Transcript Highlights:

• I'm a third-year student at MIT, majoring in astrophysics.
• Students in the survey...
• Energy assessments is another 14%.
• With this bill, we can assess the quality of schools.
• So while our gas homeowners get their assessments from Mass Save, our other homeowners get their assessments

Committee: Joint Joint Committee on Telecommunications, Utilities and Energy

Keywords: 995, all

Summary: The committee hearing focused on a broad set of energy efficiency, building decarbonization, school modernization, and lighting bills. Testimony generally came from municipal leaders, labor unions, environmental groups, and advocates who supported measures such as H. 3529/S. 2294 on building energy and decarbonization, H. 3577/S. 2286 on a zero-carbon renovation fund, H. 3476/S. 2275 on healthy and sustainable schools, H. 3565 on Mass Save zero-carbon assessments, H. 3477 on clean lighting and appliance efficiency standards, and the Dark Sky bills on outdoor lighting. Supporters argued these bills would cut emissions, lower utility bills, improve indoor air quality and school conditions, and direct resources to environmental justice, gateway, and low-income communities. Witnesses emphasized that Massachusetts’ older building stock and school facilities need major upgrades, and that state funding and financing tools are needed to close gaps left by declining federal support. Mayors, labor leaders, and environmental advocates said the proposals would create local jobs, expand apprenticeships, and help municipalities and schools undertake retrofits, ventilation improvements, heat pump installations, and other decarbonization work. Several speakers also defended Mass Save as highly cost-effective while urging new funding sources beyond ratepayer bills for larger-scale building upgrades. One representative asked about the difference between current Mass Save audits and proposed zero-carbon assessments, and the sponsor explained the new assessments would include heat pumps, solar, storage, wiring upgrades, and rate-structure guidance. There was also testimony on the Dark Sky bill, with astronomers and museum representatives arguing that better-shielded, downward-facing lighting would reduce energy waste, protect wildlife and human health, and preserve night skies without compromising safety. Committee members raised concerns about pedestrian safety and whether education might be enough instead of legislation; supporters responded that the bill follows established lighting standards and targets only unnecessary glare and skyward light. On the school bill, an open-shop contractor group opposed the measure, arguing its PLA and apprenticeship requirements would restrict bidding and reduce competition, while labor organizations strongly supported the workforce standards and prevailing wage provisions. No votes were taken during the hearing. The committee heard extensive testimony and several members asked clarifying questions, but the transcript does not show any final action or disposition on the bills.

Transcript Highlights:

• health, uh, either an assessment and also counseling.
• health, uh, either an assessment and also counseling.
• </c><00:44:48.480><c> so</c> is is based on the individual student so is is based on the individual student
• </c> you can do that we have several students you can do that we have several students if<00:44:57.839
• </c><00:45:10.079><c> has</c> it that just means that the student has it that just means that the student

Keywords: 958, all

Summary: The committee first took up House Bill 669, sponsored by Representative Smith, which was presented as a response to a September shooting incident in his district that led to school closures and missed instructional days. Smith said the bill was intended to help school districts recover lost days caused by extraordinary emergencies and not to set a broad precedent. Members asked whether districts had adjusted calendars to make up time, and Smith said many had already extended days or moved calendars into June. The committee then voted to pass House Bill 669, with all members present voting yes. The committee next heard House Bill 621, as amended by a committee substitute that removed a homeschooling-related section and left only the school-threat provisions. The bill would allow courts to impose a fine on parents when a child is adjudicated for terroristic threatening if law enforcement incurred excessive costs, and it would require a mental health assessment for the child. Representative Duvall and Officer Steve Chappelle supported the measure, arguing that online school threats spread fear, disrupt attendance, pull law-enforcement resources from other schools, and should create more parental accountability. Representative Riley also supported the accountability goal, citing lost instructional time and a recent student suicide tied to online issues. Several members raised concerns about the bill’s scope and due process. Representative Josh Callaway questioned why this offense should be the starting point for parental fines and warned about a slippery slope in holding parents liable for children’s crimes. Representative Willner said the bill seemed more like a judiciary issue, questioned whether punishment can make parents better parents, and asked about diversion programs and the meaning of the detention language. Representative Tipton pointed to existing statutes on mental health assessments and terroristic threatening penalties, and said the committee substitute would alleviate many concerns. Scott West, speaking for Kentucky Policy and the Kentucky Association of Criminal Defense Lawyers, argued that the mandatory detention language would remove judicial discretion and that the parental fine provision could conflict with existing due process protections requiring notice, a hearing, and a finding that lack of supervision was a substantial factor in the child’s delinquency. The transcript does not show a final vote on House Bill 621 in the portion provided.

Transcript Highlights:

• ; the Western Regional Graduate Program, or WRGP, for graduate students; and the Professional Student
• Arizona students saved $23.8 million through WUE in academic year 2024-25. 2,360 Arizona students used
• Arizona students saved $23.8 million through WUE in academic year 2024-25. 2,360 Arizona students used
• We’ve created new weights to help students with special needs, with students who are in poverty.
• We’ve created new weights to help students with special needs, with students who are in poverty.

Committee: House House Education Committee of Reference

Summary: The committee began with member and staff introductions, then acted as the Education Committee of Reference for three required reviews. The first was the Credit Enhancement Eligibility Board sunset review. A governor’s office representative explained the board was created in 2016 to help qualifying schools, mostly charter schools, obtain lower-cost financing by guaranteeing debt with a $100 million fund. He said the board has approved 15 projects, has not met recently because it is at its statutory leverage limit, and has no dedicated staff or budget. Members supported continuation, and the committee voted by voice vote to recommend the board be continued for 10 years, until July 1, 2036. The committee then heard the sunset review of the Western Interstate Commission for Higher Education (WICHE). WICHE leadership described its regional higher education compact and its student exchange and cost-savings programs, including WUE, WRGP, and PSEP. They said the programs save Arizona students money, bring students into Arizona institutions, and help address workforce shortages, especially in health care. A WICHE commissioner and the Arizona Board of Regents executive director also testified in support, emphasizing benefits for Arizona students, universities, and workforce pipelines. The committee voted by voice vote to recommend WICHE be continued for 10 years, until July 1, 2036. The final item was the Auditor General’s performance audit of the Arizona Department of Education school safety program. The audit found the program had grown to more than $128 million and funded over 1,000 school safety positions, but ADE did not ensure many sampled schools complied with requirements such as operational plans, safety teams, annual training, activity logs, and reimbursement documentation. The Auditor General said the department relied too heavily on written attestations and lacked sufficient monitoring and guidance, and recommended stronger oversight, written procedures, and better review of reimbursements. ADE’s school safety director responded that the department had expanded training and documentation systems, was implementing the audit recommendations, and had begun risk-based monitoring; he also said the department would add staff and invited the Auditor General to meet with ADE and ASU’s evaluator. After the audit discussion, the committee began considering House Bill 2142, which would create a school safety center at ADE and allow up to 10% of school safety program funds for administration, with members raising questions about monitoring emergency operations plans, disability-related evacuation planning, and coordination with other state agencies.

Transcript Highlights:

• </c> that student so if Albany has students that student so if Albany has students that<00:07:20.120>
• They send their students to Penbrook, so their ADM are these 503 students.
• be 0.8 of a student.
• be 0.8 of a student.
• </c><01:04:58.279><c> that</c> assess and they weren't assessing that assess and they weren't assessing

Keywords: 928, house, all

Summary: The Department of Education’s Bureau of School Finance provided an adequacy-funding training for Division II, led by Mark Mello. He walked the committee through the adequacy formula using Albany, Allenstown, and Alton as examples, explaining average daily membership, base adequacy aid, and differential aid for free/reduced-price meals, special education, and English language learners. He also noted a recent change requiring home-education differential aid and emphasized that these aid streams are generally unrestricted district funding rather than money tied to specific students or programs. A major focus was the ongoing litigation over the adequacy base amount and the statewide education property tax, or SWEPT. Mello explained the historical basis of the current base amount, the 2008 legislative report that set the original methodology, and the later court ruling that the adequacy amount should be $7,356, which is now before the Supreme Court. He also described how SWEPT currently raises a fixed statewide amount of $363 million and how that revenue is used to offset the state’s adequacy obligation. For the example towns, Albany and Allenstown receive state adequacy grants because their SWEPT revenue is below their calculated adequacy cost, while Alton is an excess SWEPT community because its local SWEPT revenue exceeds the cost of adequate education. The discussion then turned to the pending “excess SWEPT” issue in the Supreme Court and what would happen if excess collections had to be remitted to the state. Mello said the Department is preparing a hypothetical walkthrough and explained that, if the court upholds the Superior Court ruling, DRA would likely be directed to collect excess SWEPT. Members raised concerns about whether SWEPT must be used for educational purposes and about the cash-flow burden on towns if money had to move from municipalities to the state and then back to districts. Mello and members discussed possible administrative workarounds, such as credits against other state aid distributions, and noted that the committee would continue reviewing the mechanics if the court decision comes down during budget work.

Transcript Highlights:

• takes the state assessments or other normed reference tests.
• Takes the state assessments or other normed reference tests.
• The assessment is up to the school, the non- or the participating school.
• limited to the state assessment.
• Of a graduating student, but I think, let me look for the...

Committee: Senate Education

Keywords: 908, all

Summary: The Senate Education Committee met with a quorum and first took up House Bill 1540, an education savings account bill. Senator Wobbema presented Amendment 040-003, describing mostly clarifying and reorganizing changes, including eligibility language, administrator duties, school participation standards, assessment provisions, and a correction removing a requirement that the department pay for state assessment materials if a parent selected that option. The committee adopted the amendment 4-2, then advanced HB 1540 as amended on a 4-2 vote and sent it to Appropriations, with Senator Wobbema designated as carrier. One senator opposed the bill, arguing it would divert resources from public schools and conflict with the state’s obligation to provide a free appropriate education while districts still face funding needs.

Transcript Highlights:

• This will land on the students.
• We have right now a student athletic pass that students can opt into, but it's not required.
• Maybe out-of-state students covering this, not as much as in-state students.
• Beyond that, we implemented the Ohio Risk Assessment Tool, which is an assessment tool that helps us
• We're working through getting those assessed.

Committee: All JOINT BUDGET COMMITTEE

Summary: The committee first considered revisions to the JBC rules, which staff said were all prompted by acts passed in the 2025 legislative session. The rules were adopted without objection. Members then received a balanced budget presentation from DFA Secretary Jim Hudson on the governor’s FY27 proposal, which he said was built around three priorities: limiting state government growth, continuing investments in education, and advancing income tax cuts. He highlighted major additions for education funding, EFA growth, pay plan costs, higher education productivity funding, drug task forces, corrections medical costs, the governor’s 1033 initiative, SNAP error-rate reduction, and Medicaid sustainability, while also explaining a new A/B funding category structure intended to prioritize recurring costs and preserve room for tax cuts. Members questioned Hudson about the cost of income tax reductions, the constitutional balanced-budget requirement, education funding, the Educational Adequacy Fund, Medicaid trust fund balances, and the impact of federal changes on Medicaid and SNAP. Hudson said each tenth of a percent income tax cut would cost about $58 million, the budget remained balanced, public education would still receive historic increases, and the Medicaid trust fund would be monitored closely with additional set-asides proposed. He also said the FY27 SNAP administrative cost increase would be about $18 million. The committee then heard from the Division of Higher Education, which reported institutions were 2.61% more productive overall and that the budget recommendation followed the statutory productivity formula. Questions focused on why some institutions were receiving decreases or large increases, how the formula works, and how the new return-on-investment metric and committee composition would affect future funding. The committee approved several higher education-related actions, including personnel changes for nine institutions and special language for North Arkansas College’s move into the University of Arkansas system. Staff then walked members through the higher education appropriation summary, explaining large percentage increases at several institutions were tied to federal funds or corrected carry-forward issues, including the U of A School of Mathematical, Sciences and the Arts, South Arkansas College, SAU Tech, ASU Mountain Home, and ASU Newport. Members also discussed UAPB’s 1890 extension program and the University of Arkansas Division of Agriculture’s land-grant matching funds; officials said UAPB’s recommendation was being aligned with actual spending and that the Division of Agriculture’s Smith-Lever and Hatch matches were included within its overall appropriation. The committee ultimately adopted the Higher Education Coordinating Board’s recommendations for all institutions and then moved on to the Department of Corrections section, with the chair outlining how the committee would proceed through those appropriations by section.

Transcript Highlights:

• This bill modifies the requirements for student assessments that lowered the stakes for students on the
• and their assessment calendars.
• We're basing it on an end of the year assessment every single year trying to determine where that student
• And of course, at the end of the year assessment.
• Absolutely amazing student. She is absolutely amazing.

Keywords: 999, senate, all

Transcript Highlights:

• That would be to the future assessed values of properties and the taxes that those assessed-value increases
• students.
• students.
• students based on test scores, and they can refuse students based on their ability to assimilate or
• out of 700,000 students, accountability means that the students are learning, they're learning consistent

Bills: SJR50 , SJR51 , SJR52 , SJR53 , SJR54 , SJR39 , SB1290 , HB4028 , HB4029 , HB4073 , HB4074 , HB4075 , HB4076 , HB4077 , HB4078 , HB1250 , HB2951 , HB2961 , HB3151 , HB3581 , HB3705 , HB3970 , HB3972 , HB3980 , HB3981

Keywords: Medicaid, federal funding, state law, healthcare, low-income adults, Oklahoma Constitution, healthcare regulations, Oklahoma Health Care Authority, permanent rules, joint resolution, OHCA, health care rules, administrative rules, major rule, Title 75, Title 317, Oklahoma Administrative Code, OAC 317:30, health policy, state health programs

Summary: The Senate convened with a quorum, prayer, pledges, and several floor recognitions, including the Doctor of the Day, Psychologist of the Day, and Nurse of the Day. Members also honored the OSBI Cold Case Team for its work on unsolved cases, recognized the 75th anniversary of the American College of Obstetricians and Gynecologists, and welcomed guests for the Prague-Kolache Festival. The chamber then moved into floor action on multiple measures and conference motions. The most significant item was Senate Joint Resolution 39, a property tax constitutional amendment. After extensive debate over the impact on homeowners, seniors, farmers, schools, local governments, and future revenue, the Senate adopted House amendments by a 27-19 roll call and then passed the resolution 40-8. However, the motion to order a special election failed 26-20, so the measure did not advance to a special election call. Senators also rejected House amendments to Senate Bill 2 and Senate Bill 215 and requested conference on both. The Senate passed Senate Bill 1290 unanimously as an emergency measure, and advanced or passed several House bills dealing with ARPA and funding reallocations: HB 4028, HB 4029, HB 4073, HB 4074, HB 4075, HB 4076, HB 4077, and HB 4078. Other approved measures included HB 1250 creating a Public Safety Technology Revolving Fund for local law enforcement grants, HB 2951 renaming Red Rock Prison as the Chief James Smith Correctional Center, HB 2961 creating a Gold Star Survivor tuition benefit, HB 3151 extending the school year to 173 days, and HB 3581 increasing penalties for riot-related offenses. The Senate also took up HB 3705, which would raise the Parental Choice tax credit cap from $250 million to $275 million, but the transcript cuts off during questioning on that bill.

Transcript Highlights:

• Asian Pacific Islander students.
• Eighty-nine percent of our students qualify for free and reduced lunch, and 20% of our students are students
• Early on, we saw this process activate student voice, and thanks to this needs assessment, our students
• , for Latino students.
• There are alternative ways to assess our students to really find out how they're learning and what they

Keywords: 988, house, all

Transcript Highlights:

• These assessments are the California Assessment of Student Performance and Progress, or CAASPP, and the
• There are two different forms of assessment when it comes to dual-identified students.
• assessment to identify students with disabilities.
• methods of assessment to identify students with disabilities.
• And so that's the data that DataQuest uses for assessment data to identify students.

Keywords: 988, house, all

Transcript Highlights:

• students.
• say every school should use an assessment to determine which students qualify.
• So again, the screening assessment that we refer to here ideally would be something that students are
• We already require students to do formative assessments throughout the year, and so ideally a school
• The gist of it is we want to make sure that the assessments are appropriate for students.

Transcript Highlights:

• Uh, full facility assessment. The last one, real full facility assessment was done in 2006.
• Over 2/3 of our students identify as students of color.
• students in particular, students with IEPs will, will generate a greater per pupil amount than students
• , but specifically for Hispanic students, English learners, uh, Native American students.
• And students with disabilities.

Transcript Highlights:

• support an assessment as long as it's by and for the industry.
• , including the assessment methodology.
• , including the assessment methodology. include a number of components, including the assessment methodology
• The assessments would be deposited in a separate account named the tourism assessment account in any
• with that criteria would then be subject to the nominal fee in the assessment. ...subject to that assessment

Summary: The committee first heard Senate Bill 6137 on sports wagering. Staff explained that the bill would allow wagering on collegiate events involving Washington colleges, but would continue to prohibit bets on the performance of individual college athletes. Tribal representatives from the Jamestown S’Klallam, Puyallup, and Kalispel tribes testified in support, saying the bill would keep wagering within the regulated tribal marketplace, protect integrity, and help smaller tribal casinos participate through a hub-and-spoke model. University of Washington and Washington State University representatives supported the ban on individual prop bets and emphasized student-athlete safety, while WSU also argued the bill would expand exposure to harassment and online abuse. No vote was taken. The committee then heard Senate Bill 6079, which would create the Strengthen Washington Homes wildfire mitigation grant program. Staff said the bill would fund grants for wildfire-hardening homes to IBHS standards, authorize pilot projects, and prohibit insurers from using wildfire risk to disqualify homes that meet the standards. Insurance Commissioner Patty Kuder and Senator Marcus Riccelli supported the bill, arguing that wildfire losses and non-renewals are increasing and that upfront mitigation is cheaper than recovery. Local officials and advocates from Medical Lake, Washington Realtors, and climate and wildfire groups also supported the measure. Insurance industry representatives supported the mitigation goals but objected to the bill’s requirement that insurers provide coverage based on IBHS designation and to using the commissioner’s regulatory account as a funding source, saying underwriting still needs to consider broader risk factors. No action was taken. The committee next held a work session and public hearing on Senate Bill 6061, which would create a tourism self-supported assessment program. State of Washington Tourism, the Washington Wine Commission, the Washington Hospitality Association, the Brewers Guild, the Port of Seattle, and rural economic development representatives said the state’s tourism program is underfunded and that an industry-led assessment could provide a stable, competitive funding source. They said the model would be governed by a ratepayer oversight board, subject to ratification, and could generate significant visitor spending and tax revenue over time. Some testimony raised concerns about the scope of eligible businesses and the bill’s references to other industries, but supporters said friendly amendments would refine those details. The committee then heard Senate Bill 5844 on self-storage rental agreements, which would allow electronic agreements, clarify acceptance by continued occupancy, and create a uniform process for termination or nonrenewal for nonpayment or nonmonetary defaults. Self-storage operators supported the bill as a modernization measure that would improve safety and consistency, and no vote was taken on any of the bills heard.

Transcript Highlights:

• </c><00:27:00.240><c> in</c> students that were resident students in students that were resident students
• </c> just foster students. just foster students.
• </c> are foster students. are foster students.
• I'll take the question back and So, when students they when students are So, when students they when
• </c> Yes, with the student. Yes, with the student.

Keywords: 1189, house, all

Summary: The commission on the costing of special education met to review several documents and updates, including draft materials on residential placements, an LBA dispute resolution report, prior minutes, rate-setting rules, and a letter involving Senator Hassan. The minutes from March 16 were approved by motion, second, and one abstention. Members also received an update that the LBA special education performance audit is still pending; the report is expected to be very large, NHED and the Board of Education must review and comment before release, and it likely will not be available until late summer or early fall. The separate EFA audit was also noted as still unreleased, and members said they may return later to issues involving EFA costing and differentiated aid. A major focus was HB 1099, which would create a committee to study the cost and liability of providing educational services to students placed in residential facilities. The chair explained that the House version had passed unanimously and the bill was headed to a committee of conference. Members discussed a proposed amendment to add the phrase “including but not limited to” so the study would cover not only court-ordered or treatment-related placements but also other residential placements, including those tied to school district decisions. Some members said this was a substantial expansion, while others said it would simply give the committee broader latitude. Jason Stock of the Winnisquam Regional School Board described how the issue arose during budget work at Winnisquam, where the district was trying to determine who should pay for educational services for students living at Spaulding Youth Center in Northfield. He said the district had 10 students attending Winnisquam, including three foster students and seven students connected to Spaulding, and that Spaulding-specific invoicing for 2024-2025 totaled $141,417.05 for eight students. Members also discussed rising private placement tuition costs and the difficulty of determining residency and fiscal responsibility for students placed in residential settings. Department counsel explained that under RSA 193:27 and 193:28, children placed in a home for children may attend the local district school, and that special education cost responsibility depends on whether the student is identified as disabled and on the nature of the placement. Spaulding representatives had not yet presented by the end of the excerpt, and the committee was still working through the residency and funding questions.

Transcript Highlights:

• and all students across students and all students across Minnesota.<01:18:16.320><c> Beginning</c><01
• </c><01:20:43.040><c> students</c> academic supports our students students academic supports our students
• Public charter school students are public school students.
• </c> students are public school students. students are public school students.
• </c> our students and staff. our students and staff.

Bills: HF3492 , HF3493 , HF3494 , HF3495 , HF3602

Committee: House Education Finance

Keywords: school safety, grants, education funding, Northern Lights Express, security improvements, rural schools, safe schools, charter schools, nonpublic schools, Tribal education, funding increase, safe schools aid, school security, mental health support, Tribal schools, cybersecurity, funding, mental health, evidence-based plans, public safety

Transcript Highlights:

• THIS BILL MODIFIES REQUIREMENTS FOR STUDENTS THAT LOWER THE STAKES OF STUDENTS IN THE ALGEBRA ONE IN
• IF A STUDENT DOESN'T GET A 2 ON P.M.
• STUDENTS WITH DISABILITIES WHOSE IEP INDICATES PARTICIPATION IN A STATEWIDE ASSESSMENT PROGRAM WERE NOT
• AND I WOULD NOTE TO THE GOAL IS NOT TO NOT PROMOTE STUDENTS, NOT TO NOT RETAIN STUDENTS.
• AND WHAT WE MISS IS THE ACTUAL STUDENT. WE MISSED THE STUDENT SITTING IN THAT TEST.

Keywords: 999, senate, all

Transcript Highlights:

• Internally, EJ assessments allow the agency to assess the impact of our decisions when we make decisions
• Internally, EJ assessments allow the agents to assess the impact of our decisions on impact when we made
• These assessments are just one tool.
• Process may inform your HEAL Act assessment.
• are the completed EJ assessments.

Summary: The House Agriculture and Natural Resources Committee held a work session on HEAL Act implementation, beginning with an orientation from Environmental Justice Council member David Mendoza. He described the law’s purpose as integrating environmental justice into agency decision-making, community engagement, tribal consultation, strategic planning, and environmental justice assessments, with the goal of reducing environmental health disparities and improving accountability to communities and tribes. He also discussed the council’s role, the interagency work group, challenges with limited volunteer and agency capacity, and concerns about inconsistent assessment formats and future funding pressures. Committee members asked about council composition, including the balance of tribal, community, business, and other representation, whether the HEAL Act increases permitting time or costs, how “overburdened” and “vulnerable” populations are defined, and whether the council should be refreshed or audited. Mendoza said the statute is not limited to racial categories and can include rural and low-income communities, that the council has not quantified permitting delays, and that there is no formal audit requirement, though the council is discussing how to improve its work. Members also raised questions about the relationship between the Environmental Justice Council and the Office of Equity, with Mendoza saying the bodies are complementary but should coordinate more closely. The Department of Agriculture then reported on its HEAL Act work. Director of Equity and Environmental Justice Nicole Johnson said WSDA conducts environmental justice assessments for significant actions, applies an equity lens to licensing, funding, rulemaking, and strategic planning, and has completed 11 EJ assessments to date. She highlighted pesticide regulation, animal health, and weights-and-measures work as examples of environmental and economic justice, and said the department recently hired a full-time tribal consultant and has only 1.5 FTE supporting HEAL implementation. Members asked whether WSDA’s assessments apply to its role on boards such as the Forest Practices Board; Johnson said the department’s current understanding is that assessments are conducted on agency work. The Department of Natural Resources then presented on its HEAL Act implementation, focusing on strategic planning, community engagement, tribal consultation, environmental justice assessments, and equitable funding. DNR officials said environmental justice is being embedded in the agency’s 2025-2029 strategic plan, in its Community Access and Impact Plan, and in its advisory committee and board representation efforts. They reported conducting EJ assessments for sustainable harvest calculations, agency request legislation, and a prescribed burn manager certificate program, and said DNR has invested about $130 million in overburdened communities and vulnerable populations in fiscal year 2025 through wildfire resilience, youth education, and urban forestry programs. Committee members pressed DNR on how it identifies impacted communities, why landowners were not more visible in the process, how agency-request legislation is being assessed, and whether assessments are required for actions taken through other boards and commissions. DNR said its current interpretation is that assessments apply to internal agency actions, that some notices may appear on OFM’s notices page rather than the completed-assessments dashboard, and that it would follow up on specific questions about its posted assessments and process.

Transcript Highlights:

• student body presidency were undocumented students that came to me and said, can we start a club on
• They became the second college student campus, besides at UCLA EVEAS, to be an organized student group
• College Students.
• And thank you to the students.
• And thank you to the students and student leaders and student representatives that have traveled so far

Summary: The Senate Judiciary Committee met without a quorum and proceeded as a subcommittee while hearing a long consent calendar and several Assembly bills. Early testimony focused on AB 1744, which would prohibit sunscreen products marketed as “reef safe” or similar from containing chemical UV filters; the author and student supporters said the bill is a truth-in-labeling measure to protect marine ecosystems, and there was no opposition. Committee members praised the student witnesses and the author asked for an aye vote, but no vote was taken because of the lack of quorum. The committee then heard AB 713, which would allow undocumented students at UC, CSU, and community colleges to access campus jobs. Supporters, including a UCLA law professor and a large coalition of student, labor, immigrant-rights, and education groups, argued the bill would reduce exploitation and improve affordability and retention; opponents argued it would conflict with federal law. Members expressed strong support, and the author closed by emphasizing that students simply want the chance to work, but again no vote occurred due to the subcommittee status. The committee also heard AB 1359, allowing people age 80 and older to opt out of jury service without a doctor’s note, with support from the Alzheimer’s Association and LeadingAge California and no opposition. Additional measures included AB 2563, which would standardize California’s definition of sex discrimination across state codes to align with equal-rights principles; it drew strong support from women’s rights and labor groups and strong opposition from anti-trans advocates. AB 1705 would require websites to verify consent before hosting sexually explicit images of people, with supporters framing it as a response to nonconsensual pornography and opponents warning it could sweep in sites that prohibit such content. AB 1940 would explicitly name menopause in workplace protections, with supporters citing workforce equity and opponents saying existing accommodation law already covers it. The committee also heard AB 1824 and AB 2115 on Native American child welfare and a formal legislative apology for historic harms, both backed by tribal representatives and allies, as well as AB 2076 on nitrous oxide sales to minors and AB 2783 on court reporter licensing and remote reporting; all drew support and no recorded opposition. Several members praised the bills and indicated they would move them when a quorum was available.

Transcript Highlights:

• So when we get a student, they get one year of exemption for the state assessment, and then after that
• As they mentioned, we judge this based off of the WIDA ACCESS assessment, which our EL students take
• And then, as they mentioned, our EL students participate fully on the KSA assessment, although they may
• So I mentioned that WIDA created the ACCESS test, which we assess our students on.
• </c> our students. our students.

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:

• When students are assessed during their eighth grade year, they are responsible for the grade 8 standards
• Um when students<00:33:59.519><c> are</c><00:33:59.760><c> assessed</c><00:34:00.320><c> during</c><00
• :34:00.559><c> their</c> students are assessed during their students are assessed during their eighth
• those so that students will not be<00:34:11.280><c> assessed</c><00:34:12.000><c> as</c><00:34:12.159
• Teachers with huge class sizes are turning to AI to assess student writing, or worse, their districts

Committee: Joint Education

Keywords: 958, all