance, restrict collection of biometric and location data, require notice and human review for automated employment decisions, and protect workers from retaliation. Labor leaders, including AFL-CIO, AFSCME, AFT, SEIU, building trades, and other worker representatives, testified in support, describing harms from bossware, automated benefits denials, hiring and promotion screening, scheduling, and monitoring in workplaces ranging from health care and education to manufacturing and construction. They argued that AI systems are already affecting wages, benefits, safety, and job security, and that Massachusetts should act now to set clear rules.
The committee also heard testimony on House Bill 74, which would require informed consent and clear contract terms for digital replicas of voices and likenesses, with SAG-AFTRA representatives supporting the bill as a protection for performers and creators. Another major topic was Senate Bill 51 on social media algorithm accountability and transparency; child safety advocates, researchers, and a public health expert described harms from engagement-based algorithms, including exposure to harmful content, eating disorders, and youth mental health impacts, and supported independent audits and public reporting. A few industry and civil liberties witnesses supported regulation but urged balance, warning against overly burdensome rules while acknowledging the need for privacy, transparency, and accountability. No votes or final committee actions were taken in the hearing excerpt.
MN
Minnesota 2025-2026 Regular Session
Press Conference: Republicans Announce Education Plan for Safe and Smart Kids - 03/17/26
Transcript Highlights:
- Every child gets to learn in an environment where safety is state-of-the-art and a priority.
- We're giving districts the resources to act so every child can learn in a safe environment where parents
- Every child<00:02:04.920>
gets <00:02:05.120>to <00:02:05.240>learn <00:02:05.600 - return ready to learn, benefiting the whole<00:04:28.880>
class. - <00:17:54.280>
Can <00:17:54.400>you mandated distance learning?
Summary:
Minnesota Senate Republicans held a press event focused on school safety, student performance, and relief from what they described as burdensome mandates on districts. Sen. Zach Duckworth promoted the SHIELD Act, which would provide grant funding through the Minnesota School Safety Center for security upgrades such as access controls, ballistic-resistant materials, mass notification systems, and staff training. He also highlighted other education bills, including measures to require parental and teacher notification of violent incidents within 24 hours, allow short removals after serious incidents in K-3 classrooms, expand retention and intervention policies for students not meeting grade level, and increase parental access to curriculum materials and consent for sex education. Duckworth said the school safety proposal has bipartisan support and argued schools should have flexible, locally driven tools to protect students.
Sen. Julia Coleman and other Republicans framed the agenda as a response to classroom violence, learning loss, and a lack of transparency. Coleman said teachers and parents are seeing serious problems firsthand and argued that schools should not hide violent incidents. She described Senate File 676 as a notification and anti-retaliation bill, and said Senate File 4023 would give schools a brief reset after serious incidents in early grades. She also backed the transparency bill requiring parental review of curriculum and written consent for sex education. The group repeatedly argued that schools, parents, and teachers should be prioritized over what they called political secrecy or overreach.
Sen. Jason Rarick focused on school finance, saying new state mandates have left districts in deficit despite prior funding increases. He discussed bills to expand safe school aid to nonpublic schools, increase staffing at the Minnesota School Safety Center, expand counselor funding for nonpublic students to K-6, and conform state law to federal tax credits that could support scholarships and tutoring. Sen. Carla Nelson Housley argued that more than 60 unfunded mandates have strained districts and said Senate File 3361 would temporarily let districts transfer funds between accounts and opt out of certain new mandates from 2023-24, with public board discussion and votes. In the question period, Republicans also discussed the governor’s supplemental budget, fraud enforcement, possible bonding for IT upgrades, and potential tax and child care credit changes, while emphasizing they want bipartisan cooperation on fraud and school safety but oppose new taxes and what they called harmful mandates.
MA
Massachusetts 2025-2026 Regular Session
Senate Session (Full Formal with Calendar) Jun 21st, 2026 at 11:00 am
Massachusetts Senate Floor Meeting
Transcript Highlights:
- Taugh, small group learning. Question, question, question. Question comes. We recess. Thank you.
- How can a child learn to read curriculum or learn curriculum?
- How can a child learn to read curriculum or learn curriculum if they cannot see clearly?
- How do we expect our children to sit in that classroom and to digest and learn this curriculum?
- They've learned to read, learning phonics and various other methods in ways that they're now taught.
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.
MN
Minnesota 2025 1st Special Session
Higher education committee considers HF2908 4/3/25
Transcript Highlights:
- So we were able to learn from each other as to what would be successful in a 529 plan going forward in
- So we were able to learn from each other as to what would be successful in a 529 plan going forward in
- I actually learned of the program during the birth of my three-year-old.
- I actually learned of the program during the birth of my three-year-old.
- I actually learned of the program during the birth of my three-year-old.
FL
Florida 2025 Regular Session
April 1, 2025 - 04:00 PM
Transcript Highlights:
- Most of our conversations have been about how our students are learning.
- About how our students are learning.
- So you have a component of showing school, or the kids' progress, and their learning gains.
- So you have a component of showing school or the kids' progress and their learning gains.
- Because the parents know how their children learn.
Summary:
The Student Academic Success Subcommittee met with a quorum and considered two bills. The first, PCS for HB 1565, would expand permitted purchases under the Personalized Education Program scholarship to include digital devices, clarify statutory terms, and distinguish between parent-directed part-time programs and full-time instructor-led programs. Rep. Hinson questioned oversight and misuse safeguards, while the sponsor said existing statutory and SFO oversight already applies. Public testimony included support from the James Madison Institute, and the bill was reported favorably by a 12-1 vote.
The committee then heard PCS for HB 1483, the SCORE Act, which would gradually align Florida’s school grading scale with the familiar A-F scale used for students over a 10-year transition. The sponsor argued that current school grades are inflated and confusing to parents, and said the bill would also expand early support identification from pre-K through 8th grade. Members raised concerns about the impact on public and charter schools, low-income communities, teacher workload, resources, property values, and whether the bill should be paired with funding and professional development. Public testimony included an ESE teacher asking about funding and class size, one opponent from Orange County teachers, and a proponent from Florida Citizens Alliance.
After extensive debate, the committee voted 12-5 to report PCS for HB 1483 favorably. Supporters said the bill would improve transparency and accountability for parents and create pressure to raise standards, while opponents warned it could sharply increase lower-rated schools without sufficient resources and could mislead the public about school performance during the transition.
MN
Transcript Highlights:
- <00:36:58.680>
uh of when they get to um get to learn uh of when they get to um get to learn - pre-service training where they learn pre-service training where they learn Core<00:50:35.040>
- <01:13:21.679>
more to connect with them and learn more to connect with them and learn more- <01:14:11.960>
so about students and they're learning so about students and they're learning- the time they began learning from the time they began learning they've<01:14:26.560>
had <01:14 - <01:13:21.679>
HI
Hawaii 2025 Regular Session
PBS Info Briefing - Thu Aug 28, 2025 @ 2:00 PM HST
Hawaii House Floor Meeting
Transcript Highlights:
- And I learned recently and I wildfires.
- >
the <00:13:21.600>whole are constantly learning and the whole are constantly learning - A lot of lessons learned.
- A lot of lessons learned.
- from<01:56:42.719>
from, learning, learning every time from from, learning, learning every
Summary:
The House Committee on Public Safety held an informational briefing on hazard mitigation planning and recent tsunami and wildfire threats. Chair Dela Buladi opened by framing the meeting around the need for iterative disaster planning and lessons learned from events such as the Lahaina wildfires, the Puna Coast earthquake/tsunami, and recent wildfire activity. The committee heard first from Hawaii County Civil Defense Administrator Tomage Magno, who explained the federal and local hazard mitigation planning process, including the requirement for an active five-year mitigation plan to qualify for federal disaster funds. He described the plan as a living document built from prior plans, public and agency outreach, risk and capability assessments, and ongoing updates, with county departments, state agencies, and subject matter experts participating in the process.
Magno outlined several FEMA-related mitigation funding programs, including flood mitigation assistance, post-fire assistance, pre-disaster mitigation, revolving loan funds, and dam safety grants. He emphasized that the Hawaii County plan was recently approved by FEMA, that the county council approves the plan, and that the county reviews it annually with a formal revision process beginning in the fourth year. Members asked about how the plan tracks project status, how priorities and funding changes are handled, and whether federal funding programs might be affected by HR1; Magno said the county is proceeding on the assumption that funding will remain available and noted some sources have been reestablished. He also said the county encourages council participation in meetings and planning.
Department of Transportation Director Ed Sniffen then addressed the committee on DOT’s response to a recent tsunami threat, saying the agency had about four hours to prepare before the first wave arrival and was focused on its own operational response rather than the broader statewide planning process. In response to questions, he stated that FHWA funds cannot be used for evacuation routes, which is why prior legislative funding was important. Members also discussed specific mitigation projects such as fire breaks, bridge retrofits, and the Singing Bridge, with DOT noting that work is underway and that a replacement bridge upstream is being planned to carry traffic during repairs. No votes or formal committee actions were taken during the informational briefing.
NH
Transcript Highlights:
- learned English that he got his license. learned English that he got his license.
- manual in your own language, you learn manual in your own language, you learn what<01:41:46.159>
- spent nights practicing to learn.
- They spent nights test, to learn.
- practicing to learn. And I'm a witness. practicing to learn. And I'm a witness.
ND
North Dakota 2025-2026 Regular Session
Special Education Funding Committee May 6th, 2026
Transcript Highlights:
- We don't have as much learning going on as students progress through the grades.
- loss and what the pandemic did across the country, learning loss.
- It is just a learning disability.
- I'm still learning names.
- And so there's, me, I just want to learn how to do my job better.
Summary:
The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets.
After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.
MN
Transcript Highlights:
- When he was four, learned about this.
- what you're dealing with learn what you're dealing with learn >> the<00:43:26.400>
safety - how to do the Macarena and she learned with me.
- If we We learned how to do the macarina.
- So, uh macarina and she learned with me.
Summary:
The meeting was a PFAS-focused hearing of the Capital Investment Committee, with members informally discussing the scale of PFAS cleanup costs, possible Minnesota-made removal technology, and even committee birthday treats before the testimony began. No formal votes or motions were taken in the portion provided. The chair also noted the committee was waiting on a computer/cable issue before starting the presentation.
The main testimony came from Sandy Wyn, co-chair of the Great Lakes PFAS Action Network, who described how PFAS contamination affected her Michigan community. She recounted that her private well tested at extremely high PFAS levels after a state visit, linked the contamination to Wolverine Worldwide’s historic dumping practices, and said the pollution spread through groundwater and municipal systems. She emphasized that PFAS are widespread in consumer products, firefighting foam, wastewater biosolids, and agriculture, and argued that the chemicals’ persistence makes them difficult to manage once released.
Wyn said PFAS exposure is associated with health problems including cholesterol issues, liver and thyroid damage, kidney cancer, low birth weight, and reduced vaccine response in children. She told members she had her own blood tested, later developed thyroid cancer, and said a local child had very high PFAS levels and vaccine complications. Members asked for supporting studies, and she referenced the C8 study and other research. She urged stronger product restrictions, labeling, blood and water testing support, caution around biosolids, and continued efforts to reduce PFAS use, while acknowledging some limited uses may still be necessary in critical applications like military firefighting foam or medical devices.
LA
Transcript Highlights:
- Right now, I'm at the stage many parents know too well: learning everything on time, learning the language
- My name is Tiffany Shatzel, and I represent Journey Learning Academy.
- These students benefit from a more personalized learning environment.
- After my first year at Journey Learning Academy, my teachers helped me learn in ways that work for me
- I know I can learn, and I know I can do hard things, as Ms. Tiffany always reminds me.
Summary:
The Senate Education Committee met to hear several education-related measures. It reported favorably, without objection, on House Bill 1215, which would transfer certain removed historical statues and monuments to the Office of State Parks, prohibit re-erection in the parish where they were removed, and require interpretive signage. The committee also advanced House Bill 682, which creates a school guardian program for honorably discharged veterans employed or contracted by local school systems or charter schools; testimony emphasized that guardians would be unarmed, trained, and used for mentoring and school safety. House Bill 1079, giving enrollment preferences in charter schools to children in early childhood programs, military families, foster children, and children in custody disputes, was also reported favorably, as was House Concurrent Resolution 81, directing the Department of Education to study options for districts facing declining enrollment.
The committee then took up House Bill 1084, which would allow public postsecondary institutions to raise tuition and mandatory fees by up to 15 percent annually, with higher increases requiring Board of Supervisors approval. The bill drew extended debate over affordability, TOPS, student retention, and whether universities should have more autonomy to set prices. Members raised concerns about fee burdens on families and whether the state should first study the issue; supporters argued the bill would increase transparency and let institutions respond to funding needs and market conditions. Senator Mazzell offered an amendment lowering the cap from 15 percent to 10 percent, and the committee adopted the amendment before reporting the bill favorably as amended.
Finally, the committee heard House Bill 342, which would shift the burden of proof in special education due process hearings from parents to local education agencies. The author and parents testified that the current system places an unfair burden on families of children with disabilities, who often lack access to records and legal resources, and that schools already control the documentation and should have to show compliance with IEP obligations. Jefferson Parish school officials opposed the bill, arguing it would increase legal costs, require more staff and attorney time, and potentially lead to more hearings; they also questioned the fiscal note. The Legislative Fiscal Office said the fiscal impact was indeterminable, and the committee continued hearing testimony from parents and school representatives as the transcript ended.
CA
California 2025-2026 Regular Session
Assembly Budget Subcommittee No. 5 on State Administration May 21st, 2025
Transcript Highlights:
- We support Walmart and Amazon workers learn and enforce their rights.
- We already saw a lot of learning loss during the pandemic.
- The AI divide could make that learning loss look like a drop in the bucket.
- community for faculty to learn how to use AI.
- That's where the California Learning Lab fits in.