Transcript Highlights:

• c><00:13:03.360> capacity elementary school and in this capacity elementary school and in this
• is of Hanah Elementary School this bill is of Hanah Elementary School this bill is critical<00:22
• , middle school, and feeder elementary school number of schools.
• school middle and the feeder Elementary school middle and the feeder Elementary School<00:45:38.880
• <00:52:18.640> School<00:52:19.359> also Mount alua Elementary School also Mount alua

Keywords: 912, senate, all

Transcript Highlights:

• But in the elementary schools, it's block schedule a prep period.
• During that time, that's when the local elementary school provides the elementary art, music, PE, library
• During that time, that's when the local elementary school provides the elementary art, music, PE, library
• During that time, that's when the local elementary school provides the elementary art, music, PE, library
• we could address the input accountability system. an elementary school or how is that an elementary

Keywords: 1189, house, all

Transcript Highlights:

• <01:09:19.120> schools<01:09:19.640> and<01:09:19.839> eventually elementary schools
• and eventually elementary schools and eventually extending<01:09:20.679> to<01:09:20.920>
• We have six elementary schools; each one has about 35 to 40 teachers.
• We have six elementary schools; each one has about 35 to 40 teachers.
• love guidance we have six elementary love guidance we have six elementary schools<01:25:15.800><

Keywords: 1187, senate, all

Transcript Highlights:

• <00:44:21.200> grades Elementary School is our fourth grades Elementary School is our fourth
• Our elementary schools, we go AM and PM attendance, so we take attendance twice a day at the elementary
• Our elementary schools, we go AM and PM attendance, so we take attendance twice a day at the elementary
• Our elementary schools, we go AM and PM attendance, so we take attendance twice a day at the elementary
• elementary middle and high school elementary middle and high school students<01:36:01.800> in

Keywords: 1187, senate, all

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

Transcript Highlights:

• each elementary, middle, and high school each elementary, middle, and high school um<00:35:31.520
• And that is our largest elementary school.
• > school,<01:30:26.159> we example, in our elementary school, we example, in our elementary
• I teach at Lynford Elementary School, but I also teach at Centennial and Harmony Rural Elementary Schools
• Rural Elementary Schools.

Keywords: 916, all

Transcript Highlights:

• We've talked about how math proficiency increases across elementary school and then starts to take a
• Sorry, I was a high school teacher who became an elementary school principal, and you're absolutely right
• school.
• I am an elementary school teacher here. in Santa Fe.
• The first beginning in elementary school NM Pre-K Program.

Transcript Highlights:

• In elementary schools, these relationship-building activities are called U-Times, and in high schools
• The documentation's all the same through all the elementaries, middle school, and high school.
• More at the elementary and absenteeism at the high school?
• The three schools that started, we had our two elementary schools and then our middle school, central
• Jefferson Elementary School.

Keywords: 908, all

Transcript Highlights:

• The developer develops the land, gets them prepped for the elementary school or the high school that
• We get elementary school is willing to turn over the elementary school to the state. Guess what?
• We get elementary school is billing it.
• I get 3,300 students at my high school. Elementary schools are overcrowded.
• and three more elementary schools, of course, at the high school.

Keywords: 912, senate, all

Summary: The committees heard several housing-related bills and resolutions. HB 1298 HD3 would create a government employee housing revolving fund and a government employee 99-year leasehold rent-to-own program; testimony was generally supportive from HHFDC, labor groups, and the Maui Chamber, with the Tax Foundation and Budget and Finance raising concerns about the revolving fund. The committees recommended passage with non-substantive amendments for clarity and consistency, and the motion was adopted. HB 741 H2, which would exempt certain affordable housing projects financed by a certified nonprofit CDFI from prevailing wage requirements, drew support from housing advocates and opposition from several construction unions; the chairs said they were concerned about the labor objections and deferred the measure, with the labor committee agreeing to defer it as well. The housing committee then took up HB 417 HD1, which creates a housing efficiency and innovation subaccount in the rental housing revolving fund and allows HHFDC to transfer funds between the subaccount and the main fund without legislative approval. Testimony was largely supportive. The chair described a series of amendments, including changing the funding-efficiency standard, adding perpetual affordability language, allowing any land tenure type, broadening eligible financing tools, adding priority criteria for mixed-income projects and government-employee projects, and inserting blank appropriations tied to a requested $75 million per year and a $75 million subaccount appropriation for the HCDA 99-year leasehold project. The committee recommended passage with amendments, and the recommendation was adopted. HB 422 HD1, which would repeal school impact fees and move remaining balances to the school facilities special fund, drew broad support from housing and taxpayer groups and opposition from the Department of Education and some individuals. The School Facilities Authority and DOE argued the current system had not produced enough usable land or school sites and suggested narrowing the exemption to government housing projects’ construction costs instead of repealing the fee entirely. Members pressed DOE and SFA on how much land had actually been obtained and whether the fee had been effective; the discussion highlighted concerns about unused balances, school overcrowding, and the role of the Land Use Commission and county zoning in securing school sites. The committee did not take final action on the bill in the portion shown. The committee also heard STR 60/SR 45, urging HHFDC to develop a plan to meet housing demand, and STR 77/SR 60, addressing continued eligibility for housing credits for certain projects after repeal of Act 31; both sets of resolutions had HHFDC support, with DHHL supporting STR 77/SR 60 and Johnny May Perry opposing both.

Transcript Highlights:

• Here's a fun fact, Madam President: Matthew goes to the same elementary school I attended, so we're both
• Matthew goes to the same elementary school I attended, so we're both proud Tony E.
• She currently teaches first grade at East Picacho Elementary School in Las Cruces, where she fosters
• She currently teaches first grade at East Picacho Elementary School in Las Cruces, where she fosters
• they're not quite yet learning to read. ...of elementary schools, where they're not quite yet learning

Keywords: 996, all

Transcript Highlights:

• We have five elementary schools, two high schools, and one remote elementary.
• school, middle school, elementary school, middle school, elementary school. school. school.
• Our<02:40:53.200> elementary<02:40:53.680> school Our elementary school Our elementary
• for our entire elementary school. for our entire elementary school.
• elementary school. elementary school.

Keywords: 916, all

Transcript Highlights:

• And so I'm just trying to figure out how this would work in an elementary school.
• And so I'm just trying to figure out how this would work in an elementary school.
• ><00:07:43.560> mom<00:07:43.800> of<00:07:43.960> a elementary school like I'm
• a mom of a elementary school like I'm a mom of a kid<00:07:44.440> who's<00:07:44.639> playing
• But you did check, like, with high schools or High School League or somebody?

Keywords: 1183, house

Transcript Highlights:

• Computer science is offered in our elementary schools, in our middle schools, and in our high schools
• I know we teach it in elementary, teach it in middle school, but if it's in a high school level, you
• schools, in our uh in our elementary schools, in our middle<00:12:38.800> schools,<00:12:39.120
• , teach it in know we teach in elementary, teach it in middle<00:12:56.240> school,<00:12:57.360
• in elementary and middle school? in elementary and middle school?

Keywords: 1136, house, all

Transcript Highlights:

• , and educating at all of our elementary schools.
• <00:03:54.880> And at all of our uh elementary schools.
• And at all of our uh elementary schools.
• That's 2,000 public schools, 200 charter schools, our tribal schools as well, our intermediate districts
• > schools, schools, 200 charter schools, schools, 200 charter schools, our<00:07:50.640> tribal

Keywords: 1183, house

Transcript Highlights:

• The nearest elementary schools are Waiau Elementary and Nanaikapono Elementary.
• The nearest elementary schools are Waiau Elementary and Nanaikapono Elementary.
• The nearest elementary schools are Waiau Elementary and Nanaikapono Elementary.
• The nearest elementary schools are Waiau Elementary and Nanaikapono Elementary.
• school, elementary school, then middle school, elementary school, then middle school, and<01:15:16.840

Keywords: 910, house, all

Summary: The committee heard testimony on several education resolutions, beginning with HCR 11 and HR 14, which ask the Board of Education and the State Public Charter School Commission to report on improving access to stable, suitable, and affordable facilities for public charter schools. The Charter School Commission supported the measure, and OHA also supported it while noting long-standing facility challenges, the lack of a dedicated facilities appropriation, and the strain on charter schools that have had to use operating funds for buildings and temporary structures. Kealakehe Academy, Hawaii Technology Academy, and several individuals also testified in support. The committee then took up HCR 181 and HR 171, which seek a shared decision-making committee to develop an action plan for a K-12 Ka Waihona School in Kapolei. The Department of Education said it has already developed a strategic plan for Kaipuni education, has expanded immersion programs over the past decade, and is addressing growth through interim guidance and a new priority placement process. Community witnesses, including representatives of Ke Alo Ever, strongly supported the resolutions, emphasizing the need for a K-12 pathway, the importance of Hawaiian language and culture, and the role of community voice in planning. They argued that teacher shortages, especially for licensed Hawaiian immersion teachers, remain a major barrier and proposed a kumu recruitment and retention program tied to community, UH, and DOE partnerships. The committee also heard HCR 187 and HR 177, which urge the Department of Education to begin initiatives to address teacher retention statewide. DOE and the University of Hawaiʻi College of Education said teacher retention is already being addressed through the Teacher Education Coordinating Committee, a five-year plan focused on building capacity, improving satisfaction, and compensation, and a new DOE human resources plan. In response to questions, DOE said it is seeking better school-level data on why teachers leave, is preparing for contract negotiations, and is working with the standards board and DLIR on an apprenticeship-related grant. TECC representatives said the group has been working since the pandemic era, may narrow its focus to retention as the most actionable area, and expects to provide more concrete recommendations in its annual report. The transcript ends as the committee moves on to the next item, HCR 47 and HR 43, without showing any votes or final actions on the measures heard.

Bills: SB3136, SB2521, SB2851, SB3154, SB3262, SB2387, SB3001, SB2818, SB2972, SB2372, SB2108, SB888, SB3320, SB2798, SB2110, SB3007, SB2615, SB2095, SB2101, SB3138, SB2756, SB3229, SB2969, SB3286, SB3238, SB2557, SB3140, SB2014, SB3097, SB3096, SB3069, SB99, SB2930, SB2268, SB2543, SB3022, SB3109, SB3215, SB3152, SB3156, SB3234, SB3053, SB3067, SB2673, SB411, SB2041, SB2919, SB2532, SB2152, SB2721, SB2446, SB2601, SB2239, SB2804, SB3324, SB2802, SB2577, SB2320, SB2706, SB2595, SB2781, SB2961, SB2433, SB2657, SB2340, SB3045, SB3203, SB2861, SB3245, SB2803, SB3204, SB3025, SB2138, SB2645, SB3082, SB2109, SB2261, SB3332, SB2811, SB2567, SB2125, SB2866, SB83, SB874, SB2386, SB3137, SB3132, SB2175, SB2272, SB2271, SB847, SB3302, SB2089, SB2102, SB2050, SB2694, SB2487, SB2061, SB709, SB3083, SB2151, SB2852, SB2471, SB2568, SB2253, SB2697, SB2429, SB2929, SB3032, SB2057, SB148, SB2353, SB2075, SB2907, SB2074, SB3219, SB3218, SB2367, SB3048, SB17, SB3253, SB2376, SB3103, SB2999, SB3255, SB1166, SB3157, SB2698, SB3029, SB2146, SB2470, SB3040, SB3076, SB2575, SB3294, SB2438, SB2530, SB2688

Keywords: lead-free, lead in drinking water, drinking water, water infrastructure, public water system, plumbing, pipe fittings, solder, flux, fixtures, cast iron pipe repair, nonpotable water, Safe Drinking Water Act, Department of Health, water quality, lead exposure, lead contamination, water utilities, backflow preventer, fire hydrant

Bills: SB3136, SB2521, SB2851, SB3154, SB3262, SB2387, SB3001, SB2818, SB2972, SB2372, SB2108, SB888, SB3320, SB2798, SB2110, SB3007, SB2615, SB2095, SB2101, SB3138, SB2756, SB3229, SB2969, SB3286, SB3238, SB2557, SB3140, SB2014, SB3097, SB3096, SB3069, SB99, SB2930, SB2268, SB2543, SB3022, SB3109, SB3215, SB3152, SB3156, SB3234, SB3053, SB3067, SB2673, SB411, SB2041, SB2919, SB2532, SB2152, SB2721, SB2446, SB2601, SB2239, SB2804, SB3324, SB2802, SB2577, SB2320, SB2706, SB2595, SB2781, SB2961, SB2433, SB2657, SB2340, SB3045, SB3203, SB2861, SB3245, SB2803, SB3204, SB3025, SB2138, SB2645, SB3082, SB2109, SB2261, SB3332, SB2811, SB2567, SB2125, SB2866, SB83, SB874, SB2386, SB3137, SB3132, SB2175, SB2272, SB2271, SB847, SB3302, SB2089, SB2102, SB2050, SB2694, SB2487, SB2061, SB709, SB3083, SB2151, SB2852, SB2471, SB2568, SB2253, SB2697, SB2429, SB2929, SB3032, SB2057, SB148, SB2353, SB2075, SB2907, SB2074, SB3219, SB3218, SB2367, SB3048, SB17, SB3253, SB2376, SB3103, SB2999, SB3255, SB1166, SB3157, SB2698, SB3029, SB2146, SB2470, SB3040, SB3076, SB2575, SB3294, SB2438, SB2530, SB2688

Keywords: lead-free, lead in drinking water, drinking water, water infrastructure, public water system, plumbing, pipe fittings, solder, flux, fixtures, cast iron pipe repair, nonpotable water, Safe Drinking Water Act, Department of Health, water quality, lead exposure, lead contamination, water utilities, backflow preventer, fire hydrant

Transcript Highlights:

• However, I want to divert your attention to the screeners at the elementary school level.
• And I remember feeling that feeling when I was a young student back in, I think, elementary school.
• My name is Merrill, and I'm an Indigenous woman and a mother to an elementary school student here in
• You know, in Finland, students graduate from elementary school knowing three languages because they've
• And I think the impact of that, you know, of what happens to them in elementary school, in junior high

Keywords: 996, all

Transcript Highlights:

• For myself, I attend all the Indian Ed meetings locally for our elementary school and high school.
• For myself, I attend all the Indian Ed meetings locally for our elementary school and high school.
• , ask questions, see where each one can help, transition from elementary to high school, high school
• I remember when I was in the local school district, we were in elementary school, and we had to walk
• I, too, in elementary school at Aubrey Elementary School, was called a squaw.

Summary: The Select Committee on Native American Affairs held a historic hearing at Table Mountain Rancheria focused on tribal education, culture, resilience, leadership, and trust. The opening prayer and remarks emphasized the significance of holding the first committee hearing on tribal land. Members said the hearing was intended both to hear testimony about ongoing problems in schools and to identify next steps for legislation and policy, especially as the session neared its end. The committee also referenced recent efforts supporting Native students’ right to wear regalia at graduation and broader concerns about representation in education and state institutions. The first panel centered on Native students’ experiences in public schools. Bella Garcia described a two-year fight with Clovis Unified over wearing tribal regalia at graduation, including a restrictive approval form and administrators who she said denied Native identity and made her feel invisible. Morningstar Ghali connected those experiences to the legacy of boarding schools, racial profiling, suspensions, and the “boarding school to prison pipeline,” and called for culturally responsive education, Native educators, counselors, Native studies, and restorative justice. Janet K. Bill, from the Attorney General’s Office of Native American Affairs, described her own path from tribal Head Start to Stanford, law school, tribal council, and state service, and said education, justice, and sovereignty are linked. Members asked about restorative justice, representation, and how to build pipelines into leadership and education roles. The second panel focused on solutions. Chairwoman Michelle Heredia Cordova urged a reimagined education system that is more personalized, experiential, culturally grounded, and balanced with land-based learning, while also recruiting Native teachers and creating stronger tribal partnerships. Chairman Leo Sisku said schools should educate educators, stop tokenizing Native students, and create accountability and consequences for discriminatory behavior; he also supported stronger tribal-school partnerships and more positive outreach. Chairman Fred Bean emphasized consistent engagement from tribal leaders at every level of schooling, stronger transitions from elementary to college, and programs that prepare Native youth for leadership, trades, and higher education. Chairman Shaineto of Tule River argued that schools and administrators should face consequences for violating Native students’ rights, and that Native people should not have to keep educating institutions about basic cultural respect. Committee members responded by discussing possible statewide solutions, including regional tribal boards, better enforcement of existing laws, stronger pipelines into teaching and leadership, and improved representation on boards and in state agencies. Several members raised the need to implement existing laws, fill vacant Native appointments, and consider broader protections for Native regalia and cultural expression. No formal vote was taken in the transcript, but the hearing concluded with a clear call for continued collaboration, accountability, and legislation driven by Native voices.

Transcript Highlights:

• middle school.
• I'm licensed to teach elementary school.
• I used to tease my elementary teachers it's like you want to get out into the schools, you don't want
• We know that our older students don't want to feel like they're in an elementary school. Setting.
• It's a beautiful school, but it is a private. school.

Transcript Highlights:

• A top-performing school, Cocohead Elementary is honored as a Blue Ribbon School.
• > has<00:20:32.000> surpassed kokohead elementary school has surpassed kokohead elementary
• school cocohead elementary is Performing school cocohead elementary is honored<00:20:44.760> as
• Please join me in recognizing the success of Cocohead Elementary School.
• Please join me in recognizing the success of Cocohead Elementary School.

Keywords: 910, house, all