Transcript Highlights:

• The parents—who better to look after their children than the parents?
• It's up to the parents.
• The parents—who better to look after their children than the parents?
• The parents—who better to look after their children than the parents?
• It's what I can't share. It's what I can't share with people coming out.

Keywords: 995, all

Summary: The Joint Committee on the Judiciary held a lengthy hearing on several juvenile justice and parole-related bills, with much of the testimony focused on H. 2051/S. 1087 to end lifetime parole for juveniles and emerging adults, and H. 1923 to raise the age of juvenile court jurisdiction to include 18-, 19-, and 20-year-olds. Chairs Brandy Fluker-Reid and Lydia Edwards opened the hearing by noting the large number of bills and witnesses, the need to keep testimony moving, and special procedures for incarcerated witnesses and sensitive testimony. They also acknowledged the historic nature of the hearing being chaired by two Black women attorneys. No votes were taken during the hearing itself. Many incarcerated speakers and advocates supported ending lifetime parole, arguing that young people can change, that lifetime supervision creates constant fear of technical violations, and that it undermines rehabilitation, family stability, employment, and reintegration. Several testified about their own trauma, youth, and growth in prison programs, while others emphasized the costs of decades of supervision and the racial disparities in the system. Support also came from elected officials, UTEC, the Transformational Prison Project, United Way, CPCS’s Youth Advocacy Division, the Massachusetts Coalition to Prevent Gun Violence, and others, who said juvenile systems are better suited to developmentally appropriate treatment and that the bills would improve public safety and reduce recidivism. There was also opposition, including testimony from family members of a murder victim who argued that lifetime parole should remain for serious violent crimes and that some offenders are not sufficiently rehabilitated. One virtual witness described a family tragedy involving the kidnapping and murder of her infant nephew and warned that ending lifetime parole could remove needed long-term supervision for dangerous offenders. In addition to the juvenile justice bills, the committee heard testimony on H. 1867, a bill related to continuing care for severe mental illness, and H. 2063, which would increase penalties for assaults on correction officers and other prison staff; the correction officers’ union supported H. 2063 and related safety bills. The hearing continued with many more witnesses and bill topics, but no final committee action was announced in the portion provided.

Transcript Highlights:

• safely reunited with parents. safely reunited with parents.
• are their parents, and parents who are their parents, and parents who are expecting<00:07:59.880
• >> Thank you for sharing your story. >> Thank you for sharing your story.
• their parents and caregivers. their parents and caregivers.
• A parent?

Bills: HF3415

Keywords: child care, day care, licensed child care center, license-exempt child care, immigration enforcement, ICE, Customs and Border Protection, CBP, USCIS, Department of Homeland Security, DHS, judicial warrant, facility access, sensitive locations, immigrant families, Minnesota Statutes chapter 142B, 1183, house

Transcript Highlights:

• what may be a tenuously functioning co-parenting relationship will cause the non-custodial parent to
• When speaking with parents, they share insight on the reality of raising a family in Massachusetts, a
• Today, I will amplify a few parent voices and share their words with you all.
• Today I will amplify a few parent voices and share their words with you all.
• I want to share something personal.

Keywords: 995, all

Summary: The House Committee on Children and Families held a hybrid hearing on a broad set of anti-hunger, family support, and basic-needs bills. Early testimony focused on SNAP and DTA operations: Rep. DeRosa and others urged passage of H. 196/S. 167 to require DTA to identify staffing, technology, funding, and operational needs to improve timeliness and customer service, warning that unanswered calls, delayed recertifications, and federal changes could sharply raise state costs through higher SNAP administrative burdens and payment-error penalties. Speakers from Massachusetts Law Reform Institute and Project Bread said DTA is under-resourced, caseloads have grown, and families are being denied or delayed due to phone and paperwork barriers. Another major SNAP-related bill, H. 254/S. 147, would require the Commonwealth to replace stolen EBT/SNAP benefits; testimony described more than $13 million stolen from about 27,000 households since June 2022 and argued families should not bear losses from organized theft rings. The committee also heard strong support for H. 207/S. 117, which would restore state-funded nutrition assistance for legally present immigrants excluded from federal SNAP under recent federal changes. Advocates from Project Bread, the Massachusetts Law Reform Institute, local immigrant services, and public health groups said the federal cuts would leave thousands of residents, including refugees, asylum seekers, trafficking survivors, and children, without food support, and argued Massachusetts has a history of filling this gap. Testimony also supported H. 222/S. 104 to make the Healthy Incentives Program permanent and year-round; supporters said HIP improves nutrition, boosts local farms and regional economies, and had already served more than 212,000 households in FY25. A related child-support bill, H. 201/S. 110, would increase the amount of child support passed through to TAFDC families and expand good-cause exemptions; witnesses said the change would put more money directly in families’ hands, reduce poverty, and better protect survivors of domestic violence and families with complicated co-parenting situations. A large portion of the hearing was devoted to deep-poverty and diaper-related legislation. Supporters of H. 214/S. 118 said cash assistance grants have lost value over time and should be raised annually until they reach half of the federal poverty level; advocates from Children’s HealthWatch, Hopewell, the Lift Our Kids Coalition, and parents described the links between deep poverty, poor child health, family stress, and child welfare involvement. They argued that higher grants would help families meet basic needs, reduce hospitalizations and neglect reports, and provide stability amid federal cuts. Finally, multiple witnesses backed diaper legislation, including H. 220/S. 151 and related bills, to create a diaper benefits pilot and/or diaper allowance commission. Testimony from the National Diaper Bank Network, MassCAP, Children’s HealthWatch, local diaper banks, and parents said diaper need is widespread, affects parental employment and mental health, and can cause health problems for infants; a federally funded pilot in Massachusetts was cited as showing improved employment, financial stability, reduced stress, and fewer diaper rashes. No votes or final actions were taken during the hearing; the committee heard testimony and asked questions throughout.

Transcript Highlights:

• Thank you for the opportunities to share my story. My name is opportunity to share my story.
• I want to share two stories that...
• I'd like to share how this program allows parents to be in the driver's seat of their child's education
• In that visit, they share every struggle, they share every frustration, and most impactfully, they share
• As a parent, I want my child to thrive and grow and flourish. I think any parent would want that.

Keywords: 974, senate, all

Transcript Highlights:

• This bill restores parental authority and puts parents back in the driver's seat.
• and puts parents back in the authority and puts parents back in the driver's<00:08:53.440> seat.
• And without a centralized location or solution within the app store, parents would have to share personal
• <00:24:55.360> App shared with any app developer. App shared with any app developer.
• If the parent >> Oh, okay.

Bills: HB161

Keywords: building codes, standardization, commercial construction, architectural services, energy conservation, federal compliance, local governance, 923, senate, all

Transcript Highlights:

• And I've got some parents here that are able to share their personal story as well.
• Parents are panicked. They have a lot of questions. Parents are panicked.
• I'm doing it for these parents. I'm not... I'm doing it for these parents.
• I want to appreciate the parents and the community members who came forward and shared their personal
• I want to appreciate the parents and the community members who came forward and shared their personal

Keywords: 1182, all

Summary: The committee first heard House Bill 4043, which would require each school district and charter school to ensure that at least one employee at each school is trained in CPR, first aid, and AED use by August 1, 2027. The sponsor said he would consider floor amendments to clarify that a trained person should be available at all times and to tie the requirement to schools that actually have AEDs. Supporters, including a constituent who lost a child, said the bill could help save lives; opponents and some members raised concerns about cost, staffing, and whether one trained employee is enough. The bill received a due pass recommendation on a 7-1 vote with several members voting present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of the federal Dietary Guidelines for Americans. A public health advocate testified in favor, emphasizing chronic disease prevention in children. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 vote. House Bill 2621, as amended, addressed enrollment and special education access for pupils in unorganized territory, tribal land, and certain military-connected students, including changes to certificates of educational convenience and timelines for district and county action. The sponsor and stakeholders described it as a technical fix to reduce enrollment delays and improve access to services. After adopting both the strike-everything amendment and a Garcia amendment, the committee passed the bill 11-0. The committee also advanced House Bill 2385, which limits superintendent contracts to one-year terms during the first three years of employment and allows longer terms only after three consecutive years. The sponsor framed it as a way to reduce costly buyouts and give school boards more flexibility; there was no public testimony, and the bill passed 7-4. House Bill 4106, creating the One Arizona Service Fellowship Program, also passed after amendment. Supporters said it would build service opportunities and workforce experience, while some members objected to creating and funding a new state program; it passed 8-2 with one present. Later, House Bill 2992, as amended, established a pilot program in schools for child sexual abuse and assault awareness and prevention, expanded to K-12 in the amendment and funded from the Victim Compensation and Assistance Fund. A survivor and anti-trafficking advocate strongly supported teaching children and training staff, while some members objected to the funding source and possible unintended consequences. The bill passed 6-5 with one present. House Bill 2370, concerning who may modify weapons detection systems and requiring superintendent notification to governing boards within 24 hours, passed 8-3 after a debate over school safety, accountability, and whether the bill was too vague or too narrow. House Bill 4056, as amended, would bar fees for legislators making public records requests in their official capacity and require electronic delivery; the sponsor cited large fees charged by school districts, while opponents warned against broad fee exemptions. It passed 8-3. Finally, the committee began House Bill 2478, which would create the Arizona Commission on Student Outcomes to study K-12 performance, accountability, graduation requirements, finance, and related issues, with a proposed amendment to add early childhood analysis. The sponsor said the commission would help drive a statewide conversation and that the Classroom Site Fund had sufficient unused balances to support it. Testimony from early learning and advocacy groups was generally neutral but supportive of including early childhood in the study, and the discussion was still underway when the transcript ended.

Transcript Highlights:

• And before funding, as I shared in my overview, the statutory requirement is that parents have to be
• We would love to share those statistics with you. We will also share our season open statistics.
• Daniels also is from, we share that.
• The parent has the choice of that individual.
• for those services to our parents.”

Summary: The Pre-K through 12 Budget Subcommittee met to continue reviewing how Family Empowerment Scholarship students are funded through the FEFP and the role of scholarship funding organizations. Staff gave a statutory overview of parent, SFO, and Department of Education responsibilities, including application deadlines, eligibility verification, quarterly payment timing, cross-checks to prevent duplicate funding, and the 99% district FEFP limitation for certain awards. The committee then heard demonstrations from Step Up for Students and AAA Scholarship Foundation showing their parent portals, application workflows, reimbursement systems, school enrollment/invoice processes, and marketplace tools for tuition, tutoring, and approved goods and services. Step Up reported major growth since HB 1, saying its scholarship population expanded from about 260,000 to more than 440,000 students, with application processing averaging about 10 days. It also highlighted faster tuition, provider, and reimbursement payments, multilingual support in English and Spanish, and resources such as videos and a call center. Members asked about support for Creole speakers, optional Florida ID numbers, student identifiers, marketplace pricing, tutor qualifications, background screening, and how awards differ from funded status. Step Up said it does not currently support Creole, does not do background screenings for tutors, sets no marketplace prices itself, and uses a unique internal student ID separate from the state ID. AAA demonstrated its revised software for the 2025-26 school year, including an eligibility screener, household and student application steps, messaging with staff, reimbursement requests, and administrative review and payment batching. AAA said the new system is custom-built, more transparent about award value versus available balance, and designed to better handle quarterly funding for UA students. Members questioned AAA and Step Up about student ID numbers, public-school cross-checks, fraud controls, school fee schedules, whether schools must participate, and reimbursement timing. Both organizations said they report quarterly to DOE, receive public-school cross-checks, and recover funds when students return to public school; AAA said its average reimbursement turnaround is about 14 business days, while Step Up said its reimbursement approvals have improved significantly. The committee also requested follow-up information, including one-pagers, data on income levels and demographics, and additional details on forecasting and system costs.

Transcript Highlights:

• Thank you for sharing the story. Ms.
• Six children, and some of their parents, have been detained as a result of sharing fingerprints in the
• They're with their parents, right?
• They're with their parents, right?
• This should not be a bipartisan discussion, as I don't believe any Democratic parent or Republican parent

Keywords: 995, all

Summary: The committee hearing began with opening remarks from the House and Senate chairs outlining procedures for a large public hearing with more than 100 witnesses on 64 legislative proposals. They explained time limits, rules for in-person and virtual testimony, written testimony procedures, and the committee’s reporting deadline. Testimony then moved through a series of juvenile justice, child protection, and civil liberties bills, with witnesses generally urging favorable reports or, in one case, opposing expanded juvenile court transparency and child advocate access to records. Several witnesses supported bills aimed at juvenile justice reform. Representative Hendricks backed H. 1744 to prevent child labor exploitation and trafficking, citing federal findings of child labor in seafood processing and calling for stronger penalties and a ban on minors working in such facilities. Senator Gomez supported S. 1131 and S. 1121 to reduce juvenile fees, fines, restitution burdens, and bail-related costs, arguing they worsen racial and economic disparities. Senator Crean and other advocates supported S. 1051/H. 1695 to expand juvenile diversion eligibility, while multiple witnesses from juvenile justice and immigrant advocacy groups supported H. 1657/S. 1058 to expand juvenile expungement and to limit sharing juvenile fingerprints with federal authorities, describing recent ICE detentions of Chelsea students and the resulting fear in immigrant communities. Witnesses also supported H. 1918/S. 1240 to narrow the youthful offender statute, raising the minimum age and reducing mandatory adult-style penalties for youth. The committee also heard testimony on child safety and bodily autonomy bills. Middlesex District Attorney Marion Ryan supported H. 1752 to protect children left in extreme temperatures, explaining it would create civil penalties, allow emergency responders to remove children from cars without liability, and add criminal penalties when serious injury results. Representative Thurber and Senator O’Connor testified for H. 2011/S. 1227, a bill prohibiting coercion or mandates for health-related interventions, including vaccinations, and allowing legal remedies for violations. Senator Jalen supported S. 1136/H. 1847 to prevent false confessions by requiring recording of interrogations and banning deceptive tactics, and several innocence-project and legal-services witnesses described wrongful convictions tied to false confessions and coercive interrogations. Another major topic was H. 1626, which would require age verification for pornographic content and launch an education campaign about online sexual exploitation; Representative Cruz and survivor Udoz Wallace testified in support, describing nonconsensual image sharing and deepfake harms. Not all testimony was supportive. The Committee for Public Counsel Services opposed S. 1035, which would increase transparency in juvenile court proceedings, and H. 1689, which would expand the child advocate’s access to confidential juvenile records, arguing both would undermine privacy and trauma-informed protections for children and families. No votes or formal committee actions were taken during the portion of the hearing provided; the session consisted of opening remarks and public testimony on the listed bills.

Transcript Highlights:

• You just leave it up to the parent.
• I just say, you know, I represent these parents. I have two parents in Tennessee...
• I'll happily share that with you.
• It not only involves staff but also engages parents and the community, creating an opportunity for shared
• The parents want to go there.

Bills: SB 2

Keywords: 1185, senate, all

Transcript Highlights:

• I'm also speaking to you as a parent, a parent who has two children who have an IEP and a 504.
• Informed parental choice.
• This is the epitome of parental information, parental choice.
• So I'm a parent.
• The parents don't.

Summary: The Student Academic Success Subcommittee met with a quorum and heard four bills, all of which were reported favorably by unanimous votes. The chair opened with remarks about student performance and assessment, then the committee took up House Bill 1111 by Rep. Valdes, which would eliminate the certificate of completion for students who do not meet standard high school graduation requirements. Supporters argued the certificate is a meaningless “participation trophy” that can mislead students and families, while the sponsor said students would instead be pushed toward additional support, concordance testing, or other pathways to a standard diploma. Members raised questions about effects on ESE students, timing, and alternative pathways; the bill passed 17-0. The committee next approved House Bill 921 by Rep. Overdorf, which adds cursive writing instruction for grades 2 through 5 and defines cursive proficiency. The sponsor and supporters said cursive has historical, cognitive, and fine-motor benefits and helps students read signatures and historical documents. The bill also passed 17-0. After a brief recognition of visiting students, the committee heard House Bill 423 by Rep. Bartleman, which requires private schools participating in the Family Empowerment Scholarship Program to give parents written notice about which services in an IEP, 504 plan, ELL plan, or similar plan will be honored. Supporters framed it as a transparency and consumer-protection measure for families, especially those with children with disabilities; the sponsor emphasized it does not require private schools to provide specific services, only to disclose them. The bill passed 17-0. Finally, the committee heard House Bill 251 by Rep. Tendrich, which would recognize January 27 as International Holocaust Remembrance Day in Florida. The sponsor and public witnesses described rising antisemitism, the importance of remembrance, and the need for education about the Holocaust. Members from both parties shared personal reflections and support, and a survivor’s letter was read into the record. The bill passed 16-0. At the end of the meeting, the chair noted the committee had gone four-for-four on unanimous support and adjourned.

Transcript Highlights:

• It's really difficult to have a parent in detention.
• And those years that I spent without my parents affected me.
• They found that 94% of parents were able to accept a job, and 85% of parents were able to attend additional
• In today's economy, parents don't work those traditional hours, Monday, In today's economy, parents don't
• Like many working parents, I depend on child care.

Summary: The hearing focused first on how wildfires and other disasters affect child care providers, families, and early education infrastructure. State officials from the Department of Social Services and Department of Education described disaster response and preparedness efforts, including shelter coordination, licensing outreach, emergency waivers, distribution of supplies, and the statewide child care disaster plan. Testimony from providers and advocates emphasized major gaps in recovery funding, insurance coverage, rebuilding support, mental health services, and coordination with local rebuild plans. Several witnesses urged more dedicated disaster-recovery funding for child care facilities and suggested statutory changes, including allowing greater flexibility for rebuilding costs and requiring early childhood programs to be included in local disaster planning. The second panel addressed immigration enforcement and its impact on child care. Advocates from the Children's Partnership, Every Child California, and CHIRLA said enforcement activity is causing families to keep children home, disrupting continuity of care, reducing enrollment, and creating fear and trauma for children and providers. They argued that immigrant and mixed-status families need clearer protections, privacy safeguards, legal support, trauma-informed guidance, and safe-haven policies for child care settings. Speakers also stressed that the child care workforce is heavily immigrant and that recent state laws such as AB 49 and AB 495 will require funding, training, and technical assistance to implement effectively. Public commenters, including child care providers, described personal experiences with fire damage, displacement, permit delays, lost income, and the emotional toll of serving families during crises. Others described how immigration enforcement has made parents afraid to attend events, drop off children, or remain connected to providers. Committee members repeatedly noted that child care is often overlooked in emergencies and asked state officials how child care systems are being integrated into disaster planning and how local and state agencies can better coordinate. No formal votes were taken during the hearing.

Transcript Highlights:

• And parents were concerned about access to certain types of treatment without parental consent. sent
• contact the parents?
• But, I'm calling your parent because your parents need to know about this and they need to be involved
• Parents. Isn't it vital to include parents? Not just important, but isn't...
• At Girls Empowerment Network, we work with parents to help empower the youth we serve, and we share any

Bills: HB367, HB497, HB549, HB983, HB 1188, HB 1290, HB1368, HB2243, HB2310, HB2849, HB3099, HB3546, HB3629, HB3627

Keywords: education, absences, severe illness, life-threatening, school policy, verification, healthcare, insurance, affordability, coverage, patient rights, school health, respiratory distress, airway clearance devices, medication training, public health, HB 983, Texas Education Agency, TEA, educator privacy

Transcript Highlights:

• I’m going to share just three.
• He spoke with me, checked the district policy, and proceeded to share with the parent what happened next
• He spoke with me, checked the district policy, and proceeded to share with the parent what happened next
• The parent dropped the challenge.
• That's a parent expressing concern.

Keywords: 995, all

Summary: The hearing focused on several bills related to access to library materials, including measures addressing book bans and censorship in public and school libraries, as well as legislation on digital library collections and e-book licensing. Committee leaders said testimony would be limited to three minutes and encouraged written submissions. Early testimony from Chair Brian Murray highlighted H. 3595, which would address challenges facing public libraries and digital resource collections by limiting restrictive publisher-library contract terms, protecting patron confidentiality, and creating a special legislative commission to study the issue. A large number of legislators, librarians, authors, students, publishers, and advocacy groups testified in support of the free expression bills, including H. 3594 and S. 2328, arguing that book challenges in Massachusetts disproportionately target LGBTQ+ and BIPOC titles and that librarians and educators need protection from retaliation and harassment. Witnesses described local incidents of book removals, threats, and pressure campaigns, and several said the bills would create transparent challenge procedures, keep materials available during reviews, and ensure decisions are made by trained professionals rather than political actors. Congresswoman Ayanna Pressley’s office also submitted support, and multiple speakers cited national trends and Massachusetts-specific censorship attempts. Testimony on the digital access bills emphasized that e-books and audiobooks are essential for readers with disabilities, homebound patrons, students, and others who rely on accessible formats, but that current licensing terms are far more expensive and restrictive than print purchasing. Library representatives said libraries spend millions on digital content, face long wait times for popular titles, and often must repeatedly re-rent the same materials. Legal and library experts supported the proposed commission as a practical step toward fairer licensing and stronger bargaining power for libraries. The hearing ended after extensive testimony; no votes or final committee action were taken in the portion provided.

Transcript Highlights:

• So before I share our recommendations, and I support everything that my colleague shared, I wanted to
• So before I share our recommendations, and I support everything that my colleague shared, I wanted to
• I'm sure she'll clear that up, a parent speaker, Raquel, who's a parent speaker, Sarah Bachez from Children
• But today, I'm here primarily as a parent.
• Their parents have been absent from work.

Summary: The Assembly Select Committee on Child Care Costs held its third hearing, focused on how transitional kindergarten (TK) fits into California’s mixed-delivery early learning system, with an emphasis on the Central Valley. Opening remarks stressed that TK and child care should complement each other, not compete, and that families need both part-day school-based options and full-day, year-round care. Committee members outlined hearing goals around aligning TK with existing programs, understanding family needs, and examining the economic impact of early learning on workforce participation and local economies. Panelists from the Legislative Analyst’s Office, Every Child California, Early Edge, Children Now, and others described TK’s rapid expansion to all four-year-olds, the growth in enrollment, and related changes to state preschool and after-school programs. Witnesses generally supported TK but warned that its expansion has shifted enrollment away from community-based providers, especially centers and family child care homes, creating financial strain, vacant classrooms, and staffing challenges. They urged stronger partnerships between school districts and community providers, more flexible licensing and facilities support, higher and more uniform reimbursement rates, permanent authority for state preschool to serve two-year-olds, and better compensation and training for educators across settings. Parents and providers testified about the importance of trusted, culturally and linguistically responsive care, the need for infant-toddler and home-based options, and the difficulty of affording child care when TK is not full-day or does not fit family schedules. Several speakers emphasized that many families still face long waits for subsidies and that reimbursement and payment delays threaten provider stability. Public comment echoed these concerns, with providers calling for true cost-of-care rates, more vouchers, support for transportation and nontraditional hours, and protection from insurance and facility costs that can force programs to close. State education officials said California’s UPK system works best when TK, state preschool, Head Start, and community-based providers are treated as a shared system, and noted that planning and implementation grants and local coordination efforts have helped build mixed-delivery partnerships. The hearing ended without formal votes or actions, but committee members indicated they would continue gathering input to inform future policy and budget decisions.

Transcript Highlights:

• <00:31:10.360> as unfeasible as the victim's parents as unfeasible as the victim's parents
• > reported<00:31:12.080> this the victim's parent I reported this the victim's parent I
• with our peers and parents.
• correctly if the Educators the parents correctly if the Educators the parents the<01:24:42.280><
• Thank you for sharing your stories.

Keywords: 1183, house

Transcript Highlights:

• in divorce and parenting cases in 2023. in divorce and parenting cases in 2023.
• case<00:38:19.680> and their parenting um uh parenting case and their parenting um uh parenting
• /c><00:57:20.960> outside<00:57:21.359> of shared out can't be shared outside of shared
• Now, a parent, for whatever reason, has difficulty filling out, let's say, the parenting plan.
• divisions that are sharing the space. divisions that are sharing the space.

Keywords: 928, house, all

Summary: The subcommittee met to continue its review of recommendations for New Hampshire’s family court, with the chair emphasizing a collaborative approach and noting that the group would focus on the origins of the family division, recurring problems identified in earlier reports, and comparisons with other states. Members discussed organizing testimony into three broad topics: the court hearing process and pro se litigant preparation, mediation/arbitration/counseling, and the interaction of domestic violence issues with family court and related criminal proceedings. The chair also noted that the subcommittee would not meet again for two weeks and encouraged members to review materials from Judge Michael Mace and NCSL research on other states’ family court systems. Attorney Heather Culp, senior administrator for the judicial branch’s circuit court, testified about New Hampshire’s ADR programs. She explained that the Office of Mediation and Arbitration, created by statute in 2007, oversees more than 12 statewide ADR programs across the Supreme, Superior, and Circuit Courts, including family division programs such as divorce-parenting mediation, neutral case evaluation, guardianship, termination of parental rights, and voluntary adoption mediation. She said the divorce-parenting mediation program is the largest family division ADR program, with about 3,400 mediation sessions in 2023 out of roughly 6,700 cases, and that most cases involving minor children are referred to mediation soon after the first appearance session. Culp described the family division process as beginning with a first appearance session led by a case manager, who provides information, helps with paperwork, and schedules mediation, usually within 30 to 45 days. She said mediation is strongly encouraged in parenting and divorce cases, but there is no requirement to reach agreement, and parties may settle some issues while leaving others for court. She also explained that mediation is prohibited or limited in certain domestic violence cases: cases with active civil protection orders may proceed only with both parties’ consent and possible safeguards, while cases involving criminal protective orders are not sent to mediation. Mediators in court-referred family cases are contracted with the court and must be certified by the executive branch’s mediator certification board; mediators do not communicate with judges, except through a brief ADR report noting whether the case settled or what the next procedural step is. Members asked about referrals, timing, and the meaning of “neutrals,” and Culp said the court uses in-house contracted neutrals for family division ADR and does not refer divorce-parenting cases to outside providers.

Transcript Highlights:

• Parents are not asking schools to I hear directly from parents in my district.
• You believe in parent choice, but now you're here sharing that you want to make sure that the State Department
• parents about it, because, well, let's also agree that not every parent, every child has a parent that
• I was their parent.
• Thank you for sharing. Thank you for sharing his story and your story with us.

Keywords: 1182, all

Summary: The committee heard testimony on House Bill 2076, which would create a reimbursement program for school safety training and equipment, maintain an approved list of training programs meeting AZPOST standards, and allow eligible schools to adopt policies permitting certain employees to carry concealed firearms on campus if they complete approved training and meet notification/confidentiality requirements. The sponsor, Rep. Bliss, framed the bill as an optional, fiscally responsible medical-response measure meant to help school employees stop bleeding and save lives in emergencies, emphasizing that no school would be required to participate and that no new state appropriation was needed. Opponents, including Giffords, Arizona for Gun Safety, and the Arizona Education Association, argued the bill would normalize armed staff in classrooms, create confidentiality problems for parents and law enforcement, and expose students and staff to additional risk. They also said teachers are not trained as trauma responders and that the bill’s immunity and secrecy provisions could reduce accountability. Supporters, including Arizona Citizens Defense League and other proponents, said the bill adds guardrails to existing law, focuses mostly on first aid and de-escalation training, and gives schools an option to prepare staff for emergencies. After debate, the committee voted 6-5-1 to give HB 2076 a do pass recommendation. The committee then took up House Bill 2830, which directs the State Board of Education to adopt science standards requiring instruction on fetal and prenatal development and specifies that the instruction is not sex education. Opponents, including the Arizona Education Association and Reproductive Freedom for All, said the bill politicizes science, creates fragmented instruction, and could lead to questions that inevitably touch on sex education while failing to address broader student health needs. Supporters, including Arizona Right to Life, a school board president, and a biology teacher, argued the bill is simply about age-appropriate, medically accurate science and parental transparency. The committee approved HB 2830 on an 8-4 vote.

Transcript Highlights:

• data around that that we can share. data around that that we can share.
• foster parents of these kids. foster parents of these kids.
• And then the data sharing is just sharing that somebody is in foster care.
• And then the data sharing is just sharing that somebody is in foster care.
• What kind of background you give the parent, the foster parent? Okay.

Keywords: 912, senate, all

Transcript Highlights:

• And when talking to parents and when I’m doing education, many parents would tell me, like, “Oh, I could
• But as a parent, I was like, I don’t know what to do.
• It wasn't their parents.
• And can you talk a little bit more about the parents, what you did with the parents?”
• And can you talk a little bit more about the parents, what you did with the parents?

Summary: The committee met to discuss domestic violence with a focus on teen dating violence, healthy relationships, and the impact of technology on abuse. Chair Blanca Rubio opened by describing the urgency of the issue, including a recent teen murder in her district tied to domestic violence, and emphasized that restraining orders alone do not prevent abuse. The first panel featured Janica Morin Pasquale and Taylor Stone Mill, who described warning signs in teens such as constant monitoring through phones and social media, isolation from friends, jealousy normalized by online content, and control through gifts, food delivery, and access to passwords or tracking apps. They stressed that many teens do not tell parents, that parents often miss the signs, and that prevention should begin early and be reinforced in schools, homes, and youth activities. They also cited resources such as Love Is Respect, One Love, and Take It Down, and urged consistent funding and implementation of the California Healthy Youth Act rather than one-time lessons. The second panel shifted to the effects of domestic violence on children and the systems that respond to them. Joyce Blue of the Sacramento Regional Family Justice Center described the center’s wraparound services, including forensic interviews, legal help, housing support, child therapy, and high-risk response, and highlighted the prevalence and danger of strangulation, including cases with no visible injury. She explained that domestic violence is about power and control, that children often normalize abuse, and that safety planning must accompany restraining orders. Susie Flores of Inner Circle Children’s Advocacy Center explained the multidisciplinary forensic interview model used for child abuse cases, gave examples of severe abuse involving children exposed to domestic violence, and noted that many centers are overwhelmed by caseloads. She stressed the need for immediate trauma-informed services and more front-end intervention rather than waiting until long-term harm develops. Dr. Pamela Tate of Black Women Revolt Against Domestic Violence and other members discussed the need to support not only victims but also the systems and educators who are expected to respond. Several members shared personal experiences with domestic violence, sexual assault, and family trauma, and raised concerns about school implementation, immigrant families’ fear of reporting, and the need to address abusers’ behavior and trauma as well. The discussion also touched on statute of limitations issues, with panelists saying memory and trauma can delay disclosure for years and that rigid deadlines can prevent justice. No votes were taken; the meeting was informational and ended with members expressing support for continued collaboration, prevention funding, and stronger implementation of existing law.

Transcript Highlights:

• Does anybody want to share? Yeah, I can share.
• I'm honored to share my experience as a community school principal and to share the key elements we believe
• That shared power cannot just be rhetoric.
• And so again, back to the shared mindset and shared infrastructure. So it's that village mentality.
• And I want to share how our work through community schools and shared decision-making can make schools

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.