Transcript Highlights:

• And so ensuring that we had translators there, available, accessible, easily accessible, is really essential
• It's not about how many languages the school teaches; it's more about what is your language.
• Are you able to communicate to a certain level in your native language or another language that you can
• ... ...communicate to a certain level in your native language or another language that you have studied
• communicate to a certain level of in your native language or another language that you have studied.

Keywords: 995, all

Summary: The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level. The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.

Transcript Highlights:

• The academic standards for foreign languages are identified as world languages.
• The academic standards for foreign languages are identified as world languages.
• So that concludes the equitable access portion.
• Looking at English-language proficiency, the most recent checkpoint there in 2024, 41% of all English-language
• And finally, looking at access to educators...

Keywords: 1204, all

Transcript Highlights:

• rights laws, which enables everyone who may have a language barrier or disability to receive access
• access and uh um the specific language didn't came out uh correct from OS but um I'm even more support
• access and uh um the specific language didn't came out uh correct from OS but um I'm even more support
• access and uh um the specific language didn't came out uh correct from OS but um I'm even more support
• for different kind of disability access, and the specific language didn't come out correct from OS,

Keywords: 1189, house, all

Transcript Highlights:

• Social Studies and Language Arts. Social Studies and Language Arts.
• access.
• access.
• This<00:59:33.080> language This language This language applies<00:59:35.360> a<00:59:35.440
• . accessibility. accessibility.

Keywords: 926, house, all

Summary: The House opened with a devotional and the Pledge of Allegiance, then moved through first readings and referrals of several bills. House Bill 950, the pay act for certain state employees, was read and referred to Appropriations, and House Bill 951, the government appropriations bill, was read and referred to Ways and Means. Senate bills referred included S. 138 on commercial property assessed clean energy projects, S. 181 on eliminating a pre-sentence investigation requirement for deferred sentences, S. 206 on licensure of early childhood educators, S. 219 on an energy navigator program report, S. 239 on the Child Abuse and Neglect Reporting Working Group, and S. 291 on travel disclosures for legislators and certain executive officers, each sent to the appropriate committee. The chamber also read several House concurrent resolutions adopted on the consent calendar. These included resolutions congratulating Rice Memorial High School’s Division Two girls soccer team and Division One field hockey team, designating March 2026 as Athletic Trainers Month in Vermont, and remembering the 2011 Tohoku earthquake, tsunami, and nuclear disasters in Japan. The Japan remembrance resolution included a message from the Japanese consul general expressing gratitude for Vermont’s solidarity and friendship after the disaster. Later, members offered announcements recognizing guests in the gallery, including Rice Memorial athletes and coaches, representatives of the Vermont Association of Athletic Trainers, and students and teachers from Pondbrook and Sterling College. The House also heard a detailed floor speech in support of House Bill 861, which would establish a statewide Americans with Disabilities Act Coordinator. The sponsor described accessibility barriers faced by disabled Vermonters, argued that ADA responsibilities are currently uneven across state government, and said a coordinator would improve coordination, compliance, and access across agencies. The House then announced the order of upcoming bills, starting with H. 861 and H. 931, but no final vote on H. 861 was taken in the portion provided.

Transcript Highlights:

• Because I know the language isn't in there.
• They don't have access in my community.
• Good afternoon, Diana Douglas with Health Access California.
• Health Access is co-chair of the Health for All coalition.
• I'm here in support of the language protecting vaccination access in SB 144, as well as supportive of

Keywords: 988, house, all

Transcript Highlights:

• Rather, the language asks the researcher to find out what other states do.
• Rather, the language asks the researcher to find out what other states do.
• But I think in the trailer language, you do see a few key areas.
• and establishing faster, wider initial access to math coaches.
• instrument and the family language and interest interview, to identify dual-language learners, or DLLs

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• that isn't based on the exact language that isn't based on the exact language so<00:59:11.440>
• bill so that people are able to access bill so that people are able to access through<01:10:14.920
• medical assistance and they need access medical assistance and they need access to<01:10:24.360>
• to health care, deserve access to housing, deserve access to nursing homes, deserve access to mental
• I think our goal is access.

Keywords: 1187, senate, all

Transcript Highlights:

• And so it just reinserts that language stating provided, however, that Re-inserts that language stating
• Our policy, our decisions, the language that we use, when it goes to court, the plain language is read
• Our policy, our decisions, the language that we use, when it goes to court, the plain language is read
• Thank you very much, Representative. ...access to.
• This language literally includes the language from the Ginsburg decision, which gives us the right, the

Summary: The House convened with prayer, moments of silence for former member Terry Fields and the Parkland victims, the Pledge of Allegiance, and recognition of guests and visitors. The chamber then adopted the Rules and Ethics Committee’s special order report setting the day’s calendar and debate times. The main measure taken up was HB 1119, relating to materials harmful to minors in public schools and charter schools, which the sponsor described as a clarification of existing law to keep pornographic or sexually explicit material away from minors and to give districts clearer standards for review and objection processes. The bill drew extensive debate over constitutional concerns, local control, litigation risk, and the scope of the definition of “harmful to minors.” Members supporting the bill argued it was needed to close loopholes and protect children, while opponents warned it could lead to overbroad book removals, conflict with federal court rulings, and costly lawsuits. A series of amendments sought to narrow or redirect the bill: proposals by Gant, Aristide, Bartleman, Eskamani, Nixon, Rainer, Woodson, and Harris would have preserved literary value review, protected educational and abuse-prevention materials, exempted LGBTQ-inclusive books, limited objections, preserved funding for districts, or delayed enforcement during ongoing litigation. Supporters of the amendments framed them as protecting parental choice, academic value, student safety, and district finances; opponents said they would weaken the bill’s child-protection purpose. All of the amendments failed. After the amendment process, the House waived rules, read HB 1119 a third time by title, and entered structured debate on final passage. Debate continued along the same lines, with opponents emphasizing book removals, First Amendment concerns, and the impact on students and schools, and supporters reiterating that the bill was intended to prevent minors from accessing obscene material. The transcript provided ends during structured debate and does not include the final vote on HB 1119.

Transcript Highlights:

• <00:06:59.120> in to hear you speak to the language in to hear you speak to the language in
• election officials can use to access election officials can use to access that<00:14:19.680>
• some concerns about that language. some concerns about that language.
• <01:07:01.280> So, private or accessible that way. So, private or accessible that way.
• your I prefer your language. your I prefer your language.

Keywords: 1191, senate, all

Transcript Highlights:

• Is there a motion to adopt this language?
• motion to adopt this language? motion to adopt this language?
• Bamiji for example is universal access. Bamiji for example is universal access.
• > language.
• So, uh open access want to do.

Keywords: 919, house, all

Summary: The committee first took up a series of “same and similar” provisions between the House and Senate higher education bills and adopted them one by one, with brief explanations from members and staff. The items included a cybersecurity addition for a doctoral degree program, Northstar Promise definitions and eligibility limits, self-loan provisions on institution eligibility and data disclosure, and dual training language requiring certificates, diplomas, or degrees to come from accredited postsecondary institutions. The committee also adopted an amendment to the private career school provisions that clarified exempt institutions remain within the act, and removed certain limited-license and renewal fees for institutions participating in dual training grants or the eligible training provider list. Each of these motions prevailed by voice vote. The committee then moved into policy differences between the House and Senate bills, beginning with emergency grants and hunger-free campus grants. Members discussed shifting funding from OHE-administered competitive grants to direct appropriations for the University of Minnesota and Minnesota State, while the Senate retained competitive grant access for private and tribal colleges and added reporting requirements. OHE Commissioner Dennis Olson said the added reporting would be an extra administrative task but raised no significant concerns. Testifiers from the University of Minnesota, Minnesota State, and the private college sector supported faster, more direct funding and described the grants as important for emergency housing, transportation, food insecurity, and other student basic needs. A LeadMN representative also supported the changes, saying campus staff and students wanted funds delivered more quickly. The committee also discussed direct admissions on R31. The Senate proposal would require public and charter high schools to participate in the direct admissions program by the 2029-2030 school year. Assistant Commissioner Wendy Robinson said OHE supports statewide expansion and that the program has improved FAFSA completion, college enrollment, and student retention in Minnesota. Members noted the bill had bipartisan support and heard from advocates such as Ed Allies and Students United. No votes were taken on the policy-difference items during this portion of the meeting, and the chair said further discussion of state grant and sexual misconduct policy differences would be held at a later hearing with additional OHE staff present.

Transcript Highlights:

• We've got the CCAP pathway, the college and career access pathway.
• We've got the CCAP pathway, the college and career access pathway.
• More expansive and easier for our students to access these types of programs.
• We will now move on to the long-term English language learners panel.
• Budget language? Yeah, the budget language drives a big portion of it.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• . language arts/English language development instructional materials by the Instructional Quality Commission
• Arts/English Language Development Framework.
• Expansion of literacy coach access and establishing faster access, wider initial access to math coaches
• instrument and the family language and interest interview to identify dual language learners or DLLs
• We want to make sure that early identification and People's home language and language and English development

Keywords: 988, house, all

Transcript Highlights:

• I think the other important thing that this language does, The other important thing that this language
• I think the other important thing that this language does, The other important thing that this language
• language that creates a single statewide grievance process and expands access, strengthens oversight
• The system should ensure there is a clear line of communication, timely action, language accessibility
• Is that as a response to the current language in the trailer bill language or overall the program, and

Keywords: 987, senate, all

Transcript Highlights:

• language for native speakers class for Tewa language.
• Why is it important to have access to learning your language and culture throughout your school day?
• Why is it important to have access to learning your language and culture throughout your school day?
• And it's important to learn Tewa and have this access, because when you learn the language and you take
• language?

Summary: The committee began with a presentation on the 520 Native American Language and Culture certificate, created to let proficient tribal language and culture speakers teach in K-12 schools without a bachelor’s degree. LESC staff, PED, and HED described the certificate’s statutory basis, the role of tribes and pueblos in setting proficiency standards, and ongoing challenges such as uneven MOAs, limited professional development, rural access barriers, data gaps, and retention concerns. PED said oversight of 520 is moving from the licensure bureau to the Indian Education Division, and HED reported that the tribal education technical assistance centers authorized in 2023 are still in procurement but are expected to be awarded in early 2026. A student, Alonzo Hughes, testified about how learning Tewa from 520-certified teachers helped him understand his culture and speak with elders, and members praised the program’s role in language revitalization and asked about funding, teacher pathways, and whether similar models exist in other states. Committee members then discussed several PED rule updates. Staff reviewed an adopted rule implementing HB 54 on AEDs and cardiac emergency response plans, including staff training requirements and staggered compliance dates, and a proposed rule for school nurse licensure under HB 195 that would create a three-tier system and align nurse pay with teacher pay. They also reviewed proposed changes to the Community Schools Act rule, including a full-time community school coordinator requirement, updated grant language, and broader coalition membership criteria; PED said the broader language would not conflict with the Martinez-Yazzie work. A proposed bilingual teacher rule would standardize coursework requirements, add trans-languaging and culturally relevant curriculum competencies, and allow Native American language certification applicants to demonstrate proficiency using tribal standards. In questions, members raised concerns about AEDs being present at athletic events, the need for the amended school nurse bill to move experienced nurses directly into higher levels, and whether the community schools rule’s broader coalition language could affect current education litigation. Members also asked about funding for 520 programs, teacher residency or cohort models, and how to support advanced language instruction and sustainability. PED said the Indian Education Fund and school budgets can support some of the work, but additional strategic funding and cross-training are needed. The committee also heard that New Mexico’s 520 system is unusually robust compared with other states, and members encouraged staff to present the model at national conferences. The meeting ended with the director’s report, which noted a flat budget request of $2,024,300, staff turnover including Natasha Davalos’s departure, and appreciation for the committee’s work before adjournment for the holidays.

Transcript Highlights:

• We are a district that offers language programs in seven different languages: Armenian, French, German
• We are a district that offers language programs in seven different languages: Armenian, French, German
• The inability to access these on-campus screenings is...
• technology to access instruction in his class.
• technology to access instruction in his class.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• I vividly remember the confusion around eligibility rules, the lack of language access, and the constant
• You'll hear from colleagues about investing in language access so language gaps are no longer a prescription
• and equal care to patients regardless of the language. ...do the right thing and provide equal access
• They frequently cannot access their medications due to language barriers.
• Language access saves money, language access saves lives, and it's unquestionably the right thing to

Keywords: 995, all

Summary: The Joint Committee on Health Care Financing held a public hearing on a large docket of bills focused on MassHealth benefits and reimbursement, health equity, behavioral health, public health, dental access, 340B drug pricing, tobacco cessation, and coverage for children. The chairs emphasized rising health care costs, provider shortages, administrative burdens, and persistent inequities by income, race, geography, and immigration status. Much of the testimony centered on H.1416/S.901, an act to advance health equity, with legislators and members of the Health Equity Compact arguing for statewide benchmarks, stronger health equity leadership, reimbursement for interpreter services, community health workers and patient navigation, Medicaid graduate medical education support, and a health equity zone trust fund. Witnesses described disparities in life expectancy, maternal mortality, access to primary care, and the impact of federal Medicaid and social service cuts, and urged the committee to report the bill favorably. The committee also heard strong support for H.1368/S.847 on rapid whole genome sequencing for critically ill MassHealth children. Testifiers from industry, academia, hospitals, and families said early sequencing can end long diagnostic odysseys, improve treatment decisions, shorten hospital stays, and save money, while also providing emotional relief and information for families. The hearing then moved to H.1407 on MassHealth rate parity for inpatient behavioral health providers, where Rep. Scanlan and the Massachusetts Association of Behavioral Health Systems said the bill would codify existing administrative parity so managed care plans cannot pay less than the MassHealth fee-for-service rate. On H.1392/S.853 to preserve and protect public health, witnesses supported higher vaccine administration fees to improve provider participation and immunization rates. The committee also heard testimony on H.770/845 to protect 340B providers in MassHealth, and on S.848 to require reporting and transparency around 340B revenues and outside administrative costs. Additional bills drew testimony on tobacco cessation coverage for MassHealth members, with advocates supporting broader access to counseling and medications through medical, behavioral health, and dental providers. On H.1409, a nursing home operator asked for more flexibility in a MassHealth staffing-related penalty tied to patient days per resident. On H.1401/S.888, supporters of the “Take 10” dental access proposal said adult MassHealth dental coverage is underused because too few dentists accept MassHealth, leading to long travel times and avoidable emergency room visits; they urged incentive payments for dentists serving new adult MassHealth patients. Finally, on H.1403/S.855, “Cover All Kids,” advocates and immigrant community members urged removal of immigration status as a barrier to full MassHealth coverage for children, while also backing a related bill to ensure 12 months of continuous coverage for children. No votes were taken during the hearing; the committee primarily received testimony and asked questions on costs, reimbursement levels, and implementation details.

Transcript Highlights:

• Access to council remains. website.
• to interpretation in any language on demand, so language access isn't an issue for action.
• to interpretation in any language on demand, so language access isn't an issue for action.
• Any language on demand, so language access isn't an issue for accessing our services.
• We are working on it in terms of trying to manage the resources that we have and support language access

Summary: The committee heard budget and workload presentations from the Office of the State Public Defender, legal aid organizations, and the Judicial Branch. OSPD requested permanent funding for positions that had been temporarily funded to implement the Racial Justice Act, explaining that the work has become ongoing and now includes additional Supreme Court briefing, habeas proceedings, investigations, expert analysis, and data requests. The State Public Defender also presented the AB 625 public defense workload report, which found statewide staffing shortages, caseloads above recommended standards, and major gaps in investigators and support staff. Senators asked about racial bias claims, the volume of data requests, and the impact of Prop. 36, and OSPD said it would provide additional written information. The legal aid panel asked for a $50 million increase to the Equal Access Fund, $20 million to restart homelessness prevention services, and $10 million for health care access work, while also supporting Access to Justice Commission requests for loan repayment assistance, immigrant family preparedness services, and innovation grants. Witnesses described legal aid as homelessness prevention and cited examples involving eviction defense, domestic violence survivors, and immigration detention cases. Los Angeles Superior Court Presiding Judge Sergio Tapia discussed eviction data, low tenant representation, and court pilots in Compton and at Stanley Mosk that combine mediation, rental assistance, and legal help. Senators asked for service maps, outreach materials, and more detail on funding needs and federal funding losses. For the Judicial Branch overview, the Judicial Council and trial court representatives supported the Governor’s proposed budget, including $70 million for trial court operations, $21.7 million for employee health and retirement costs, and funding for appellate counsel, case processing, and courthouse construction. They said rising costs, staffing retention, and interpreter shortages continue to strain the courts, and described efforts to reallocate interpreter funds and recruit hard-to-find languages such as Mixteco. Senators pressed the branch and the Department of Finance on courthouse facilities, noting that the long-term need is far larger than the current budget proposal; Finance said the branch’s facility needs were estimated at about $22.5 billion over 10 years to start 68 projects and $29.4 billion to complete the remaining projects. The committee requested follow-up information on facilities, judgeships, and interpreter needs.

Transcript Highlights:

• language to implement the federal workforce Pell grant program.
• This language reinstates repealed language from the former Education Code Section 10858 and clarifies
• It will allow staff to access approved large language models through a state-managed environment with
• Or does the LLM have access beyond just the state's own documents?
• Access to the software.

Keywords: 987, senate, all

Transcript Highlights:

• Um, our request to revise the language Um, our request to revise the language will<00:03:30.840>
• Um, as was stated, the original language within Senate File 5057, we did request language to construct
• <00:11:04.240> Paul, accessible housing in St. Paul, accessible housing in St.
• is exactly the right language.
• this language then need to go with that? this language then need to go with that?

Keywords: 1187, senate, all

Transcript Highlights:

• offers language programs in seven different languages.
• So that dual-language learners have the support they need to attain academic and language skills through
• I'm a big supporter of dual language, multi-language programs, and we know that there are extremely..
• And we have to ensure that they have access to those services.
• technology to access instruction in his class.

Keywords: 988, house, all