Transcript Highlights:

• WHERE DO WE GET THE NUMBER 50 PERCENT OF WHY WE REQUIRE 50 PERCENT SUPPORT FOR THE TEACHERS EMPLOYED?
• FUND OUR PUBLIC SCHOOLS, PAY TEACHERS A LIVING WAGE, OUR KIDS AND TEACHERS DESERVE BETTER.
• ALSO TEACHERS TAKEN AWAY TIME FROM THEIR OWN FAMILIES TO PREPARE LESSONS PLANS TO EDUCATE THOSE IN OUR
• I PREPARED REMARKS ABOUT THIS PARTICULAR BILL THAT HAD A COMPANION THE PAST THE HOUSE.
• A SMALL LEAK, SMASHED PIPE, THAT'S RESPONSIBILITY NORTH MIAMI BEACH TO PREPARE.

Transcript Highlights:

• is no objection, one matter will be taken out of the orders of the day: an act relative to the preparation
• Third reading of a bill: An act authorizing the preparation of bilingual ballots in English and Haitian
• So an act relative to the preparation of bilingual ballots in English and Haitian Creole in the city
• The Committee on Ways and Means, to whom was referred the House bill relative to teacher preparation
• Senate Rule 7 or any other rules to the contrary, the House bill relative to teacher preparation and

Transcript Highlights:

• Be prepared." That's what you're taught as an Eagle Scout and you said...
• All organizations must be prepared for all emergencies. What a great lesson.
• Do you believe that this helps all camps be better prepared?
• Our children should be prepared for it, for it all, for all contingencies.
• Ultimately, planned to become a special education teacher.

Bills: SB 9 , SB 7 , SB 17 , SB 4 , SB 1 , HB4 , HB4 , SB9 , SB7 , SB17 , SB4 , SB1 , SB2 , SB5

Transcript Highlights:

• I'm teaching students who are preparing for careers in health and science fields.
• Let's prepare Lori Lane and Ron Dock Holiday for remote testimony. Shana, please proceed.
• Let's prepare Lori Lane and Ron. Let's prepare Lori Lane and Ron Dock Holiday for remote testimony.
• Before they go, let's prepare Philipot, who should be here in person. Please come up.
• If we could prepare the following panel of Andrea Ray, Scott Arone, and Lisa Olson.

Summary: House Finance held a public hearing on Gross Substitute Senate Bill 6346, a proposal to impose a 9.9% tax beginning in 2028 on Washington taxable income over $1 million for individuals, with related rules for residents, nonresidents, pass-through entities, estimated payments, penalties, credits, and revenue distribution. Staff explained that the bill would also fund several tax changes, including an expanded Working Families Tax Credit, sales tax exemptions for grooming and hygiene products, higher small business B&O credits, an early end to the B&O surcharge on very large businesses, and repeal of most retail services sales tax changes from last session. The fiscal note projected about $2.53 billion in additional state revenue in FY 2029 and $3.21 billion in FY 2030, with local revenue losses and significant Department of Revenue implementation costs. The chair also announced concerns about apparent fraud and duplicate records in the public sign-in system and set testimony rules limiting questions and shortening testimony time as the hearing progressed. The prime sponsor, Senator Jamie Peterson, said the bill was intended to make Washington’s tax system less regressive and to raise revenue for schools, health care, higher education, and other public needs while reducing the burden on lower- and middle-income residents. Supporters from labor, education, health care, child care, housing, poverty-reduction, and social service organizations argued that the bill would help fund essential services, expand the Working Families Tax Credit, and improve fairness by asking the wealthiest households to contribute more. Several individual supporters, including business owners and workers, said they were willing to pay more and described the need for better-funded schools, health care, child care, and public defense. Opponents, including former Attorney General Rob McKenna, business groups, construction and real estate representatives, and taxpayer advocates, argued the measure would function as an unconstitutional income tax, would be unstable and likely expanded over time, and would harm small businesses organized as pass-through entities. They said the bill would reduce investment, discourage entrepreneurship, and could drive businesses and high earners out of Washington. Some local government representatives supported the public defense funding but asked for more dedicated revenue and protection against local revenue losses from the bill’s sales tax exemptions. No committee vote or final action was taken during the hearing.

Transcript Highlights:

• when the federal government shuts down and withholds food funds from Californians, the state is prepared
• I'm a former preschool and special education teacher and VP of Advocacy and Policy with Cadengo.
• The changes that... ...the needs of child care programs, teachers, children, and families.
• Additionally,... ...express needs of that age group of children, teachers, and families.
• And I do... ...for healthy children, teachers, and families. Thank you. Thank you.

Committee: House Human Services

Transcript Highlights:

• :35:43.839><c> and</c> Preston, Eelani Spanish teacher and Preston, Eelani Spanish teacher and 16-year
• teachers in Hawaiian language medium or immersion.
• Please prepare. So Achieve for House. Please prepare.
• </c><01:46:34.639><c> professional</c> reef education and teacher professional reef education and teacher
• science and AI teacher training across the<01:50:23.040><c> state.

Summary: This joint informational briefing on Act 310 grants and aid focused on organizations describing how federal funding cuts, Medicaid/SNAP changes, and related policy shifts are affecting their services and budgets. Committee members explained there would be no Q&A, testimony would be limited to one minute, and in-person participants would be heard before Zoom callers. Members repeatedly asked testifiers to identify the amount of federal funding lost or at risk. Testimony came from a wide range of nonprofits and community providers, including Aloha Care, Hawaii Bicycling League, Hawaii Literacy, Hawaii Youth Symphony, Healthy Mothers Healthy Babies Coalition of Hawaii, the Tsunami Museum, The Kohala Center, West Hawaii Community Health Center, West Hawaii Region Hospital Foundation, Sounding Joy Music Therapy, Big Brothers Big Sisters Hawaii, Dynamic Community Solutions, Feeding Hawaii Together, Girl Scouts of Hawaii, Hawaii Disability Rights Center, Hawaii Youth Services Network, Hawaiian Lending and Investments, Homana, Honolulu Theatre for the Youth, Kids Hurt Too Hawaii, and Kokua Kalihi Valley. Most described reduced or threatened federal support and requested state funding to maintain services such as health care access, food security, disaster preparedness, literacy and digital inclusion, youth mentoring, arts education, housing, and climate or agricultural resilience. Several speakers emphasized direct impacts on vulnerable populations, including kūpuna, low-income families, immigrants, homeless youth, and people with disabilities. Requests ranged from relatively small planning or program grants to multi-million-dollar stabilization asks, with some organizations citing specific losses such as reduced Medicaid or USDA funding, canceled EPA or FEMA support, or expiring federal grants. No votes or formal committee actions were taken during the briefing.

Transcript Highlights:

• with related duties, and the primary grade reading program that was established in 1987 to improve teacher
• who have completed the required literacy-focused continuing education the number of teachers who have
• who have completed the required literacy focus continuing education the number of teachers who have
• And with this, we will begin to implement a program that addresses teacher preparation aligned with the
• And thirdly, having teachers, when they do their clock hours, if it's relevant to their endorsements,

Summary: The House Education Committee first briefed several bills and amendments before going into caucus, then returned for executive action. House Bill 1295, on comprehensive literacy programs, was amended to require aligned literacy curricula and reporting, with one proposed substitute withdrawn and several amendments debated; the committee rejected amendments that would have added implementation deadlines and reporting, adopted an amendment requiring a 2032 OSPI report on literacy outcomes, and advanced the bill with a do pass recommendation. House Bill 2262, which adds cursive signature instruction to mandatory high school civics and requires election-related reporting on signature mismatches, was amended to recognize culturally specific signatures, include historical context about marginalized communities, remove a graduation-credit condition, and drop State Board monitoring language; the committee rejected a null-and-void amendment and advanced the bill. House Bill 2551, allowing certain school districts to sell real property with superintendent authorization, was debated as a fiscal flexibility measure and passed out of committee on a 10-4 vote. The committee also considered House Bill 2593 on school district fund balances and monthly financial reporting. A proposed substitute shifted the bill away from mandatory minimum fund balances toward formal financial monitoring for districts below required levels, technical assistance from OSPI, and possible withholding of apportionment payments for reporting failures; an amendment removed the withholding provision, and the substitute bill was then advanced with a do pass recommendation. House Bill 2594, establishing state-based protections for homeless students and aligning state requirements with McKinney-Vento, received a technical amendment to avoid duplicative provisions and was reported out unanimously. House Bill 2636, creating a Public Education Performance Operations and Funding Review Commission, was substantially revised into a Public Education Review Advisory Council that would work with JLARC to review education policy requirements and funding; a null-and-void amendment failed, and the committee advanced the substitute bill unanimously. Throughout the meeting, sponsors and members emphasized literacy improvement, student access, district fiscal stability, and reducing or reviewing unfunded mandates. Several members spoke in support of the bills as tools to improve outcomes or provide flexibility, while others raised concerns about mandates, reporting burdens, and the practicality of implementation. Final actions included multiple do pass recommendations, with recorded votes on HB 2551, HB 2593, HB 2594, and HB 2636, and unanimous or near-unanimous support on the other measures after amendment debate.

Transcript Highlights:

• So I'm prepared to vote for the bill today.
• So I'm prepared to vote for the bill today.
• I started public education as a high school teacher on the heels of Prop. 13.
• Mary Jo Carrianna, a teacher of 30 years, and I'm serving on the school board as a trustee.
• They become our doctors, scientists, musicians, athletes, teachers... America.

Summary: The committee first heard AB 402, which would increase Cal Grant award amounts for students attending private nonprofit colleges and extend transfer entitlement eligibility to those institutions. The author and supporters argued the bill would improve affordability and access for low- and middle-income, working, military, and transfer students, while some senators emphasized the need to pair any increase with broader Cal Grant reform and funding. The bill drew support from private nonprofit universities, community college districts, and student advocates, and no opposition was presented. It passed on a due pass motion to Senate Appropriations and was placed on call. The committee then took up AB 2067, a sunset extension for the competitive lease-lease-back process for TK-12 school construction through July 1, 2032. Supporters from school facilities groups, school districts, and contractors said the method provides flexibility, early contractor involvement, cost control, and legal certainty for school construction projects. Some senators questioned how often the method is used and raised concerns about the bill’s skilled-and-trained workforce provisions, with one senator opposing on the grounds that such requirements limit contractor participation. The bill passed on a due pass motion and was placed on call. Next, AB 1204 proposed changes to the Local Control Funding Formula, including a lower concentration-grant threshold, regional cost adjustments, a minimum annual COLA, and other equity-focused revisions. Supporters said the bill would better reflect regional costs and student need, while opponents—especially several school district leaders—argued it would shift money away from the base grant, widen disparities, and create new fiscal cliffs. Committee members raised concerns about the scale of the rewrite, the lack of a broader funding strategy, and the proposed 4% COLA guarantee, though the author said the bill was intended as a phased update to improve equity. The bill was supported by the chair and several members, then passed on a due pass motion to Appropriations and was placed on call. Finally, the committee heard AB 1235, which would require a skilled-and-trained workforce process for CSU design-build projects. Supporters said it would align CSU with other segments and promote quality training, while opposition from contractor groups argued it would add liability, reduce competition, and increase costs without evidence of better outcomes. Senators again focused on the effect of skilled-and-trained requirements on contractor participation, with one member stating opposition to limiting who can work in California and another noting the bill’s broader policy implications. The transcript ends during committee discussion of AB 1235, without a recorded final vote.

Transcript Highlights:

• towards AI and to encourage people to think about the writing technologies that students need to prepare
• towards AI and to encourage people to think about the writing technologies that students need to prepare
• towards AI and to encourage people to think about the writing technologies that students need to prepare
• And so districts and particularly teachers are now expected to teach all...
• Districts and particularly teachers are now expected to teach only factually accurate material under

Summary: The subcommittee first heard a presentation on ongoing funding for the California Education Learning Lab. The Learning Lab described its intersegmental grant-making work with UC, CSU, and community college faculty, including projects on AI, math alignment, and open educational resources. The administration proposed moving the program’s administrative home from the Governor’s Office of Land Use and Climate Innovation to GovOps and restoring $4 million annually. The Department of Finance supported the proposal as a way to improve coordination, while the LAO recommended rejecting it, arguing the program is difficult to scale, overlaps with existing campus and segment-wide professional development, and could be wound down to save General Fund dollars. Senators split on the issue: some emphasized the program’s role in fostering innovation and cross-segment collaboration, while others questioned its measurable outcomes and whether it addresses problems rooted in K-12 preparation. The item was held open without a vote. The committee then considered funding for the new Office of Civil Rights within GovOps, created to implement AB 715 and SB 48. The proposal sought $3.5 million in 2026-27 and $2.8 million ongoing to staff the office, provide training and technical assistance to local educational agencies, and help track discrimination complaints through the Department of Education’s uniform complaint process. Finance said the office was being stood up administratively, but many positions were still unfilled; the LAO had no concerns and said the proposal simply implements recent legislation. Senators raised concerns about the office’s placement in GovOps, the lack of guidance while the office is not yet operational, the potential duplication with CDE processes, and whether staffing levels and coordinator roles match the volume and type of complaints. The department said it would adjust resources as workload becomes clearer and that first-year goals would include hiring staff, developing materials, and beginning outreach. The item was held open. After public comment and votes on several vote-only items, the committee heard from the Office of Data and Innovation on a request for five positions and $1.25 million in reimbursement authority. ODI said it uses data science, design, and engineering to improve state services, citing work on EBT theft detection and forecasting community water system outages. Finance had no comment, and the LAO supported the reimbursement model. Senators generally praised ODI’s small but high-impact role and asked about privacy safeguards for vendor AI tools; ODI said it uses state guardrails, enterprise contracts, and coordination with CDT to protect data. The item was held open. The Department of Technology then presented on the Middle-Mile Broadband Initiative, reporting progress on the 8,100-mile network, including 423 miles already complete and more than 70% permitted. CDT said it had selected Skyline Technology Solutions as operator and expected about 5,300 miles completed by December 2026, with some miles possibly slipping into 2027. The LAO noted most of the $3.8 billion appropriated has been encumbered, but raised concerns about the new three-party operating structure and long-term sustainability. Senators asked about accountability, the need for a two-year extension of liquidation authority, and whether revenues will cover operating costs. CDT said the extension is a precaution to allow for final reallocations if needed, that CDT retains ultimate responsibility, and that it expects the network to be self-sustaining over time through service revenues and lease arrangements. The department committed to continued reporting through annual reports, advisory committees, and briefings.

Transcript Highlights:

• That we do, sort of like the old proverb: be prepared for danger in times of peace.
• Importantly, teacher pay has improved since the 2019 accountability report.
• preparation between school-based and community-based providers.
• or higher, while only 31% of community-based teachers did.
• That home visitor would be prepared to give that answer.

Transcript Highlights:

• If you're a certified teacher, you have learned about that in your teacher preparation course.
• If you're a certified teacher, you have learned about that in your teacher preparation course.
• So if a student has some special needs, the teacher who is in front of them has to be prepared to modify
• who is in front of them has to teacher who is in front of them has to be<01:44:33.239><c> prepared</
• Once a teacher, always a teacher.

Summary: The committee first heard House Bill 362, which would grant the Department of Education rulemaking authority related to educator licensure and testing requirements, including passing scores on professional education assessments. Representative Ladd said the bill is intended to preserve New Hampshire’s standards for classroom teachers and CTE instructors, while allowing DOE flexibility through rulemaking. He emphasized maintaining high standards, including for career and technical education, and said he was open to DOE clarifying the language further. Committee members raised concerns that the bill, as written, could remove language recognizing industry-recognized credentials for CTE instructors. Department of Education Director Steven Appy said DOE had drafted an amendment to clarify that the requirement applies to an initial New Hampshire license, to exempt CTE teachers from content exams, and to preserve current administrative practice allowing basic academic skills testing and industry-recognized credentials as substitutes. The committee discussed the distinction between basic academic skills tests and content assessments, and Appy said the amendment was meant to avoid conflating those requirements. The chair said the committee would take up executive session on HB 362 and related bills later. The committee then took up House Bill 90, which narrows and defines the rules for part-time teachers, especially in concurrent enrollment settings. Representative Ladd explained that the bill is meant to allow qualified college faculty or adjuncts from the University System or Community College System to teach high school concurrent-enrollment courses when local schools lack a teacher with the needed master’s-level credentials, particularly in math and STEM subjects. He said the bill is intended to expand student access to college-level coursework, save money, and preserve standards, while still requiring background checks and adherence to ethics and conduct rules. Members began asking questions about how the bill would work in practice, including certification and endorsement issues, but the hearing was not concluded in the portion provided.

Transcript Highlights:

• And why am I saying teachers? Because they've already cut the admin.
• And why am I saying teachers? Because they've already cut the admin.
• </c> means our high schools have prepared means our high schools have prepared them<01:26:03.040><c>
• </c> our lure system after the teacher our lure system after the teacher shortage<01:26:50.719><c> hearing
• :34:51.719><c> teachers</c><01:34:52.440><c> University</c> gathered secondary teachers University gathered

Committee: Senate Education Policy

Transcript Highlights:

• we arm our children, regardless of their neurodiversity status, with the appropriate tools to be prepared
• And then we would ask the second panel to be prepared, which is in-person Edward Cates.
• I respect the intent behind 5921; structured, supported pathways matter, and preparation.
• Structured, supported pathways matter, and preparation and integration are important safeguards.
• And based on teacher surveys, 100% of our teacher participants agree and strongly agree that cancer education

Bills: SB5921 , SB5185 , SB6182 , SB6115 , SB6258 , SB5916 , SB5981 , SB5985 , SB6019 , SB6161 , SB6183

Committee: Senate Health & Long-Term Care

Keywords: psilocybin, mental health, therapy, decriminalization, legalization, international medical graduates, preceptorship, hardship pathways, medical practice, licensure, abortion, reproductive health, pregnancy termination, clinic access, abortion access fund, abortion savings account, health carrier assessment, insurance assessment, health insurer tax, Department of Health

Transcript Highlights:

• They're obviously not teachers, or they would be here. I think all of us are teachers, right?
• Douglas has prepared that shows the different ecosystems throughout.
• With teachers, they assume that each teacher will reach 100 students.
• There are four teachers minus Debbie here, and two of them are math—no, three of them are math teachers
• or were math teachers, so this is very exciting.

Committee: House Science, Technology & Telecommunications Committee

Transcript Highlights:

• PE teachers, cheer coaches, support staff, or even student athletic trainers.
• Parent, would that allow that teacher, that employee to have a vote on the SHAC? I would think so.
• I just am concerned sometimes that I think that if there are teachers who are trying to help the kids
• Teachers, you know, employees of the school district, or somebody who does prepare for the schools, they
• X number of teachers, that they have to behave in class, they have to pass those classes.

Bills: SB2920 , SB2929 , SB2398 , SB865 , SB401 , SB2619 , SB2927 , SB1395 , SB1972 , SB2540 , SB1635 , SB1581 , SB2008

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• You know, growing up, my mom was a teacher.
• You know, growing up, my mom was a teacher.
• As a preparation courses, or exam fees.
• 34:34.639><c> I'm</c> former public school teacher, I'm former public school teacher, I'm encouraged<
• ,</c><01:11:37.920><c> really</c> Really tough on the teachers, really Really tough on the teachers,

Bills: HF3490 , HF4040

Committee: House Education Finance

Transcript Highlights:

• As many, if not most, know, I'm a special education teacher, an active special education teacher, and
• As many, if not most, know, I'm a special education teacher, an active special education teacher, and
• And one of the primary jobs that we do is preparing and assisting people for employment and providing
• I am a teacher of a transition program in central Washington. Thank you.
• I am a teacher of a transition program in central Washington.

Summary: The Senate Human Services Committee heard several Department of Social and Health Services-related bills. Senate Bill 6024, sponsored by Senator Gildon, would streamline oversight of community residential service providers by limiting DSHS to one annual routine review per subject area when possible, requiring better document sharing within the department, and preserving investigations tied to complaints, incidents, mortality reviews, and other legally required oversight. Supporters said the bill would reduce duplicative audits and paperwork so providers can spend more time on direct client services. No vote was taken during the hearing. The committee also heard Senate Bill 6063, an agency-request bill sponsored by Senator Bateman and supported by DSHS Secretary Angela Ramirez, to update statutes to reflect DSHS’s recent reorganization into the Home and Community Living Administration and the Behavioral Health and Habilitation Administration. Testimony described the measure as a technical cleanup with no fiscal impact. In addition, Senate Bill 6036, sponsored by Senator Kaufman, would exempt certain former foster parents and kinship caregivers from adult family home licensure when they continue caring for a former foster youth who is now an adult and the only unrelated adult in the home. DSHS supported the bill as a narrow way to preserve continuity and stability for vulnerable young adults. The committee spent the most time on Senate Bill 5681, sponsored by Senator Cortez, as amended in a proposed substitute. The bill would lower the age for people with intellectual and developmental disabilities to access employment and community inclusion services from 21 to 20, and rename community access as community inclusion. Senator Cortez and multiple advocates, educators, and service providers argued that earlier access would reduce service gaps, support transition from school to work, and help young adults maintain employment. Staff explained that the substitute changed the eligibility age from the original bill’s 19 to 20. No final action was taken; the chair closed the hearings and announced upcoming executive sessions on previously heard bills.

Transcript Highlights:

• Next, tab 48, SB 1718 on educator preparation and certification.
• This legislation allows teacher certification candidates to access coursework at an educator preparation
• This legislation allows teacher certification candidates to access coursework at an educator preparation
• So this will allow our districts to pivot quickly to get teachers like ESE teachers back into the classroom
• So this will allow our districts to pivot quickly to get teachers like ESE teachers back into the classroom

Committee: Senate Rules

Transcript Highlights:

• Under current law, teachers already have that right.
• If a K-12 teacher chooses to appeal a disciplinary decision made by their district, it's overseen by
• SB 494 provides classified employees with the same right as K-12 teachers, community college faculty,
• We have teachers who go through and get credentials.
• Certainly, you know, we're getting this prepared for a just-in-case scenario.

Summary: The Assembly Higher Education Committee heard several Senate measures focused on student access, workforce needs, and institutional stability. Senator Laird presented SJR 4, which urges the federal government to restore NIH funding cuts and protect California’s research universities; UC testified in support and there was no opposition. Senator Ashby presented SB 761, the CalFresh for Students Act, to connect Cal Grant applicants with potential CalFresh eligibility and expand qualifying programs; the bill drew broad support from higher education, student, anti-hunger, and county groups, with members sharing personal experiences with food insecurity and no opposition. Senator Cabaldon presented SB 520 to create a California Nurse Midwifery Education Fund for a new master’s-level nurse midwifery program, citing maternal health disparities and provider shortages, especially in rural and Central Valley communities. Supporters from the California Nurse Midwives Association and the Black Wellness and Prosperity Center emphasized workforce shortages and maternal mortality; one member raised concerns about the bill’s use of inclusive language, but the bill was otherwise well received. Cabaldon also presented SB 640, which would create a statewide direct admissions process to CSU for eligible high school seniors using existing data systems; supporters said it would reduce barriers, improve equity, and help declining-enrollment campuses, while members raised questions about special education students, rural access, dual enrollment, and measuring effectiveness. The committee voted SB 640 out on a 6-0 roll call. Cabaldon’s SB 744 would preserve California students’ access to enrollment and financial aid if a federally recognized accrediting agency loses approval, by treating affected institutions as accredited for state purposes; the bill drew no public testimony and advanced on a 4-2 roll call. Senator Cortese’s SB 494 would require classified school employees’ disciplinary appeals to be heard by an administrative law judge, matching protections already available to teachers and community college faculty; labor groups supported the bill, while school districts and administrators opposed it over cost, local control, and implementation concerns. The committee also heard SB 550, a revised pilot to allow San Jose State and a nonprofit, state-accredited law school to jointly develop a public law school pathway; supporters argued it would expand affordable legal education and public-interest careers, while UC and independent colleges opposed it as inconsistent with the Master Plan. Members debated access, jurisdiction, funding, and bar pass rates, and the bill advanced on a 4-2 roll call to the Judiciary Committee.

Transcript Highlights:

• After we finish our meeting today will be prepared for our proposal to the full Appropriations Committee
• And then they began to enter into teacher contracts.
• And if they were, if they if they were trying to deal with say ballet teacher, who was teaching ballet
• My daughter is the best home school teacher in a whole wide world.
• Hicks who are really quick is examples of for a teacher.