Transcript Highlights:

• So that's really a... ...straight clean-up of language. And that's in our testimony already.
• I know that a colleague of mine has given you some language to try to address that as well.
• The bill separates out the writing component of the English language arts or reading language arts assessment
• are generally required to take all exams. in English.
• The proposed language of HB 8 provides some positive changes.

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

Transcript Highlights:

• This is a language model that, as I understand it, the technology goes back about 15 years. a, um, a,
• We're required to have assessments that assess the reading and language arts standards of the State Board
• With extended 559 constructed response, whether it is embedded in English and reading assessments or
• Every student in kindergarten through Algebra 2 in English does take math three times a year.
• We do test interpretation meetings in English and Spanish, and elementary parents meet face to face with

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.

Transcript Highlights:

• are three programs being funded: grants to Minnesota Tribal Nations to preserve Dakota and Ojibwe languages
• I think next we can go to the policy language for nonpartisan. Very good. Thank you, Co-Chair Vang.
• Collectively, we share a common concern about the language in Article 3 that would serve to prevent our
• However, the funds allocated to them through the proposed language would be better utilized through existing
• There are a lot of people who go there to learn a second language, or kids who cannot afford some of

Bills: HF2563

Keywords: HF2563, legacy finance bill, Legacy Amendment, outdoor heritage fund, clean water fund, parks and trails fund, arts and cultural heritage fund, Lessard-Sams Outdoor Heritage Council, Clean Water Council, Minnesota legacy funds, habitat conservation, prairie restoration, wetland restoration, forest conservation, riparian buffers, water quality, groundwater protection, drinking water, septic systems, watershed planning

Transcript Highlights:

• I think next we can go to the policy language for nonpartisan staff. Very good.
• Um, but the funds allocated to them through the proposed language would be better used through existing
• The proposed language would be better used through existing local partnerships throughout the state.
• But when you look at the constitutional language, something happened along the way.
• But when you look at the constitutional language, something happened along the way.

Bills: HF2563

Keywords: HF2563, legacy finance bill, Legacy Amendment, outdoor heritage fund, clean water fund, parks and trails fund, arts and cultural heritage fund, Lessard-Sams Outdoor Heritage Council, Clean Water Council, Minnesota legacy funds, habitat conservation, prairie restoration, wetland restoration, forest conservation, riparian buffers, water quality, groundwater protection, drinking water, septic systems, watershed planning

Transcript Highlights:

• We're adjusting the language for one of those.
• Two other states, and we’ve offered that language, and I don’t have a full response.
• Have done it, and we would take that language. But we don’t have that amendment.
• What does that language mean? Enforcement of what?
• Uh, we kind of got notified that the agreed language we had on this may not work.

Bills: HB445, HB477, SB274, HB441

Keywords: hemp-derived cannabinoids, CBD, THC, delta-8, delta-9, delta-10, consumable hemp products, psychoactive cannabinoids, cannabinoid regulation, hemp licensing, ABC Board, Alcoholic Beverage Control Board, retail hemp sales, wholesale hemp distribution, hemp tax, excise tax, age verification, underage sales, product testing, certificate of analysis

Transcript Highlights:

• simply in this bill, we're adding in the Alabama State Port Authority in addition to the existing language
• <00:09:02.480> to<00:09:02.640> the<00:09:02.880> existing<00:09:03.360> language
• <00:09:03.760> where addition to the existing language where addition to the existing language

Bills: HB136, HB137, HB220, HB213, HB256, HB136, HB137, HB220, HB213, HB256

Keywords: Teacher's Retirement System, TRS, DROP, Deferred Retirement Option Plan, retirement benefits, teacher retirement, classroom teacher, Tier I, Tier II, public pension, pension reform, education employees, retirement system, sick leave, cost-of-living adjustment, COLA, beneficiary, lump-sum payout, rollover, service retirement

Transcript Highlights:

• The key language is the next words: if permissible pursuant to state and federal law from the parents
• Are all being stricken as repetitive language ending with just the last sentence.
• Change to me; it looks like the same language. Yeah, that's the totality of the amendment.
• I do see that the diversity language is in there if that's what you're asking me.
• And you know, I don't mind the diversity language being in here, but I think at some point we need to

Bills: HB37, HB187, HB177, SB63, HB82, SB48, HB33, HB37, HB33

Keywords: judicial compensation, salary increase, court system, Alabama legislation, judges, HB187, court fees, docket fee, sheriff's fund, sheriff's office, jail operations, law enforcement, county sheriff, court filing fees, Alabama Code 12-19-312, solicitor's fund, clerk's fund, forensic services trust fund, budget flexibility, public safety

Transcript Highlights:

• The original 328 removed language requiring copies of the Register to two state daily newspapers.
• The original 328 removed language requiring copies of the Register to two state daily newspapers.
• I support the folks who are in the room here, and I support the language in the resolution.
• Our nations, our culture, our languages, our ceremonies, and spiritual traditions have endured despite
• So we do anticipate that there will be language around data collection for the other counties, but we

Bills: HB89, HB328, HB344, HB365, HB283, HB89, HB328, HB344, HB365, HB283

Keywords: home improvement, consumer protection, consumer fraud, dispute resolution, mediation, contractor registration, home repair, renovation, homeowner, building contractor, construction fraud, treble damages, attorney fees, Department of Justice, Division of Consumer Protection, Department of Labor, good faith, unfair trade practices, Delaware, regulations

Summary: The Senate Elections and Government Affairs Committee met in hybrid format, approved the June 10 draft minutes, and then heard a long agenda of bills. HB 89 (home improvement fraud dispute resolution) was presented as a consumer protection measure developed with DOJ to address contractor fraud, especially against vulnerable homeowners; members voiced support and asked to be added as sponsors. HB 283 updated realty transfer tax exemptions to use gender-neutral “spouses” language and add a direct grandparent-to-grandchild transfer exemption; it drew supportive public comment. HS1 for HB 390 would let DelDOT choose electronic-only bidding for projects, remove newspaper bid-opening notices, and clarify bidding records, with no opposition raised. HB 328/H.A. 2 modernizes the Register of Regulations statute, keeps newspaper distribution requirements, and delays some effective dates to 2027; it was described as a technical update. HB 365 would create the Delaware Indigenous Affairs Commission, prompting supportive testimony from Indigenous community members and some discussion about representation and internal tribal اختلافs, but no formal opposition. HB 423 would automatically enroll new state employees in the 457B deferred compensation plan unless they opt out, with exclusions for collective bargaining units and implementation tied to payroll readiness; it was presented as a retirement-savings measure. SS1 for SB 342 would modernize the Delaware Motion Picture and Television Development Commission to support a broader film/media incentive package, with support from the Delaware Arts Alliance and a request to help attract productions to Delaware. The committee also heard SB 331, a cleanup bill on garagekeeper liens for manufactured housing and related assets. The sponsor and an attorney explained it as clarifying who can recover funds and attorney’s fees in lien sales, but the Chief Magistrate and the manufactured housing association said the issue should be addressed more carefully and possibly in another section of code; they were open to further work. HB 436 would update the Smyrna charter, including school impact fees, election challenge procedures, vacancy rules, domicile standards, Board of Elections terms, and meeting schedules. HS1 for HB 376 made technical and organizational changes to the Millville charter, including a tiebreaker for municipal elections and a property tax cap, with the town solicitor saying there was little substantive change. HB 460 would require New Castle County municipalities to submit permit data monthly rather than on a much slower schedule, limited to closed permits with certificates of occupancy, to improve property assessment data; it was presented as part of broader reassessment/data-quality efforts. Public comment was heard on several items, especially HB 365 and SS1 for SB 342. Indigenous speakers supported the commission as a way to preserve heritage, improve representation, and create a formal seat at the table. The Delaware Arts Alliance supported the film commission modernization bill as part of a broader creative-economy plan. No recorded votes were taken on the individual bills in the transcript, and the meeting ended with a unanimous motion to adjourn.

Transcript Highlights:

• However, the complaint process is only available in two languages: English and Spanish.
• to increasing language accessibility throughout the state of Texas.
• Texas is home to 160 languages, and many communities in Texas speak languages other than English or may
• have limited English proficiency.
• This language need is often associated with limited English proficiency (LEP), which leaves these communities

Bills: HB456, HB482, HB1463, HB1682, HB1949, HB5549, SB763

Keywords: translation, environmental quality, complaints, accessibility, multilingual, TCEQ, environmental justice, environmental complaints, Texas Commission on Environmental Quality, language access, public information, Texas Commission, multilingual access, administrative actions, environmental regulations, state representatives, state senators, penalty notice, Water Code, legislative notification

Transcript Highlights:

• It includes language to ensure a smooth transition for health care benefits for the employees of the
• So, we changed that language up to make sure that ERS receives full contributions for the applicable

Bills: SB530, SB757, SB769, SB1085, SB1241, SB1242, SB1409, SB1878, SB2138, SB2314, SB2231, SB2361, SB2431, SJR59

Keywords: accreditation, postsecondary education, Texas Higher Education Coordinating Board, baccalaureate degrees, junior colleges, program delivery, faculty recruitment, higher education, performance standards, student loan debt, degree programs, funding, students with disabilities, accessibility, enrollment, report, SB 1085, Sul Ross State University, Rio Grande College, Del Rio

Transcript Highlights:

• We have a new substitute language.
• Again, Senator Perry's approaching with new substitute language.
• Hearing none, the substitute language is adopted.
• submerging oneself in the language.
• abroad in lieu of traditional stateside foreign language classroom instruction.

Bills: SB530, SB757, SB769, SB1085, SB1241, SB1242, SB1409, SB1878, SB2138, SB2314, SB2231, SB2361, SB2431, SJR59

Keywords: accreditation, postsecondary education, Texas Higher Education Coordinating Board, baccalaureate degrees, junior colleges, program delivery, faculty recruitment, higher education, performance standards, student loan debt, degree programs, funding, students with disabilities, accessibility, enrollment, report, SB 1085, Sul Ross State University, Rio Grande College, Del Rio

Bills: HB145, SB37, HB279, HB292, SB35, SB48, SB20, SJR1, SB38, SB41, SB73, SB100, SB111, SB132, SB152, SJR7, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM39, HM29, HM43, HM59, HM30, HM52, HM11, HM14, HM21, HM34, HM50, HB2, HB70, HB180, SB151, SB240, SB273, HB95, HB247, HB332, HB8, HB253, HB4, HB96

Keywords: high-wage jobs, tax credit, job creation, New Mexico, economic development, high-quality literacy instruction, science of reading, structured literacy, reading instruction, literacy assessment, dyslexia screening, phonics, phonemic awareness, fluency, vocabulary, comprehension, biliteracy, English language learner, ELL, bilingual education

Bills: HB145, HR1, HB80, SB29, SB37, HB206, SB193, SB58, SB64, HB153, HB195, HB234, HB248, HB255, HB279, HB287, HB292, HB303, HB309, HB371, SB30, SB35, SB40, SB43, SB48, SB96, SB143, HJM1, HM7, HM17, HM4, HM22, HM23, HM24, HM26, HM2, HM16, HM32, HM13, HM47, HM20, HM51, HM1, HM31, HM35, HM36, HM46, HM53, HM54, HM39, HM29, HM43, HM59, HM11, HM14, HM21, HM34, HM50

Keywords: high-wage jobs, tax credit, job creation, New Mexico, economic development, House Resolution 1, HR1, House investigatory subcommittee, special committee, legislative investigation, subpoena power, public corruption, criminal activity, Zorro ranch, Santa Fe County, public accountability, government oversight, impeachment power, children and vulnerable persons, public funds

Transcript Highlights:

• and the Partner Language, serving all students, including English learners, initially fluent English
• language development or English as a second language for English learners.
• arts, one hour of English language development, or English as a second language for English learners
• While English learners can be considered bilingual learners, not all bilingual learners are English learners
• It took away from dual language programs because if you weren't an English language learner, they didn't

Transcript Highlights:

• This bill proposes some technical cleanup language to our Opportunities Scholarship Fund Act.
• I've brought the housekeeping language with me. I will add in response to your last question.
• I will also point out on page 10 we are talking about eligible students and that language about using
• And so it might be the exact same language, and I've just forgotten, so forgive me.
• I'm open to language to working on this language if you have constructive feedback.

Bills: HB2210, HB2398, HB2959, HB3006, HB3026, HB3151, HB3315, HB3372, HB3467, HB3590, HB4268, HB4359, HB4427

Keywords: youth apprenticeship, career education, workforce development, high school programs, mentorship, vocational training, state oversight, credential of value, education, labor market, government reporting, school abuse reporting, child abuse, neglect, mandatory reporting, student safety, school employee misconduct, administrator reporting, superintendent, law enforcement notification

Transcript Highlights:

• Next, we have in the ESSA plan a goal of 52% of English learner students on track to English language
• So our next long-term goal within ESSA is to have 52% of English learners on track to English language
• English learners on track to English language proficiency by 2030.
• So this chart shows the percentage of English learners on track to English language proficiency, going
• You know, maybe the English language learners, I don't know.

Summary: The committee received a lengthy Bureau of Legislative Research presentation on Arkansas academic standards, accountability systems, and adequacy requirements. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act through the 2003 Quality Education Act and the 2017 Educational Support and Accountability Act, including required coursework, standards for accreditation, career and technical education, graduation requirements, and recent additions such as computer science, personal finance, firearm safety, and fetal growth and development instruction. Members asked for a chart comparing the major laws and repeals over time, and staff agreed to provide one. The presentation then turned to federal ESSA requirements and Arkansas’s state accountability system. Staff explained Arkansas’s long-term goals for proficiency, English learner progress, and graduation rates, and reported 2025 ATLAS proficiency results, which remained below the 80% goal across student groups. They also reviewed English learner progress, graduation rates, school support and improvement, and equitable access to educators. Data showed gaps by subgroup and by school poverty/minority concentration, with Title I and high-poverty schools more likely to have emergency/provisional teachers and less experienced staff. Members questioned the lack of recent data for some ESSA measures, including equity labs and school index calculations, and asked staff to follow up with the Department of Education. The committee also discussed NAEP results, ACT scores, and teacher quality measures under the state accountability act. Arkansas’s NAEP performance remained below national averages in fourth- and eighth-grade reading and math, and ACT composite scores and benchmark attainment were also reviewed. Members asked for additional information on historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. No formal votes were taken; the main action was agreement to request additional information from DESE and to schedule department follow-up at a future meeting.

Transcript Highlights:

• We will now move on to the long-term English language learners panel.
• The Governor's budget includes trailer bill language to clarify and align the long-term English learner
• An English learner student who has not achieved English language proficiency within a specified number
• learner language that you all vote on.
• until students' six-year of English learner status.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• language learners, those that English is not their first language.
• language learners, those that English is not their first language.
• language learners, those that English is not their first language.
• > that English language learners, those that English language learners, those that English<00:
• A couple our English language learners.

Keywords: 958, all

Summary: The Commission on Race and Access to Opportunity met in September 2025, established a quorum, introduced new member Larry Forester, and approved the minutes from the August 26 meeting. The main presentation came from Warren County Public Schools Superintendent Rob Clayton and Assistant Superintendent Sarah Johnson, who discussed the district’s work serving English language learners and multilingual students, including immigrant and refugee families. They said Warren County now serves roughly 5,500 multilingual students out of about 19,000 total, representing about 92 languages and 90 countries, with 57 certified multilingual teachers, a GO Center, migrant and refugee advocates, and the state’s first international high school. The presenters emphasized that the district welcomes immigrant families and that students and parents generally value public education, but they described major challenges tied to accountability and funding. They explained that multilingual students are tested after one year in the system, even though many need more time to become proficient in English and grade-level standards, and they argued that current graduation-rate rules can unfairly penalize schools when transient students enroll briefly and then leave. They also said the cost of serving this population has risen sharply, with special revenue and especially general-fund spending increasing substantially over the past decade, prompting the district to reallocate resources from EL teacher assistants toward translation technology and additional certified staff. Committee members asked questions about how long-term multilingual students compare with the general student body and whether the district’s data show similar graduation outcomes. Clayton said he did not have the specific comparison data at hand but believed students who stay K-12 generally reach proficiency. He and Johnson asked legislators to consider giving students more time before accountability measures apply and to shift some graduation accountability from individual schools to the district level for highly transient populations, while still maintaining accountability. No formal votes or legislative actions were taken beyond approval of the minutes.

Transcript Highlights:

• Next, we have a goal in the ESSA plan of 52% of English learner students on track to English language
• English learner students on track to English language proficiency by 2030.
• To be considered on track for English language proficiency, an English learner student must meet one
• This chart shows the percentage of English learners on track to English language proficiency, going back
• This chart shows the percentage of English learners on track to English language proficiency, going back

Keywords: 1204, all

Summary: The committee received a Bureau of Legislative Research presentation on Arkansas academic standards, accountability, and achievement as part of the adequacy study. Staff reviewed how state curriculum and standards have evolved from the 1997 Public Education Act, the 2003 Quality Education Act, and the 2017 Educational Support and Accountability Act, including required course offerings, graduation requirements, career and technical education pathways, and recent additions such as success-ready pathways, Arkansas history, firearm safety, and fetal growth and development instruction. Members asked for a comparative chart showing how the laws and requirements changed over time, and staff agreed to provide one. The presentation then turned to the federal ESSA plan and Arkansas’s state accountability system. Staff explained the state’s long-term goals for 2030, including 80% proficiency in ELA and math, 52% of English learners on track to English proficiency, and 94%/97% four- and five-year graduation rates. They reviewed 2025 assessment results showing proficiency rates generally in the 30s, with English learners and students with disabilities performing lowest and white students highest. They also discussed school support and improvement categories, equitable access to educators, and report card/public reporting requirements, noting that some ESSA-related measures such as the school index, equity labs, and certain 2024 report card data were not currently available or not being calculated. Members questioned whether those ESSA commitments were being met and asked staff to follow up with DESE, including whether the legislature can revise the ESSA plan. The committee also reviewed the Arkansas Accountability Act and related assessment data. Staff described the Atlas assessment system, alternate assessments for students with significant cognitive disabilities, ELPA 21 for English learners, ACT results, and NAEP comparisons. They reported that no student group met the 80% proficiency goal in 2025, Arkansas’s ACT composite score declined slightly over time, and Arkansas generally trailed national and SREB averages on NAEP. Members asked for additional data, including historical highs and lows, the number of assessments students take by grade, dropout data, and comparisons with other states. The meeting ended with agreement to invite the Department of Education to a future meeting to answer questions about missing data, equity labs, report cards, and ESSA compliance.

Transcript Highlights:

• We will now move on to the long-term English language learners panel.
• We will now move on to the long-term English language learners panel.
• The Governor's budget includes trailer bill language to clarify and align the long-term English learner
• An English learner student who has not achieved English language proficiency within a specified number
• learner language that you all vote on.

Keywords: 988, house, all

Summary: The committee began with public comment and then heard an informational update on the administration’s Career Education Master Plan and the California Education Interagency Council. State agencies described efforts to better align workforce, higher education, and TK-12 systems through data sharing, dual enrollment, e-transcripts, career passports, and regional partnerships. Members asked about the council’s timeline, strategic plan, reporting requirements, and whether it would have authority to act; administration staff said the council is being stood up, its first meeting is due by the end of June, and a strategic plan is due by the end of November. Members also raised broader questions about the relationship of this work to the Master Plan for Higher Education and common course numbering. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants. Finance said the proposal would extend grants for middle college, early college, and CCAP programs, add eligibility for regional occupational centers, provide extra support for justice-involved youth, prioritize high-need LEAs, and allow funds for teacher professional development. The proposal would also reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to better align schedules and remove barriers. The LAO recommended rejecting the funding, arguing that dual enrollment is already growing and that the proposal does not address major fiscal barriers. The Chancellor’s Office and CDE supported the investment, emphasizing access, equity, and technical assistance, especially for rural and small districts. Members questioned instructional-minute changes, reporting on outcomes, adult learner access, and whether the funds would support ongoing or one-time costs. Next, the committee considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by using a seven-year definition for LTELs and a six-year definition for students at risk of becoming LTELs, matching the dashboard and research on the typical time needed to reach English proficiency. Some members expressed concern that the proposal could delay intervention for students who have been English learners for four or five years and questioned why the issue was being handled through budget trailer bill language rather than policy legislation. After discussion, the committee voted on a motion to reject the proposal and refer it to the policy committee; the motion received two aye votes and the item was held open. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices Project by one year, from June 30, 2026 to June 30, 2027. Finance said the extension would continue the existing project, while CDE raised concerns about the project’s contract structure, fiscal management, and scalability. A Marysville Joint Unified School District representative testified that SIP had helped the district bring preschool services back into district schools, expand inclusive practices, and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the project was best positioned to support statewide preschool inclusion goals, with CDE suggesting that existing infrastructure may already be better suited for that work.