Transcript Highlights:

• The Hawaii Department of Defense is to enable a safe, secure, and thriving state and nation.
• So there was a time when in Hawaii, where every three days a new classroom was built.
• preschool prefabricated classrooms preschool prefabricated classrooms already<00:54:36.480> at
• <00:56:33.880> capacity one is what we call a classroom capacity one is what we call a classroom
• We’re doing that for classrooms. So you say, “I need four classrooms at this location.”

Keywords: 910, house, all

Summary: The Committee on Finance held informational briefings first with the Department of Defense on its FY 2026 budget request, then with the Hawaii School Facilities Authority. Major General Steve Logan outlined the Department of Defense request for $40.5 million in state funds, which he said would leverage about $74 million in federal matching funds and support 411 open projects that could attract up to $2.3 billion in additional federal grant money. He said the budget focuses on sustainment, safety, and reorganization in light of lessons from the Maui wildfires. Key requests included $1.3 million to sustain IT systems, $2.7 million for 32 HEMA emergency management positions, three new Hawaii Army National Guard positions plus four upgrades, and $1.9 million for the Youth Challenge Program to cover state-mandated fringe costs and staffing needs. He also reviewed capital improvement projects, including Youth Challenge facility upgrades, siren modernization, ADA improvements, building retrofits for disaster resilience, Army facility upgrades, a third state veterans home on Maui, HEMA EOC improvements, and a maintenance/fuel building at Diamond Head. Members asked about the siren modernization timeline, and HEMA said roughly 26 to 31 sirens would be modernized this year, with 15 on Maui, eight on Oahu, and eight on the Big Island. Questions also focused on Youth Challenge and Job Challenge enrollment and vacancies, with the department saying the Hilo Job Challenge Academy is growing and that combining Youth Challenge recruiting statewide into one Kilauea program has helped enrollment. Logan also answered questions about the New Year’s Eve medical transport mission, explaining the Hawaii Air National Guard’s relationship with active-duty Air Force assets and saying the flight cost is about $20,000 per flight hour, though the final bill had not yet been determined. On the Maui veterans home, staff said the University of Hawaii site was no longer viable after faculty senate opposition, so the department is now focused on a 10-acre Puna District site; the project remains tied to a certified $35 million state match and August 2025 and August 2026 federal suspense dates. Logan said the veterans home remains one of the department’s highest priorities, but it could not be moved higher in the submitted CIP ranking. The department also discussed a Governor’s add-on for a fire marshal/Office of Recovery and Resiliency proposal. Logan said the fire marshal position was reestablished last session but has not yet been filled, and that if the function is transferred to the Department of Defense, the department wants funding ready to move quickly. Staff later said the request would include about $1.1 million for seven positions and about $2.2 million for operating costs, though details were still preliminary. The committee then reconvened for the School Facilities Authority briefing, where Executive Director Ricky Fujitani described the agency as a startup created in 2020 to improve school and workforce housing development through standardized designs, prefabrication, best-value procurement, and public-private partnerships. He said Hawaii’s single school district still functions like 15 different districts because of its 264 schools across 15 complex areas, and that the authority’s goal is to create more efficient, maintainable, and cost-effective facilities.

Transcript Highlights:

• elementary educator in rural Indiana, very rural Indiana, and really dreamed of being an educator, a classroom
• They do so through hiring students, offering internships and job sharing, guest lecturing in classrooms
• Lecturing and classrooms.
• I mean, when we're talking about semiconductors, it goes down to national security, really, if you think
• I mean, when we're talking about semiconductors, I mean, it goes down to national security, really, if

Summary: The Careers and Workforce Subcommittee heard a panel discussion focused on how Florida schools and colleges are exposing students to in-demand careers in manufacturing, semiconductors, transportation, and related fields, and how they are building pathways from middle school through postsecondary training. Panelists from Seminole County Public Schools, Lake Technical College/Lake County Schools, and St. Petersburg College described their career academies, dual enrollment options, industry certifications, and partnerships with employers, local governments, and state colleges. They emphasized early career awareness, counseling, and parent outreach as key to helping students understand technical education as a viable and prestigious path. Seminole County highlighted 51 career and professional education academies and new offerings in agricultural biotechnology, global finance, firefighting, and planned aerospace engineering. Lake County described Lake Technical College’s programs, strong completion and placement outcomes, and three partnerships: a flexible-day high school/workforce model at Lincoln Park Education Center, the Lake Works pathway collaboration with Lake Sumter State College, and a Transportation Innovation Hub with the City of Tavares that trains students on municipal vehicles and serves multiple local governments. St. Petersburg College discussed its manufacturing and engineering technology programs, including semiconductor processing, mechatronics, soldering, and clean-room training, along with new grant-funded expansion at its Midtown campus. Members asked about wages, the semiconductor workforce, how to change perceptions of technical education, how parents are engaged, and how Bright Futures CAPE and Gold Seal scholarships are communicated. Witnesses said school counselors, CTE teachers, parent nights, and district communications are used to promote these options, and that many students can earn strong wages through short-term certifications or two-year degrees. Lake Technical College also raised concerns about workforce funding not keeping pace with teacher pay increases and inflation, noting that funding covers only about 80% of what it earns and tuition has remained unchanged for 18 years. The meeting ended with members praising the programs, and the subcommittee adjourned without any vote or formal action beyond rising and adjournment.

Transcript Highlights:

• Troopers and House security personnel are present to ensure everyone's safety.
• Troopers and House security personnel are present to ensure everyone's safety.
• Troopers and House security personnel are present to ensure everyone's safety.
• Troopers and House security personnel are present to ensure everyone's safety.
• enforcement actions in their classrooms enforcement actions in their classrooms or<00:21:03.280>

Keywords: 1183, house

Summary: The committee took up House File 3415, a bill aimed at limiting immigration enforcement activity at child care centers. House Research explained the DE1 amendment, which defined key terms and barred child care employees from consenting to civil immigration enforcement entry without a judicial warrant, while requiring officials to identify themselves and state their purpose; the amendment also clarified that it would not block officials administering child care programs. After brief debate, members adopted the DE1 amendment. The bill author, Representative Sensor Mura, said the measure was intended to address fear and disruption in child care settings caused by recent immigration enforcement activity and to keep those spaces safe for children and families. Supporters, including a pastor, a Children’s Defense Fund representative, parents, child care workers, and an ACLU policy counsel, testified that immigration enforcement near daycares has caused fear, staff absences, lockdowns, and emotional harm to children. They argued the bill would not stop lawful enforcement but would require warrants and basic identification before entry, protecting children from witnessing raids or arrests and giving providers clear rules. Several witnesses described specific incidents involving ICE activity near Spanish immersion daycares in Minneapolis and St. Paul, including staff members being detained, parents organizing safety watches, and children showing distress. Testimony emphasized that many affected children are U.S. citizens in immigrant families and that visible enforcement can create toxic stress and separation anxiety. No final action on the bill was taken in the portion of the meeting provided beyond adoption of the DE1 amendment and continuation of testimony.

Transcript Highlights:

• They're not getting to the classroom.
• They're not gonna come teach in the classroom for 55,000 a year.
• Department of Homeland Security and the Cabinet Secretary there.
• Colors annually for FY 19 through 2022 for school security initiative.
• A lot of the schools use that money for security infrastructure. How is that allowed? Mr.

Transcript Highlights:

• classroom at Maple Elementary School.
• <00:28:59.120> grade<00:28:59.200> gig classrooms and two third grade gig classrooms
• I think the state a lot of security.
• <01:36:26.000> It classrooms. There's less programs. It classrooms.
• Schools security.

Keywords: 1191, senate, all

Transcript Highlights:

• They're designed to provide the security for networks.
• And we will also able as a result of this to do some work on election security.
• Because election security is certainly something we're all very familiar with.
• So our tag line is from classroom to casework to competent leadership.
• So faculty will be able to integrate those resources into their classroom.

Keywords: 999, senate, all

Transcript Highlights:

• So I think the largest issue that we would have is actual discrete classrooms.
• I think we only have one or two classrooms that are not being used at the moment. We are able...
• We only have one or two classrooms that are not being used at the moment.
• We are able to, you know, add ten more classrooms if we had the need.
• I want to emphasize what makes our school, and particularly our primary classroom, so special.

Keywords: 995, all

Summary: The hearing focused primarily on H. 517/S. 314, a bill to provide a sustainable future for rural schools, and H. 697, a bill to require full funding of regional school transportation. Witnesses from rural districts, school committees, superintendents, students, and local officials described chronic underfunding, declining enrollment, high fixed costs, special education and transportation burdens, and the loss of programs, staff, and extracurriculars. Several speakers argued that rural aid should be funded at $60 million annually and made non-discretionary, while others emphasized that transportation reimbursement for regional districts has repeatedly fallen short of the state’s promise and is driving budget crises and overrides. A number of students testified in support of rural aid, describing cuts to classes, counselors, and activities, and the impact on their schools and communities. Committee members also discussed whether transportation policy should be revisited to address underlying cost drivers, including bus bidding practices and whether regional districts should have more flexibility in transportation requirements. The committee also heard H. 515, concerning Hancock Elementary School and a school choice-related exemption from a state requirement that has created a large financial burden for the district. Hancock’s superintendent and Rep. John Barrett explained that a decades-old regulation, recently enforced by DESE, would require Hancock to pay tuition for choice-in students through high school graduation even though the district only serves pre-K through grade 6 and sends its own students elsewhere for middle and high school. They said the rule creates a significant per-student shortfall and has forced Hancock to opt out of school choice. Committee members asked for clarification about how the arrangement works and how the costs fall on Hancock. Additional testimony supported related transportation bills for non-regional districts, especially Plymouth/Carver and North Middlesex, describing high and rising bus costs, special education and McKinney-Vento transportation expenses, and the strain on local budgets. Speakers repeatedly said that state reimbursement has not matched actual costs and that communities are being forced to choose between transportation and classroom services. No votes or final actions were taken in the hearing; the committee simply received testimony and closed the hearing on the bills discussed.

Transcript Highlights:

• these days to security breaches.
• They are important to keeping the universe, but they are less connected to a classroom.
• More surgical in identifying how we can keep cuts away from the classroom.
• And support the purchase of renewable cloud-based security subscription services.
• And so for the security system.

Keywords: 988, house, all

Transcript Highlights:

• Working families do and for security.
• placed in safe, private, and secure placed in safe, private, and secure locations<00:52:19.359><
• who deserves to enter into a classroom who deserves to enter into a classroom and<01:02:33.760><
• and she brought me up to the classroom and she brought me up to the classroom board<01:03:20.319
• people yelling, this isn't security. people yelling, this isn't security.

Keywords: U.S. House of Representatives Floor Proceedings on Wednesday, July 16, 2025, 1012, house, all

Transcript Highlights:

• <00:09:28.680> mahalo economy and our food security mahalo economy and our food security mahalo
• million do and is related to security million do and is related to security you've<00:24:07.240>
• <03:35:37.399> and One students out of the classroom and One students out of the classroom
• shovel ready we have secured shovel ready we have secured construction<04:51:20.920> funds
• <06:01:49.680> across of leadership we in classrooms across of leadership we in classrooms

Keywords: 910, house, all

Transcript Highlights:

• I appreciate your work and your advocacy that extends beyond your time in the classroom.
• Justice concerning the transparency, oversight and accountability of use of restricted housing, security
• relates to the reform of solitary confinement practices and the treatment of prisoner affiliated security
• ruling to the school district's conference of hearing for a public school students removal of the classroom
• a handgun and certain active and retired judicial officers referred to the Committee on Homeland Security

Transcript Highlights:

• As a teacher, I made choices such as buying a ream of copier paper or new PE equipment with my classroom
• Does the current equal treatment in the classroom not help learning the lessons in the classroom by the
• I teach a classroom of diverse students. The majority of them do not look like me.
• And what else can we do to ensure that we are able to have enough material in the classroom is to come
• California voters have embraced voting by mail because it is safe, it is secure, it is reliable, and

Keywords: 987, senate, all

Summary: The Senate Committee on Elections and Constitutional Amendments heard several measures, beginning with SCA 5, Senator Cortese’s proposal to create an Equalization Reserve Account to help reduce long-standing per-pupil funding disparities between basic aid and non-basic aid school districts. Supporters, including education leaders and school employees, argued the measure would provide a stable, long-term funding source to improve student services and staffing. Charter school representatives opposed the bill, saying it excluded charter schools from the benefits and could raise equal protection concerns. Senator Cortese responded that the bill only addresses district funding and does not alter charter funding formulas. After quorum was established, SCA 5 was approved and sent to Appropriations. The committee also heard S.J.R. 18, a resolution by Senator McNerney condemning the Citizens United decision and urging limits on corporate influence in elections. The author argued that corporate and dark money have overwhelmed campaign finance and weakened public trust. There was no formal witness testimony in support or opposition, and members discussed the resolution’s symbolic nature and its relationship to free speech and campaign finance rules. The resolution was adopted and referred onward. The committee then took up ACA 7, Assembly Member Jackson’s constitutional amendment to clarify Proposition 209 and allow more race-conscious tools in education to address racial equity gaps. Supporters said current law prevents targeted, evidence-based interventions and that the measure would help close persistent disparities; opponents argued it would weaken Prop. 209, invite discrimination, and likely fail at the ballot or in court. After extensive debate, the measure was approved as amended and sent to Appropriations. The committee next heard ACA 18, which would add a second student voting seat to the University of California Board of Regents, ensuring both undergraduate and graduate student representation. The author and student regent witnesses said the UC board is the only major higher education governing board in California with just one student vote, and that more student representation would improve decision-making and reflect the student body. The measure drew support from student organizations and was approved. Finally, AJR 29 was heard, opposing a federal executive order affecting vote-by-mail administration and defending California’s mail voting system as safe and secure. The author said the order would improperly interfere with state election administration. The resolution was adopted. Items 3 and 4 on consent were also approved, and the committee adjourned after all agenda items were acted upon.

Transcript Highlights:

• The teacher in the classroom is the single most important. school factor impacting student outcomes.
• Santa Fe High School and Santa Fe ISD and $4 million. dollars for a preschool-age children food security
• in a classroom, the intervention supports for students, especially in special education, also have an
• It revolves around teachers and making sure that our teachers feel safe in the classrooms. and making
• sure that when a teacher doesn't feel safe or comfortable with a child in the classroom, they have a

Keywords: 1184, house, all

Transcript Highlights:

• We're going to need all the support we can get in those classrooms.
• Briefly, I know that we allowed retired teachers to return to the classroom.
• Briefly, I know that we allowed retired teachers to return to the classroom.
• These are people who are teaching, who are in the classroom.
• We have our youngest learners that are empty classrooms throughout California.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• and the chain supply and so forth for the mega- Being secured in the chain supply and so forth through
• My point of that is, why do we need to add more hours to instruction that is already in that classroom
• Is already in that classroom.
• Madam President and sponsor, I understand you think it's only a few hours, but as a classroom teacher
• And I know we can giggle about that, but sometimes we had to get that basic in that classroom.

Keywords: 996, all

Transcript Highlights:

• How are you going to have security for modular classrooms?
• How are you going to have security for modular classrooms?
• How are you going to have security for modular classrooms?
• How are you going to have security for modular classrooms?
• How are you going to have security for modular classrooms?

Keywords: 928, house, all

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

• coaches, our student technology coaches, our student technology leadership program for students, cyber security
• The second item is the cyber security defense to improve the cyber security defense of all of our school
• So many of our KRS 156 teachers come directly out of industry and go into the classroom.
• You know, there's more emphasis on the trades now, but just like in a regular classroom, we've got to
• , >> but just like in a regular classroom, >> but just like in a regular classroom, we've

Keywords: 958, all

Summary: The committee heard an Office of Education Technology presentation on the Kentucky Education Technology System (KTS) and a request to increase its annual budget from $15.4 million to $30 million, including an additional $14.6 million. The witness described KTS as a statewide service model that provides districts with student information and financial systems, internet bandwidth, regional support, cybersecurity, online registration, learning management and email services, and collaborative instructional technology support. He argued the state’s centralized purchasing saves districts 40% to 60% compared with buying services individually, and said federal internet discounts and district matching funds create a strong return on investment. He also said KTS has faced long-term funding cuts, has not received a cost-of-living increase since 1992, and is now at a “breaking point” where some services may have to be shifted to districts at higher cost. The request was broken into six main items: restoring funding for the computer science and information technology academy; strengthening cybersecurity defenses in response to sharply rising attacks on K-12 systems; funding online registration through Infinite Campus; stabilizing ongoing support costs for Infinite Campus; providing cost-of-living increases for KTS services; and increasing the KTS financial assistance sent to districts, which requires local matching funds. Members asked about the current appropriation, and the witness said it is $15.4 million. One member praised the office’s work and support for districts, while another noted the district had been an early adopter of one-to-one technology. The committee then received an overview of the KRS 156 salary schedule and step-and-rank system for state-operated career and technical education staff at area technology centers. Officials explained that salaries are set under statute and regulation based on years of service and educational rank, with annual calculations tied to statewide teacher salary averages and retroactive adjustments to July 1. They said the current ABR request is $325,000 over the biennium to cover step and rank increases. The presentation noted that KRS 156 salaries are generally comparable to local districts but are less competitive with business and industry, making recruitment and retention difficult, especially for instructors coming from the trades. Members agreed that trade instructors are underpaid relative to the market and said the issue deserves further review, with department officials indicating they are considering possible statutory revisions and a delayed implementation in a future biennium.

Transcript Highlights:

• So they're able to lease their building or partial classrooms through that university.
• But we have a lot of restrictions securing that facility funding.
• And how many teachers can be proficient with that many students in the classroom.
• Because Los Alamos has job security.
• Deming, have you secured the right of way for this transmission line.

Transcript Highlights:

• as additional renovated elementary classrooms are in this project, special education classrooms, career
• classrooms, career and technical<00:52:14.200> education<00:52:14.680> classrooms,<00:
• 52:15.600> science technical education classrooms, science technical education classrooms, science
• help attract and secure these events. help attract and secure these events.
• > playground classroom and accessible playground classroom and accessible playground equipment

Keywords: 1183, house

Transcript Highlights:

• Without them doing the work that they do in the classroom, outside of the classroom, working with teachers
• Without them doing the work that they do in the classroom, outside of the classroom, working with teachers
• Without them doing the work that they do in the classroom, outside of the classroom, working with teachers
• Without them doing the work that they do in the classroom, outside of the classroom, working with teachers
• Without them doing the work that they do in the classroom, outside of the classroom, working with teachers

Keywords: 1187, senate, all

Summary: The Senate Education Finance Committee met on January 28, 2025, to receive updates on chronic absenteeism work funded in the 2024 education finance bill. The chair introduced presentations from districts in the student attendance pilot program—Minneapolis, Columbia Heights, Chisago, and Rochester—and noted that the committee would also hear the student attendance and truancy legislative study group report and later a bill from Senator Weber. The chair also thanked educational assistants and paraprofessionals for their work in schools. Minneapolis Public Schools described common attendance challenges across pilot districts, including inconsistent attendance coding, weak family communication, difficulty identifying interventions, and uneven responses to absences. The district said pilot districts want statewide definitions for absences, tardies, and exempt codes, as well as better internal dashboards and clearer procedures. Minneapolis also highlighted strategies such as attendance teams at each school, quarterly postcards to families after five or more absences, Promise Fellows, home visits, multilingual communication through TalkingPoints, and a morning nurse line to help parents decide whether a child should stay home. The district said its main attendance goal is to raise consistent attendance from 68 percent to 80 percent by 2026. In response to committee questions, Minneapolis said its main post-COVID absenteeism reason has been illness or medical issues, followed by transportation problems, and that it does not penalize students for transportation-related absences. The district said it counts secondary absences when students miss more than three periods in a day, with truancy beginning after seven such absences, while elementary students are counted absent for the full day. Members also asked about whether reduced truancy referrals reflected more attendance or diversionary supports; the district said its approach is to focus on understanding root causes and providing support rather than quickly referring students to truancy processes. The district reported improved communication, greater parent awareness, and fewer truancy referrals so far, and said the attendance team model should be sustainable because it uses existing staff with clearer direction.