Transcript Highlights:

• In dual-language programming, that biliteracy and bilingual instruction starts from kindergarten, and
• That could be 10th grade, it could be second grade, it could be kindergarten, it could be whatever grade
• They actually took, when most kids would be in kindergarten, and they... ...they just taught everybody
• You all know the stories of kids who could walk into kindergarten and can read, right?
• They don't need to be there, really, for all the kindergarten skills. They're that far ahead.

Bills: HB295, HB824, HB1579, HB1581, HB2189, HB295

Keywords: bullying, antisemitism, school policies, school discipline, education, education policy, Texas Education Code, hate speech, student rights, civics education, high school curriculum, government, voting process, elected officials, Texas Seal of Biliteracy, biliteracy, bilingual education, multilingual, language proficiency, high school diploma

Transcript Highlights:

• a financial literacy assessment, completed a project, and it also expands the curriculum from kindergarten
• This bill does have a fiscal note from the Nevada Department... ...from kindergarten through second grade
• Thank you for the opportunity to speak with you today about Nevada... from kindergarten through second

Bills: AB568, SB90, SB133, SB147, SB229, SB233, SB240, SB245, SB280, SB378, SB393, SB417, SB434, SB494, SB495

Keywords: higher education, Nevada System of Higher Education, operational expenses, instructional expenses, public funding, education funding, teacher grants, classroom supplies, instructional support, specialized personnel, civics education, Nevada Center for Civic Engagement, funding, youth programs, civic involvement, Southern Nevada, Clark County, Las Vegas Valley, regional planning, economic resiliency

Transcript Highlights:

• it says that schools shall provide instruction, and it’s a minimum of 225 minutes each week for kindergarten
• minimum of 200,000. shall provide instruction, and it's a minimum of 225 minutes each week for kindergarten
• the new law section in four, 225 minutes for a week, no less than 30 minutes per school day for kindergarten
• Do you have a specific reason why it's 225 minutes for kindergarten, for instance?
• So in kindergarten, what does an advanced math opportunity look like?

Bills: HB3622, HB3621, HB3151, HB3882, HB3661, HB4273, HB3644, HB3706, HB3708, HB2021, HB3986, HB3972

Keywords: HB3622, 2030 Census, Decennial Census, U.S. Decennial Census Revolving Fund, Oklahoma Department of Commerce, Commerce Department, census preparation, federal census, state treasury fund, revolving fund, continuing fund, deemed appropriated, technology upgrades, census outreach, redistricting, population count, Title 74, OMES, State Treasurer, budgeting

Transcript Highlights:

• It requires all reading instruction for kindergarten through third grade to use structured literacy,
• and reading interventions for kindergarten through 12th grade students.
• In kindergarten, I watched my son learn to tap, map, and zap words.
• We retain more kids in kindergarten. They come in and they're young and they just haven't grown up.
• And so I think it's like two point something percent in kindergarten, and then it starts going down because

Bills: SB29, SB37

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• Basically said if a student is not ready when they're in kindergarten to move on to first grade, that
• </c><00:07:53.080><c> to</c> ready when they're in kindergarten to ready when they're in kindergarten
• </c> repeat kindergarten repeat kindergarten one<00:07:59.800><c> additional</c><00:08:00.319><c> year
• </c> student who isn't ready in kindergarten student who isn't ready in kindergarten where<00:08:17.159
• </c><00:11:13.200><c> or</c> and he needs to repeat kindergarten or and he needs to repeat kindergarten

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and first considered two concurrent resolutions. SCR 76, sponsored by Sen. Amanda Bledsoe, would create a Kentucky School for the Deaf Governance Task Force to examine the school’s future governance and its relationship with the Kentucky Department of Education. Bledsoe described the school’s long history and said the task force would give the small deaf-school community more voice. The committee adopted the resolution unanimously with favorable expression. The committee then took up SCR 131, sponsored by Sen. Max Wise, to continue the Efficient and Effective Districts Task Force from 2024. Wise said the prior task force met about 10 times and focused on student achievement and district policy, and the new version would continue that work as a legislature-only task force. The resolution passed unanimously with favorable expression. Members next considered HB 240 on primary school promotion. Rep. Truitt explained that the bill would require students who are not ready in kindergarten to repeat kindergarten, while a committee substitute softened the approach by allowing a school to hold a child back in kindergarten but requiring action in first grade. He said the bill aligns with existing reading-screening efforts and is intended to strengthen early literacy foundations. The committee adopted the substitute and passed the bill unanimously with favorable expression; Sen. Williams briefly explained his support as favoring performance-based advancement. The committee also approved HB 298, which would change the identification of schools for comprehensive support and improvement from every three years to annually, require KDE recommendations during management audits, add professional development in reading and math, and require effective instructional resources. The committee substitute also allowed districts with multiple CSI schools to contract for a turnaround vendor. The bill additionally carried employee-misconduct provisions from prior sessions, including disclosure requirements for applicants; the only change discussed was removing the word “investigation” from one disclosure section. HB 298 passed unanimously with favorable expression, and the committee also adopted a title amendment. Finally, the committee heard HB 424 on employment at public postsecondary institutions. Rep. Tipton said the bill would require performance and productivity reviews for faculty at least every four years, clarify appointment and removal authority for presidents at certain institutions, and expand “cause” for dismissal to include failure to meet performance and productivity requirements. Dr. Ray Horton, speaking for faculty groups, proposed a small substitute that would tie any performance measures to existing employment contracts to preserve academic integrity and avoid unintended changes to tenure processes. Members discussed how tenure works at Kentucky universities, and the committee was still in the middle of considering the proposed substitute when the transcript ended.

Transcript Highlights:

• I mean, a kindergarten teacher, you give them 10 little things and you have them count.
• that in kindergarten now, Mr.
• But I'm just saying this is going to be implemented beginning in kindergarten, is that correct?
• Chairman, proficiency for kindergarten through 12th grade. Thank you. I'm sorry, Mr.
• Supplemental Services for reading or reading proficiencies for kindergarten through 12th grade.

Keywords: 996, all

Transcript Highlights:

• But more to the amendment, which is about transition to kindergarten.
• Transition to kindergarten is the only thing some of our districts have.
• This amendment also deals with transitional kindergarten.
• This amendment also deals with transitional kindergarten.
• We talked about transition to kindergarten. That is a $27 million cut just this year.

Bills: HB2720, HB2073, SB5816, SB5919, SB5831, SB6244, SB6044, SB5109, SB5877, SB6258

Keywords: behavioral health, emergency services, health insurance, provider access, mental health funding, premium assistance, funding, healthcare, subsidies, juice grapes, agriculture, commerce, state regulation, market access, fire safety, insurance incentives, best practices, community protection, voluntary measures, mortgage modification

Summary: The House first took up Substitute Senate Bill 6225, a transportation bond measure. Supporters said it was needed to fund preservation and maintenance of Washington’s transportation system, including road upkeep and emergency repairs, while opponents argued the state had already addressed current needs through a recent unanimous budget and existing bond authority. The bill passed final passage 59-38, meeting the required three-fifths vote. The House then considered Gross Substitute Senate Bill 6260, an education budget-related bill with many floor amendments focused on transition to kindergarten, alternative learning experience (ALE) funding, local effort assistance (LEA), educational service district reserves, superintendent pay, MSOC funding, and collective bargaining limits. Most proposed amendments were rejected, though Amendment 2654 on TK priorities was adopted. After the committee amendment as amended was adopted, the bill advanced to third reading and then passed 50-47. Supporters described it as a necessary budget reduction and risk-management measure; opponents argued it cut K-12 funding too deeply, especially in rural and property-poor districts, and would worsen inequities and invite litigation. The House also concurred in Senate amendments and passed several other bills. House Bill 1796, about school construction financing and capital levy use, passed 95-2. Second Substitute House Bill 2105, dealing with immigrant worker protections, passed 58-38. Engrossed House Bill 2211, on food sourcing for a health-related program, passed unanimously. Engrossed Substitute House Bill 2225, regulating companion chatbots and child safety, passed 74-21. Engrossed Substitute House Bill 2247, related to animal care, passed unanimously. Engrossed Second Substitute House Bill 2418, streamlining permitting timelines to support housing affordability, also passed unanimously. The House then moved on to additional Senate-concurred bills, beginning with Second Substitute House Bill 1906.

Transcript Highlights:

• </c> This receives state dollars or a kindergarten program that receives state dollars.
• And as far as kindergarten, the principals in charge of that, I mean, and if he, you know, he chooses
• And as far as kindergarten, the principals in charge of that, I mean, and if he, you know, he chooses
• And as far as kindergarten, the them.
• And as far as kindergarten, the principles<00:26:22.080><c> in</c><00:26:22.320><c> charge</c><00:26:

Bills: HB329, HB8, HB353, HB329, HB8, HB353, HB50, HB78, HB225, SB75, SB209

Keywords: military installations, tall structures, local government, construction approval, wind energy facilities, tobacco regulation, vaping, sales restrictions, youth protection, tobacco compliance, public health, education programs, electronic nicotine delivery systems, judicial compensation, salary adjustments, district attorneys, Judges, local officials, computer science, education reform

Transcript Highlights:

• At students that are not in kindergarten yet, yes, correct. Thank you.
• </c> program to supplement the kindergarten program to supplement the kindergarten in<00:27:04.919><c
• in kindergarten at kindergarten<00:28:20.840><c> through</c><00:28:21.320><c> three</c><00:28:22.320
• ><c> they</c><00:28:22.480><c> learn</c> kindergarten through three they learn kindergarten through three
• </c> are aware there is a kindergarten are aware there is a kindergarten assistance<00:47:45.800><c>

Keywords: 928, house, all

Summary: The Finance Division 2 work session first took up HB 506, a bill dealing with the return of seized firearms. Members discussed how the measure would shift background-check processing for firearm returns through the Department of Safety, while the physical firearms would still remain with local police unless State Police had taken custody. The department said the bill would change which cases come to it, and members clarified that the bill concerns the background-check decision rather than possession of the firearms. The committee then voted OTP on HB 506 FN by a 7-0 roll call. The committee next discussed HB 671, establishing a kindergarten literacy readiness program. Department of Education staff explained that the bill grew out of a COVID-era Waterford contract that provided home-based early literacy support for families using federal relief funds, at a cost of about $600,000 per year, but that the program ended when those funds expired. Members raised concerns that the bill’s $1 appropriation was not realistic, that the prior program lacked sufficient outcome data, and that the references to ESSA tier-one benchmarks were unclear. The department said it was conducting a broader literacy needs assessment and updating the state literacy plan, including data from the zero-to-five range, K-5, and dyslexia-related work. Waterford representatives described the program as an early-literacy, pre-K readiness service for children ages zero to five, originally designed to work in homes with computers and internet provided where needed, and later expanded in some settings such as daycares and pre-K classrooms. They said the program used assessments at the beginning and end, had served hundreds of children, and was intended to support family engagement and kindergarten readiness. Despite that testimony, members remained concerned about funding and the lack of clear results, and one member moved to retain the bill for more information. The discussion ended with the bill retained rather than advanced.

Transcript Highlights:

• In New Mexico, we fund kindergarten through 12th graders in what we call basic program units.
• Early childhood actually accounts for kindergarten and some three and four-year-olds who are developmentally
• So for full-day kindergarten. A full-day kindergarten student generates 1.44 units.
• The formula assumes that a kindergarten student is more expensive to serve.
• And so a kindergarten class, for instance, with 18 students has a teacher and an educational assistant

Transcript Highlights:

• </c><00:08:36.479><c> literacy</c> 671 which was a kindergarten literacy 671 which was a kindergarten
• And that is defined on kindergarten.
• ><c> um</c><00:19:19.520><c> pre</c> kindergarten, this is um pre kindergarten, this is um pre kindergarten
• So that report wouldn't kindergarten.
• year, will enter kindergarten at or above a kindergarten reading level, oftentimes at a first-grade

Keywords: 928, house, all

Summary: The committee opened hearings on SB 69, including a germane amendment on school board votes to accept or reject gifts and donations, and a non-germane amendment creating a virtual early childhood readiness family engagement program for preschool children not yet in kindergarten. Prime sponsor Rep. Glenn Cordelli said the literacy program was modeled on earlier HB 671, would be funded through gifts and donations rather than state appropriations, and would include reporting requirements to the governor and legislature. Members questioned changes from the earlier bill, including the move away from center-based language, the lack of a dollar threshold for school board action on donations, anonymous gifts, and whether the amendment preserved enough evaluation data. Testimony on the donation provisions raised concerns about broad language, timing, and public-meeting requirements. Rep. Timothy Han and Becky Wilson of the New Hampshire School Boards Association both noted that school districts already have policies and asked how the bill would work for routine donations, anonymous gifts, and situations that might require non-public discussion under right-to-know law. Wilson cited examples such as field-trip scholarships, backpack drives, and sports uniforms, and said the association was not taking a position but wanted clearer guardrails. Rep. Han said school boards may need to discuss some gifts in non-public session and that the bill should better address those circumstances. On the early literacy amendment, Wilson and others questioned whether the program was sufficiently developed, whether it was appropriate to rely on a primarily online model for very young children, and how it would interact with special education services and IEPs. A representative from Waterford.org, Rob Riley, testified in support, saying the program would be supplementary, adaptive, and family-engagement based, and that Waterford could provide devices and internet access for families who need them. He said the program would work alongside school districts and IEP teams rather than replace existing services. No vote was taken during the hearing; the chair said the committee would later exec the bills and try to get reports in for the calendar.

Transcript Highlights:

• So, on your left is data showcasing kindergarten, 1st, and 2nd grade students performing at or above
• From kindergarten to grade 3, children focus on learning to read so that in 4th grade and beyond, they
• And finally, they should establish reasonable thresholds and processes for K3 or kindergarten through
• So when a student in kindergarten, 1st or 2nd grade.
• So right now, our, our class sizes are 14 in kindergarten.

Transcript Highlights:

• I'm in kindergarten and homeschool. Thank you. My name is Ben Lair, and I oppose AB 84.
• , including risk of dyslexia, because of... ...kids in kindergarten, first and second grade, will be
• I've taught in Head Start, California state preschools, district preschools, kindergarten, and now I
• teach bilingual transitional kindergarten at Pacheco Elementary, a Title I school in San Luis Coastal
• Yona Lloyd Moffat, proud transitional kindergarten teacher in a basic aid district, San Luis Coastal,

Summary: The Assembly Education Committee heard AB 84, a charter school accountability measure focused on non-classroom-based charter schools and fraud prevention. The author and supporters said the bill was intended to respond to the A3 charter fraud case and related scandals by strengthening audits, transparency, authorizer oversight, and funding determination rules, while ensuring public education dollars are used for public education. Supporters included FCMAT, CSEA, CTA, and CSBA, who argued the bill would improve oversight and protect taxpayers. Opponents, including the California Charter Schools Association, Green Dot, many charter parents, educators, and charter operators, said the bill was too broad, would impose major new costs and bureaucracy on all charter schools, and could reduce options for families, especially those using flexible, homeschool, or special-needs charter programs. After extensive testimony and committee discussion, the bill passed on a 5-1 vote and was sent to Appropriations, with the item left open for additional votes. The committee then approved a consent calendar of 11 education bills, including AB 542, AB 563, AB 731, AB 753, AB 784, AB 964, AB 988, AB 1034, AB 1233, AB 1255, and AB 1381, all moving to Appropriations. The consent calendar passed unanimously. Later, the committee heard AB 1454, a literacy and reading instruction bill authored by Assembly Members Rubio and Revis. The bill would require the state to create professional development resources for evidence-based literacy instruction, update English language arts and English language development instructional materials, and revise administrator preparation standards to include literacy training. The authors and a broad coalition of supporters, including CTA, EdVoice, Families in Schools, Decoding Dyslexia, school administrators, and parent advocates, described the measure as a compromise aimed at improving reading outcomes and addressing California’s literacy crisis. There was no opposition testimony at the hearing, and members voiced strong support for the bill and its collaborative approach.

Transcript Highlights:

• I started kindergarten during COVID. School made me nervous.
• I started kindergarten during COVID. School made me nervous.
• Yeah, so I had reached out to the school in kindergarten.
• Our son started kindergarten. We requested a tour.
• Our son started kindergarten. We requested a tour.

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• Children spend only 20% of their waking hours in school, between kindergarten...
• And children from low-income families arrive at kindergarten already behind.
• Children from low-income families arrive at kindergarten already behind.
• We see that there's an 8% increase in kindergarten readiness and literacy.
• entering kindergarten now.

Bills: S3022, H5187

Keywords: ENOUGH Act, ENOUGH fund, anti-poverty, poverty reduction, community development, place-based grants, distressed neighborhoods, economic mobility, housing and livable communities, community schools, cradle-to-career, child poverty, intergenerational poverty, social services, workforce development, education equity, public health, behavioral health, mental health, affordable housing

Summary: The Joint Committee on Community Development and Small Business heard testimony on H. 5187 and S. 3022, the Enough Act, a bill creating the Engaging Neighborhoods, Organizations, Unions, Government, and Households Fund to support place-based, community-led anti-poverty work. Chairs Andy Vargas and Senator Adam Gómez opened the hearing by noting it was their final hearing of the session and emphasizing the committee’s focus on community development, early childhood, education, housing, health, and workforce pathways. Much of the testimony described the bill as a shift away from siloed programs toward coordinated, cradle-to-career strategies centered on neighborhoods with concentrated poverty. Supporters included educators, school leaders, higher education officials, philanthropy representatives, health care leaders, and nonprofit advocates. Speakers such as Strategies for Children, Chelsea Public Schools Superintendent Almei Abeyta, Bunker Hill Community College President Pam Eddinger, Senator Sal DiDomenico, Representative Kate Lipper-Garabedian, Representative Antonio Cabral, and AFT Massachusetts President Jessica Tang argued that poverty affects learning and health long before children enter school and that schools alone cannot close opportunity gaps. They said the bill would help create backbone organizations, align services, and allow local communities to direct resources where they are most needed. Several speakers cited the Harlem Children’s Zone and similar models in Maryland, Boston, New Bedford, Springfield, Lowell, and other communities as evidence that place-based partnerships can improve outcomes and attract additional public and private investment. A large panel from the Harlem Children’s Zone, including CEO Kwame Owusukesi and Jeffrey Canada, described the model as a proven way to eliminate “luck” from children’s life chances by providing coordinated supports from birth through college and career. They stressed sustainability through long-term public-private funding, accountability, and community ownership. Other testimony from the Boston Foundation, United Way of Massachusetts Bay, Eastern Bank Foundation, New Commonwealth Fund, Opportunity Boston, Cambridge Health Alliance, Boston Children’s Hospital, Blue Meridian, and the Greater Boston Food Bank echoed the need for cross-sector collaboration and community-led infrastructure. Committee members asked about how the bill would interact with existing efforts like community schools, the Student Opportunity Act, and McKinney-Vento, and witnesses said the Enough Act would complement those programs by providing the organizing structure and flexible funding to connect them. No votes were taken during the hearing.

Transcript Highlights:

• </c><00:02:54.400><c> as</c> grade level beginning in kindergarten as grade level beginning in kindergarten
• </c><00:41:05.280><c> through</c> public schools from kindergarten through public schools from kindergarten
• on those kindergarten assessments.
• </c><01:21:53.120><c> on</c><01:21:53.360><c> those</c> got to kindergarten on those got to kindergarten
• It is optional in kindergarten, but is required for grades 1 to 3.

Bills: HF3421

Keywords: early literacy, reading instruction, teacher preparation, teacher candidates, teacher licensure, educator licensing, Professional Educator Licensing and Standards Board, PELSB, field experience, supervised practicum, evidence-based reading, science of reading, literacy methods, teacher training, preservice teachers, school-based experience, reading intervention, Minnesota education policy, 1183, house

Transcript Highlights:

• Connections Child Care Program, the local effort assistance enhancement, and the transition to kindergarten
• And it also restores funding to the transition to kindergarten program to what's in the enacted budget
• And it also restores funding to the transition to kindergarten program to what's in the underline, in
• budget also makes some reductions to some programs that are really good, like the transition to kindergarten
• from the Working Connections Child Care and apply those savings to make whole the transition to kindergarten

Summary: The Senate Ways and Means Committee met in executive session on Senate Bill 5998, the proposed operating budget, and received a staff briefing on 39 proposed amendments. The amendments covered a wide range of issues, including technical corrections; truancy intervention funding; public defense and Blake-related vacatur work; family reading, shellfish program review, cultural resource protection, agritourism, transmission planning, paid leave, developmental disabilities services, nursing home rates, TANF workforce services, food bank language, oral health access, behavioral health partnership access, sexual assault nurse examiner training, Department of Corrections security measures, child welfare staffing, pediatric interim care centers, Working Connections Child Care, range rider funding, Chinese American history month materials, Running Start, retiree health subsidies, school bus contractor costs, local effort assistance, transition to kindergarten, charter school enrichment, arts grants, and a tribal liaison position. Several amendments were withdrawn before action, including the truancy increase, Blake funding, one DD-related amendment, and others. The committee adopted a number of amendments, including the technical corrections packet, reductions or savings-related corrections, the family reading program, shellfish review funding, the transmission-system implementation funding, the oral health foundation, the partnership access line, health technology assessment funding, the governor errata correction, the sexual assault nurse examiner training contract, the DOC canine scheduling language, the child welfare staffing correction, the people transportation language, the TTK-related amendment, and the tribal liaison funding. It rejected several others, including agritourism, paid leave study language, DD waiver expansion, nursing home add-ons, the PIC program, range rider funding, Chinese American history month materials, Running Start restoration, the LEA restoration amendment, and the arts grant restoration. Some amendments were withdrawn after discussion, including the DD waiver and LEA-related proposals. During debate, supporters of various amendments emphasized service needs for vulnerable populations, including people with developmental disabilities, survivors of sexual assault, Medicaid dental access, behavioral health callers, and students in Running Start and TTK. Opponents repeatedly cited budget constraints, the need for a sustainable operating budget, and the view that some issues were better addressed through collective bargaining or future negotiations. The committee then rolled the adopted amendments into a new substitute Senate Bill 5998 and voted to send it to the Rules Committee with a do-pass recommendation, subject to signatures. Several members stated they would vote no on the budget overall, while others supported it as a difficult but necessary compromise. The meeting adjourned after the final vote.

Transcript Highlights:

• We started kindergarten, and we started pretty well.
• We started kindergarten, and we started pretty well.
• If a pre-kindergarten program or early learning center is part of a school with children in kindergarten
• So we just took that language, and we included it for the pre-kindergarten program.
• I'm full year preparing my kids for kindergarten. YMCA is a Christian school. Guess what?

Bills: HB624, HB1022, HB1203, SB82, SB206, SB305, SB376, SB441

Keywords: school safety, emergency operations plan, crisis management, active shooter, drills, training, classroom security, primary health services, behavioral health, school health providers, medical necessity, student health care, education, school week, instructional time, public schools, performance score, student athletes, cardiovascular health, sudden cardiac arrest

Transcript Highlights:

• commitments to. support the successful implementation of universal school meals, transitional kindergarten
• the guarantee was re-benched to reflect the continued implementation of universal transitional kindergarten
• further lowering average student to adult ratio from 12 to 1 to 10 to 1 in every transitional kindergarten
• A smaller portion of that drop reflects lower estimates of attendance from transitional kindergarten.
• The mayor vision has this new exclusion related to the expansion of transitional kindergarten.

Keywords: 988, house, all

Transcript Highlights:

• I'm in kindergarten and homeschool. Thank you. My name is Ben Lair and I oppose AB 84.
• That our risk of falling through the cracks will be eligible for transitional kindergarten funding and
• I've taught in Head Start, California State Preschools, District Preschools, Kindergarten, and now I
• teach Bilingual Transitional Kindergarten at Pacheco Elementary, a Title I school in San Luis Coastal
• Yona Lloyd Moffitt, proud transitional kindergarten teacher in a basic aid district San Luis Coastal.

Keywords: 988, house, all