Transcript Highlights:

• When a child hits an adult, we call that aggression.
• When an adult hits another adult, we call that assault.
• But when an adult hits a child, When an adult hits another adult, we call that assault.
• But when an adult hits a child, we call that discipline.
• They become an outsider and do not have a place as a learner in the school.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with much of the testimony focused on school discipline and student equity. Bills discussed included measures to address inequities in suspension and expulsion, clarify school exclusion rules, reduce discipline for dress and grooming violations, and expand protections related to fair educational practices. Committee members repeatedly reminded witnesses of the two-minute limit and asked for written testimony to supplement oral remarks. A substantial portion of the hearing centered on the RAISE Act and related school discipline bills, including H. 730/S. 376 and H. 731/S. 380. Testifiers from advocacy groups, legal services, and the legislature argued that exclusionary discipline disproportionately affects Black and Latino students, students with disabilities, low-income students, and DCF-involved youth. They said current law is overly broad or unclear in areas such as “assault on educational staff,” indefinite suspensions tied to felony complaints, and definitions of weapons, leading to unnecessary removals from school. Supporters said the bills would add due process, clearer definitions, and better accountability, while one legislator testified in support of the discipline reforms and opposed several other bills on the agenda. The committee also heard testimony on H. 576/S. 368, which would prohibit suspensions and expulsions for dress and grooming violations and require clearer, non-discriminatory dress code policies. Witnesses cited research and personal stories about disproportionate enforcement against Black girls, girls of color, non-binary students, and students wearing religious attire, and said the bill would prevent physical contact used to enforce dress codes. Another major topic was H. 641/S. 349, which would add “special medical status” protections in education; supporters said it would prevent exclusion based on medical decisions or conditions, though members questioned how it would interact with existing disability law and vaccination-related school requirements. The committee also heard testimony on H. 625, which would extend the ban on corporal punishment from public to private schools, with witnesses citing research on harm and disproportionate impact. Additional testimony covered bills on accelerated learning and gifted education, with parents, educators, and advocates saying Massachusetts under-identifies advanced learners and lacks adequate acceleration pathways. A senator also testified for S. 406 on recovery high schools, saying the funding formula should be updated to better support students in recovery. No votes were taken during the hearing; the chair closed testimony on several bill groups and noted that written testimony would remain open for a week.

Transcript Highlights:

• This division provides support and protective services to physically disabled adults, older adults, and
• It says 896 Division of Aging, Adult, and Behavioral Health.
• My question has to do with English language learners.
• year. for each identified English language learner in the 26-27 school year.
• Lastly, learner, they need to be up to date and know what to do.

Keywords: 1204, all

Transcript Highlights:

• No, I'm more of a project-based learner. I'm more hands-on. Definitely not a good test taker. Okay.
• , not a higher-ed learner, not a Career Tech learner, not a K-12 learner, but just the learner in general
• Got some moving pieces and some additional funding that I can tailor towards a learner record.
• I just don't know what learner record tool would be best for our state.
• without a learner record of some sort.

Summary: The commission met with a quorum and introduced Brett Farley, who was discussed as a possible partner to help strengthen the nonprofit side of the commission’s work. Members also welcomed a new participant, Naomi Janes of Owasso Public Schools, who described her role in instructional technology and AI integration. The group spent much of the meeting on planning for the upcoming AI symposium, including venue logistics, room and meal costs, audio-visual expenses, fundraising progress, keynote and vendor participation, and ideas for breakout sessions and after-hours demonstrations. Members discussed keeping attendee contact information private unless permission is obtained, and they also considered future regional meetings and year-round follow-up to sustain momentum beyond the symposium. A major portion of the meeting focused on legislation and grant strategy. Michael provided an update on House Bill 1782, saying floor amendments had been filed and that the bill now includes authority for agencies to pursue gifts and donations, an expanded advisory council, broader research purposes, and a fund structure that can support multi-year projects without fiscal-year pressure. He also reviewed Senate Bill 1734, which would require parental disclosure, allow opt-outs, and require reporting on data minimization and privacy compliance for AI tools used in schools. Members discussed how the commission could help schools, families, and the public understand AI policy and how the new law might shape future recommendations. The group also reviewed several grant efforts. Anna reported on the NSF TechABLE/AI HubZone proposal, a three-year, $1 million-per-year opportunity with a June 15 letter-of-intent deadline and July 15 full proposal deadline, and noted plans to include staff positions to support the project. She also updated the group on a rural health care transformation proposal of roughly $700,000 and asked for follow-up on its status. In addition, Anna outlined a broader K-20 pipeline concept centered on a shared learner record and microcredential system that would connect K-12, CareerTech, higher education, libraries, and workforce systems, with tools such as Career Coach and Skill of Eye to link credentials to jobs. Members generally supported the idea, noting benefits for transcript portability, special populations, teacher certification, and workforce alignment. The commission agreed to meet again on June 14 at 1:00 p.m., and the meeting adjourned after a brief announcement of an informal AI book club for the summer.

Transcript Highlights:

• Suspension is not the solution, especially for our younger learners.
• Suspension is not the solution, especially for our younger learners.
• Suspension is not the solution, especially for our younger learners.
• I just didn't have any adults who listened to me and believed me.
• </c><01:31:12.280><c> development</c> focusing on Young Learners development focusing on Young Learners

Keywords: 1183, house

Transcript Highlights:

• As an adult, yeah, you get hugs for no reason other than you smile at kids.
• I got paid to deal with the adults.
• English learner progress.
• Our monolingual learners have heard English a lot.
• But some of our, our EL learners have not heard it as much.

Transcript Highlights:

• they depend on adults to get to school.
• But also, you have an adult, usually a faculty member, so that relationship to a caring adult who's seeing
• Kids having relationships to an adult. Kids having relationships to other kids.
• The other piece is our long-term English learners.
• A, we call them LTELs, Long-Term English Language Learner.

Keywords: 988, house, all

Transcript Highlights:

• hours earned by those adult learners.
• hours earned by those adult learners.
• hours earned by those adult learners.
• </c><00:04:56.680><c> learner</c><00:04:57.080><c> metric</c> 8% um it added an adult learner metric
• adult Learners have the hours earned by adult Learners have the twice<00:05:06.960><c> the</c><00:05

Keywords: 0:01– Meeting start/roll call 0:34 – Approval of minutes 0:48 – Welcome of new committee members 1:34 – Council on Postsecondary Education 25:17 – Teachers’ Retirement System 27:00 – Kentucky Public Pension Authority 29:04 – Board of Veterinary Examiners 31:40 – Board of Nursing 34:01 – Board of Emergency Medical Services 36:15 – Fish & Wildlife Resources 40:34 – Department of Corrections 56:00 – Department of State Police 58:05 – Department of Criminal Justice Training 59:22 – Transportation Cabinet 1:00:18 – Department of Education 1:01:23 – Department of Employment Services 1:04:17 – Department of Workplace Standards 1:05:25 – Department of Housing, Buildings & Construction 1:06:59 – Cabinet for Health & Family Services, Dept. for Public Health (Sanitation) 1:13:50 – Cabinet for Health & Family Services, Dept. for Public Health (Trauma System) 1:17:46 – Cabinet for Health & Family Services, Dept. for Public Health (Radon) 1:18:30 – Cabinet for Health & Family Services, Dept. for Medicaid Services 1:19:15 – Cabinet for Health & Family Services, Dept. of Aging Services 1:20:36 – Other Business/Adjournment, 958, all

Summary: The subcommittee met with a quorum, approved the minutes, and welcomed new members before taking up Council on Postsecondary Education regulations 13 KAR 2:120 and 13 KAR 2:130. The regulations, as amended by staff and agency amendments, update public university and KCTCS performance funding models to conform to 2024 Senate Bill 191 and the performance funding work group’s recommendations. Changes discussed included replacing the underrepresented minority metric with an underrepresented students metric defined as first-generation students, adding an adult learner metric, increasing the low-income degree premium, adjusting small-school and nonresident credit-hour weights, revising data aging and progression metrics, and adding STEM+H criteria in 13 KAR 2:120. Travis Pal of the Council on Postsecondary Education explained that the changes reflect the work group’s three-year review process and that the work group ultimately voted to define underrepresented students as first-generation students and to apply half-weighting between research and comprehensive universities for the new metric. Michael Frasier of the Kentucky Student Rights Coalition and Eastern Kentucky University student government opposed 13 KAR 2:120, arguing that the regulation improperly applies weights where the statute does not clearly authorize them and that the funding changes disadvantage comprehensive universities and vulnerable students. He asked the committee to find the regulation deficient or, alternatively, recommend legislative clarification and a revised fiscal analysis. Pal responded that weighting has been part of the model since 2017, that CPE was following the statute and work group recommendations, and that the model could be changed by future legislation. Members asked about the timing of the broader performance funding review, and Pal said the full model is reviewed every three years, with the next work group cycle beginning in 2026. No motion to find the regulation deficient was made, and the committee allowed the regulations to proceed to the committee of jurisdiction. The committee then approved a staff amendment to Teachers’ Retirement System regulations 102 KAR 1:195 and 102 KAR 1:340, which require annual reporting of accumulated sick leave, leave policies, and salary schedules to TRS and make technical changes to the final average salary calculation and related definitions.

Transcript Highlights:

• In return, adult committee members can help us run the tools to make our ideas real and practical.
• In return, adult committee members can help us run the tools to make our ideas real and practical.
• According to Senate Bill 367, students will not be able to participate in such sessions unless adult
• Essentially, because adults are not present in schools, they can only...
• Essentially, because adults are not present in schools, they can only project what they think will be

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on several bills centered on school accountability, receivership, graduation requirements, charter school access, community schools, school libraries, and student voting rights. Much of the discussion focused on the Thrive Act, S. 374, which would end state receivership and change the state’s accountability approach. Supporters, including educators, parents, advocacy groups, and students, argued that receivership has not improved outcomes in districts such as Lawrence, Holyoke, Southbridge, Boston, and the Dever, and that local communities should have more control, with greater emphasis on community schools, wraparound services, and broader measures of school quality. They also supported related bills on community schools and school library standards, and several witnesses backed a bill to expand student representative voting rights on school committees. Opponents of S. 374, especially charter school leaders, parents, students, and some education advocates, focused on Section 4 of the bill, which would change the charter school net school spending cap in the lowest-performing districts. They argued that the provision would reduce access to charter seats in communities where families are seeking more options, and that schools such as Roxbury Prep, Excel Academy, Brook, Veritas Prep, and Libertas Academy have produced strong results for students, including students of color, low-income students, and students with special needs. Several witnesses said the section would force schools to shrink or close and would remove opportunities for families in districts with long waitlists. Committee members questioned witnesses on both the effectiveness of receivership and the charter school cap language. Chair Lewis and Chair Gordon emphasized the need for a better accountability system and noted concerns about whether current measures, including MCAS-based designations, accurately reflect school quality. Some witnesses said they had discussed the possibility of removing Section 4 from the Thrive Act and suggested it might be addressed in separate charter reform legislation. No votes were taken during the hearing; testimony was received and the committee later closed testimony on S. 374 and several related bills before moving on to the student voting rights bill, S. 367.

Transcript Highlights:

• I mean. on the district share of English learners and low-income students, as the Department of Finance
• cycles of homelessness, but we know some of the answers because one of the greatest predictors of adult
• cycles of homelessness, but we know some of the answers because one of the greatest predictors of adult
• Chronic adult homelessness.
• Now is the time followed by English learners and students in low-income households.

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals on universal school meals, the Expanded Learning Opportunities Program (ELOP), and community schools, with the Kitchen Infrastructure and Training Grants Program also discussed. For universal meals, the Department of Education supported continued investment, citing high student meal need, reported gains in meal participation and service efficiency from prior kitchen grants, and concerns that federal changes and underreporting could affect funding. The Department of Finance outlined $1.8 billion Proposition 98 General Fund for universal meals and an additional $100 million for a fourth round of kitchen grants, while the LAO recommended rejecting the new kitchen grant round because prior rounds are still being spent and the allowable uses are broad. Members raised questions about federal matching requirements, Summer EBT, and whether immigration-related federal policy changes could reduce meal counts and state/federal reimbursements. For ELOP, the Department of Finance described $4.7 billion ongoing Proposition 98 General Fund plus $62.4 million to set a minimum Tier 2 rate of $1,800 per pupil. The LAO recommended modifying the proposal to fully fix Tier 2 at the current $1,579 rate and tie future changes to program requirements, while CDE supported the Governor’s approach and said the added stability would help districts plan. Committee discussion focused on whether ELOP should remain a standalone before- and after-school program or be folded into LCFF, with some members and witnesses arguing for more local flexibility and clearer outcome measures, while others emphasized the value of guaranteed expanded learning access, especially for elementary students and working families. CDE noted new CalPADS reporting will provide more data beginning with the 2025-26 school year. For community schools, the Governor proposed $1 billion ongoing Proposition 98 General Fund to expand the model to thousands more schools and sustain existing ones, along with stronger technical assistance and future accreditation/self-certification. The LAO recommended continuing the current one-time grant approach instead of creating a new ongoing categorical program, citing concerns about scalability, administrative burden, and the need for earlier planning and clearer accreditation timelines if ongoing funding is adopted. CDE strongly supported the ongoing investment, saying community schools have improved attendance, suspensions, and achievement, and that technical assistance and county office support are essential for expansion. Members and public commenters largely supported community schools, with some urging stronger accountability, more support for county offices and MTSS, and debate over whether non-classroom-based charter schools should be excluded from eligibility. No formal votes were taken in the portion provided; the committee heard testimony and moved through the agenda items and public comment.

Transcript Highlights:

• proficiency than the previous cohort of English learners.
• You've probably seen a lot of reports about the growing of English learners.
• We have the greatest number of English learners of any state.
• So there's some place that they see an adult every day.
• High schools that work for new English learners also have a model like that.

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• Let me ask about the Adult Learner Demonstration Project.
• The Adult Learner Demonstration Project sounds a lot like what I thought was a previous pilot program
• And then secondly, on the adult learner demonstration project, I know you mentioned 1,100 students are
• That means students who are adult learners who are in short-term programs. What do I mean by that?
• That means students who are adult learners and are in short-term programs could leverage both state and

Summary: The committee heard an overview of the May Revision’s Proposition 98 changes for K-12 and community colleges. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with higher guarantees in each year, full payment of the prior settle-up, and larger deposits into the school rainy-day fund. The LAO said the revenue and LCFF updates were reasonable, but urged caution about the settle-up approach and recommended using more of the available funding to protect ongoing programs and build budget resilience. Members focused heavily on the size of the proposed $3.9 billion settle-up, the $10.3 billion reserve deposit, declining K-12 enrollment, and how much of the new funding should be ongoing versus one-time. The committee then reviewed the community colleges portion of the budget. Finance described the May Revision’s higher SCFF COLA, additional funding for enrollment growth, a student support block grant, apprenticeship adjustments, and continued funding for deferred maintenance, Calbright, Common Cloud, and credit for prior learning. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the growth formula, and a COLA for Student Equity and Achievement. The LAO recommended prioritizing the statutory COLA increase, noted that more than half of districts are already above current-year growth targets, and said the new adult learner demonstration project should be rejected because districts already have tools to support similar services. Members also discussed a $52 million current-year apportionment shortfall, which Finance said was discovered too late for the May Revision and would need to be addressed later. Finally, the committee took up the proposed implementation of the federal Workforce Pell program. Finance proposed one-time funding for the California Student Aid Commission and Cradle to Career to build eligibility and data systems, along with trailer bill changes to set up state approval processes. CSAC said the program is promising but highly complex, that California lacks the needed infrastructure, and that the state will need emergency regulations, data linkages, and ongoing funding beyond the one-time proposal. The LAO agreed that some initial funding is needed but warned that the amounts and ongoing costs remain uncertain and that the Legislature should carefully draft the trailer bill language. Members asked about timing, other states’ actions, and how the state would ensure the program is ready for students and institutions.

Transcript Highlights:

• Let me ask about the Adult Learner Demonstration Project. The Adult Learner Demonstration Project.
• And then secondly, on the Adult Learner Demonstration Project, I know you mentioned 1,100 students are
• learners.
• That means students who are adult learners and who are in short-term programs...
• That means students who are adult learners and who are in short-term programs could leverage both state

Keywords: 988, house, all

Transcript Highlights:

• Our students aren't just learners, they're the workers who keep Los Angeles running, often at the cost
• through more recommendations we have include strengthening financial support for workers and learners
• We hear firsthand from job seekers, parents, young adults, veterans. career changers about the economic
• And if legislation would allow for all schools that are adult schools and community colleges to have
• And just seeing how our workers and learners, you know, are being impacted and your research and your

Keywords: 988, house, all

Transcript Highlights:

• </c> and outcome for Minnesota learners. and outcome for Minnesota learners.
• On the adult education side, the division distributes state and federal funding for adult literacy, adult
• to student to adult.
• adult.
• So um it's um adult to student to adult.

Keywords: 1183, house

Transcript Highlights:

• that two years of preschool is especially beneficial for this group, as well as for multilingual learners
• We are literally planning the eviction of our youngest learners from the very system we are supposed
• Additional adults to meet ratios: LEAs have reported in 2024-25 that some TK second-adult positions remain
• The grantees are still reporting a shortfall of nearly 700 adults for TK classrooms.
• with children who might be having behaviors that challenge adults.

Keywords: 988, house, all

Transcript Highlights:

• learners, using common language, strategies, and metrics.
• We know we have hundreds of thousands of adult learners, including adult learners that actually have
• to even, you know, something we didn't talk about as adult education, but some of our oldest learners
• Nearly 45% are English language learners. Our high needs.
• Nearly 45% are English language learners. Our high needs.

Keywords: 1212, all

Transcript Highlights:

• We're focusing on an Oklahoma learner, not a higher ed learner, a Kirteag learner, a KTW2 learner, but
• I just don't know what learner record tool would be best for our state.
• But if we have a way to transcribe it for learners.
• Adults who are trying to get these certifications that are requested.
• A learner can track and keep track of all of the learning in one place.

Keywords: 914, all

Transcript Highlights:

• Bogh's request for reinvestment and renewal of the Educator Workforce Investment Grant for English Learner
• this year and is the most effective toolkit that we have for ensuring anyone working with English learners
• We also support rejecting the definition for students at risk of becoming long-term English learners
• Item 11, various appropriations, and Item 40, the adult learner program in higher ed.
• Item 11, various appropriations and 40, the adult learner program in higher ed.

Keywords: 987, senate, all

Transcript Highlights:

• The main new proposal on this front in the May Revision is the $9.7 million for the Adult Learner Demonstration
• The main new proposal on this front in the mirror vision is the $9.7 million for the Adult Learner Demonstration
• and adult students.
• We also appreciate the May Revision proposal on the Adult Learner Demonstration Project.
• A majority of adult learners struggle with basic needs and addressing the total cost of attendance, and

Summary: The subcommittee heard May Revision proposals for higher education, beginning with the Bureau for Private Postsecondary Education. Finance proposed a one-time $10 million General Fund backfill to repay a special fund loan used to cover litigation costs, plus provisional language to allow budget flexibility for a remaining legal expense and to repay the loan without interest. The LAO opposed shifting the litigation costs to the General Fund and raised legal concerns about waiving interest on the loan, noting that special fund loans have historically been repaid with interest. Members asked about the litigation amount and the estimated interest savings, which Finance said would be about $245,000. The committee then discussed University of California funding, including the Governor’s proposed compact funding and a $1.5 million one-time increase for the First Star foster youth program at UC campuses. UC said the program has strong outcomes at UCLA, including a 100% college-going rate and high college completion rates, and that the new funding would expand the program to additional campuses and eventually be self-supporting through fundraising. The LAO recommended rejecting the proposal, arguing that UC already has overlapping outreach programs, including the Early Academic Outreach Program, and that the new initiative would duplicate existing services. Several senators questioned whether the state should expand a new program instead of strengthening existing ones, while UC and Finance emphasized the program’s focus on foster youth and its high success rates. For the California Community Colleges, Finance outlined the May Revision’s increase to the Student-Centered Funding Formula COLA from 2.41% to 4.31%, along with enrollment growth funding, categorical COLAs, deferred maintenance, and other ongoing and one-time investments. The Chancellor’s Office supported the flexible “super COLA” approach and asked for more enrollment growth funding, arguing that many districts are already above current targets and that unfunded growth restricts access. The LAO recommended funding at least the statutory COLA, redirecting some ongoing funds to enrollment growth or one-time priorities, and rejecting the $9.7 million Adult Learner Demonstration Project because districts already have incentives to do similar work. Senators pressed Finance and the Chancellor’s Office on the use of COLA funds to cover the new paid pregnancy disability leave requirement, the impact on hold-harmless and basic-aid districts, and whether the state should fund actual enrollment growth rather than a flat COLA. The committee also reviewed California Student Aid Commission proposals, including adjustments to Cal Grant and Middle Class Scholarship funding, continued Golden State Teacher Grant funding, and implementation of the federal Workforce Pell program. Finance said the Middle Class Scholarship changes reflected updated caseload estimates and that the higher 35% unmet-need level had been one-time funding, while CSAC urged continued support and noted the importance of financial aid for student success. The LAO recommended rejecting additional Golden State Teacher Grant funding as not well-targeted and urged caution on Workforce Pell trailer bill language, citing uncertainty about federal rules, ongoing administrative workload, and the need for clearer implementation planning. Members also raised concerns about declining CADAA applications and the need to better promote state aid for undocumented and mixed-status students. No votes were taken during the transcripted portion, and the committee moved through the agenda items with questions and testimony.

Transcript Highlights:

• California's goals for education for English learners are articulated in the English Learner Roadmap.
• California's goals for education for English learners is articulated in the English learner roadmap.
• As an English language learner—now we call them English learners—myself, I saw my story reflected in
• By January, he's had three different adults in the front of his classroom.
• And where's the English learner training for teachers?

Keywords: 988, house, all