Transcript Highlights:

• We also saw a need for training. What do we do to train our students, faculty, and staff?
• We go through the same background check for hiring officers and a four-month field training program.
• Supporting programs like active violence emergency response training, also known as AVERT, help individuals
• And those are incorporated into training programs for EMS personnel at EMS training schools.
• We have the training standard for initial training, but not continuing education.

Summary: The committee held a hearing on active and mass shootings in California, focusing on prevention, response, training, communications, and gaps in preparedness across law enforcement, schools, campuses, fire, EMS, and state agencies. Opening remarks emphasized the frequency and impact of gun violence, the need for faster coordinated response, and the importance of learning from recent tragedies such as the Stockton-area mass shooting described by Sheriff Patrick Withrow. The first panel included representatives from police, sheriff, and campus public safety agencies, who discussed incident command, interoperable communications, next-generation 911, threat assessment, emergency notification systems, and the value of joint drills and cross-agency planning. Witnesses also highlighted differences in training and authority across jurisdictions, especially for private university public safety departments versus public campus police. Campus representatives said they rely heavily on municipal law enforcement for armed response, while also using run-hide-fight protocols, text alerts, surveillance, and threat assessment teams. Members raised concerns about standardized training, after-action reviews, mental health resources, school resource officers, and whether campus safety plans and drills are sufficiently consistent or workable. Sheriff Withrow argued that early intervention and accountability are being weakened by well-intentioned laws, while other witnesses stressed prevention through relationships, diversion, and coordinated support services. The second panel from Cal OES, the Department of Education, POST, and EMSA described statewide systems and standards. Cal OES outlined its Reduce the Risk initiative, gun violence restraining orders, mutual aid, unified command, after-action reporting, and nonprofit security grants. The Department of Education explained California’s statutory school safety framework, annual safety plans, regulated armed assailant drills, and local flexibility, while acknowledging compliance gaps and the need for more mental health support. POST described the new requirement for 16 hours of standardized active shooter training for recruits and ongoing local training options. EMSA explained its role in medical response and terrorism training standards. No votes or formal actions were taken during the hearing.

Transcript Highlights:

• Instead of calling it non-credit training, we now call it professional skills training because that is
• Instead of calling it non-credit training, we now call it professional skills training because that is
• So this requires that training programs will articulate to credit and/or be stackable towards other programs
• This is taxpayer dollars, and we need to make sure that these programs are resulting in programs that
• They're the training provider, right? So, you know, Apprenticeship program sponsor themselves.

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.

Transcript Highlights:

• the FBI background checks. 400 training programs from around the state provide the approved 75 training
• having the training programs administer the skills and knowledge tests.
• in implementing testing into their 119 training programs across the state.
• The training partnership is working to... ...their 119 training programs across the state.
• doing testing within training programs.

Keywords: 904, all

Summary: The Joint Legislative Audit and Review Committee heard a State Auditor’s Office performance audit on the Restoring Quality Home Care Initiative (I-1163), which created home care aide certification requirements, FBI background checks, and an abuse/neglect registry. Auditors said some requirements likely improve safety, especially background checks and training, but the state lacked pre-2011 data to measure outcomes directly. They also found Washington has a long-term care workforce shortage, though its workforce supply ranks better than many states, and that more stringent entry requirements do not appear to reduce workforce participation compared with other states. The audit’s main concern was that the certification process is slow and burdensome. Auditors reported that most applicants never finish certification, that only about one-third of fiscal year 2025 applicants were certified within the 200-day legal deadline, and that the average time to certification was 463 days. They identified delays between training and testing, limited testing access in some areas, and redundant Department of Health verification of FBI background checks as key causes. The audit recommended streamlining the process by accepting applications later in the process, expanding testing within training programs, and eliminating the redundant background-check verification. Department of Health and Department of Social and Health Services staff largely agreed with the audit’s findings and recommendations. They said they have already made improvements, including moving exams into more than 110 training programs, increasing credentialing staff, and reducing barriers through rule changes. DSHS noted testing is offered in 13 languages. Committee members asked about testing contract incentives, language access, and whether the agencies would seek statutory or budget changes to implement the recommendations. No public testimony was offered, and the meeting adjourned without any vote or formal action by the committee.

Transcript Highlights:

• The two-year program has a training value of approximately $250,000.
• We've also implemented a training pipeline to provide the necessary program to make them eligible for
• We've also implemented a training pipeline to provide the necessary program to make them eligible for
• We've also implemented a training pipeline to provide the necessary program to make them eligible for
• programs and investment in our training facilities, but also in our collaboration with industry and

Summary: The Committee on Education Postsecondary heard a presentation on Florida’s maritime and ocean economy from Florida Atlantic University, the College of the Florida Keys, and Star Center. Speakers emphasized the importance of maritime industries such as aquaculture, marine engineering, shipbuilding, transportation, coastal resilience, and offshore renewable energy, and described workforce programs, certifications, and partnerships designed to train students and workers for these fields. They also highlighted federal and state initiatives supporting ocean economy research and commercialization, including tech hubs and innovation programs. The committee then considered SB 312 relating to the Florida Institute of Human and Machine Cognition. Senator Gates explained that the bill would allow IHMC to create a subsidiary to commercialize research, similar to Moffitt Cancer Center. Senator Fine offered and the committee adopted a friendly amendment addressing board membership concerns tied to a University of West Florida trustee. However, after questions arose about whether the bill and analysis aligned on whether subsidiaries would be for-profit or not-for-profit, the bill was tabled. Finally, the committee took up SB 270 on the Bright Futures Scholarship Program. The bill would extend eligibility for students in certain military/public-service family situations, giving families more time to establish Florida residency after returning to the state. Senator Fine’s amendment was adopted to add AP Capstone Diploma students to the automatic Bright Futures eligibility provisions, alongside IB and Cambridge AICE students. The committee then reported the bill favorably as amended by a vote of 7-0, and adjourned.

Transcript Highlights:

• In fact, four of our sergeants are participating in an eight-month training program, three days per month
• The variety of programs provided has never been greater, from cognitive behavioral treatment to job training
• , entrepreneurship, job employment training, yoga and mindfulness practices, arts and music programs,
• And a lot of those vocational training programs are shut down. They don't have the funding.
• So the vocational training programs that they have there are not up to date.

Summary: The hearing focused first on sexual abuse, harassment, and retaliation in California’s women’s prisons, with testimony from CDCR wardens, the Office of Inspector General, advocacy groups, and formerly incarcerated survivors. Legislators and witnesses described a pattern of staff misconduct, fear of retaliation, gaps in reporting, and the need for stronger accountability, better investigations, and more outside access for survivor support organizations. CDCR said it has expanded training, body-worn and stationary cameras, outside partnerships, and PREA-related response procedures, while the Inspector General requested additional funding and staff to monitor more grievances and staff sexual misconduct cases under SB 1069. Members pressed CDCR on why accused staff are not always placed on leave, how cases are referred to prosecutors, and whether current protections are enough; several members argued the state should aim to investigate all complaints and do more to prevent retaliation and repeat abuse. The second issue was rehabilitative and reentry programming in women’s prisons. CDCR’s Division of Rehabilitative Programs and the wardens highlighted education, vocational training, substance use treatment, peer support, and community reentry programs, citing increased enrollment and recent graduates earning diplomas, degrees, and certifications. They said these programs are intended to reduce recidivism and improve public safety. Formerly incarcerated advocates and community providers argued that current offerings are still too limited, outdated, and not aligned with today’s job market, especially around digital literacy and transferable credentials, and they urged more funding for community-based, trauma-informed, gender-responsive programming. A coalition representative asked for a $20 million continuation and expansion of the Wright Grant program, and members discussed additional budget requests for reentry and related women’s services.

Transcript Highlights:

• THE OCCUPATION OR TRAINING PROGRAM IS CONNECTED TO AN OCCUPATION AND AS WAGE THRESHOLDS.
• WHAT YOU WILL SEE IS THAT WE ARE LAUNCHING INNOVATIVE TRAINING PROGRAMS.
• AND ADVANCED MANUFACTURING AND INTRODUCE A NEW PROGRAM IN SEMICONDUCTOR TRAINING.
• WHILE THESE PROGRAMS DO OFFER INVALUABLE TRAINING AND OPPORTUNITY TO RECOGNIZE THE COST OF EDUCATION
• ADDITIONAL STAFF MEMBERS AND PROVIDE ESSENTIAL RESOURCES AND TRAINING FOR MULTIPLE PROGRAMS.

Keywords: 999, senate, all

Transcript Highlights:

• The training itself is some phenomenal training.
• Or lack of training.
• Uh, when I went, for example, when I was trained at UNM in one of the first residency programs, we had
• In your programs, do you have a program to train CTE teachers on the pedagogy of teaching their trade
• If we have fully trained teachers, those programs drop off, but if you could very briefly one minute

Transcript Highlights:

• care training programs include Jessica Phillips with TTAF, Dr.
• There are a number of training programs in place.
• There has been discussion about education and training programs, and we agree that specialized training
• training programs.
• programs, where we are training them matters.

Keywords: 1184, house, all

Transcript Highlights:

• This is really the primary program that is educating and training mental health practitioners who have
• We need to be educated and trained in that community, and so our distance education programs allow that
• and expand education and training around substance use disorder and opioid use disorder in our program
• There are programs that train people, nurses, to do that, and it's an acute care. nurse practitioner
• and the programs that are under the clinical training sites and things like that.

Transcript Highlights:

• to provide training and credentialing for literacy coaches and to establish a math coaches program.
• to provide training and credentialing for literacy coaches and to establish a math coaches program.
• and the $150 million in one-time funding for the kitchen infrastructure and training program.
• Program, or Kit.
• Program or Kit.

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:

• These are clock our programs that again trained for specific occupation.
• individuals offering various programs for training in occupations.
• , you know, occupations and then designing a training program to meet that.
• How do we design a training program to make that happen? Thank you.
• That does amazing training for at-risk kids and they are they do whole welding program.

Keywords: 999, senate, all

Transcript Highlights:

• So there are really good training programs out there around the world.
• So there are really good training programs out there around the world.
• So there are really good training programs out there around the world.
• So there are really good training programs out there around the world.
• There are really good training programs out there around the world.

Keywords: 958, all

Summary: The committee first heard Senate Bill 173 from Senator David Givens, which would create a legislative review process for the state health plan and state plan amendments, modeled after the administrative regulations process. Givens argued the legislature should have a stronger policy role in reviewing the plan, saying the bill would allow lawmakers to find components deficient rather than approve them outright. He tied the proposal to Medicaid spending growth and projected enrollment changes, saying the state needs a new oversight tool. Committee members generally supported the concept, though Senator Berg expressed concern that the legislature lacks the executive branch’s healthcare expertise. The bill was reported favorably on a unanimous roll call vote. The committee then took up Senate Bill 137, sponsored by Chairman Meredith, which would create a pathway for certain internationally trained physicians to practice in Kentucky without repeating residency in the United States. Supporters said the bill is aimed at addressing Kentucky’s physician shortage, especially in rural areas, and cited projections of a statewide shortage of about 3,000 physicians by 2030 and a shortage of primary care doctors in particular. Testimony from Cicero Action and Baptist Health emphasized that many foreign-trained physicians are already fully trained, that residency slots are limited, and that the bill could help fill shortages in underserved counties while preserving quality through existing exams, ECFMG certification, English proficiency requirements, primary source verification, and mentoring/oversight. Several members raised questions and concerns. Senator Berg asked about verification, required exams, and oversight, and Senator Tishner raised concerns about fraudulent credentials in some countries and whether the bill could admit underqualified physicians. Witnesses responded that applicants would still have to pass the same exams, obtain ECFMG certification, and undergo primary-source credentialing and employer oversight. Supporters also argued the bill would not displace U.S.-trained physicians because it would use otherwise limited residency capacity more efficiently. After discussion, the committee adopted the bill and reported it favorably by unanimous vote.

Transcript Highlights:

• These are clock hour programs that, again, train for a specific occupation.
• individuals, offering various programs for training and occupations.
• occupations and then design a training program to meet that.
• How do we design the training program to make that happen? Thank you. Bye.
• a new program in advanced manufacturing and another program in semiconductor training.

Summary: The Education Postsecondary Committee met to hear an overview of Florida career and technical education (CTE) from Chancellor Kevin O’Farrell and presentations from Big Bend Technical College and Santa Fe College. O’Farrell described Florida’s CTE structure, including career clusters, postsecondary program types, enrollment and completion growth, apprenticeship expansion, and the state’s credentials review process. He said postsecondary CTE enrollment is near 480,000 students and completions reached a record 76,806, with strong growth in nursing, law enforcement, EMT, and other public-safety credentials. He also discussed the CTE audit, which uses retention/success, employment or continued education, and labor-market demand metrics; programs not meeting thresholds would eventually require phase-out plans beginning in 2026. He highlighted the workforce development capitalization grant as a major driver of program expansion and facility renovation, and answered questions about business outreach, construction trades, apprenticeships, and space-industry training. Shelby McCall of Big Bend Technical College described how the college responded to hurricanes, mill closures, and regional economic disruption by expanding rural workforce training. She highlighted aluminum welding, millwright, welding technology, health sciences, and a new advanced manufacturing facility funded by state grants and local partnerships, along with a new LPN-to-RN bridge program. She said the college has strong placement and certification results and is working with employers such as Lippert, NAMO, and others to align training with local demand. Senator Simon praised the college’s role in Taylor County’s recovery and workforce development. Dr. Paul Brody of Santa Fe College said state workforce grants have helped the college expand nursing, skilled trades, apprenticeship, automotive, diesel, and manufacturing programs, including partnerships with Bradford County Technical College, UF Health, Habitat for Humanity, and local employers. He reported growth in CTE enrollment, nursing credentials, apprenticeship enrollment, and job placement rates, and described new efforts in semiconductor training, CDL training, and a charter school model that combines high school, an AS degree, and industry credentials. The committee took no formal action beyond hearing the presentations and adjourned after Senator Berman moved to adjourn.

Transcript Highlights:

• BSC is just not a workforce program; it's a pathway to lifelong careers in the skilled trades, with training
• I went through the program, the online portion, and moved on to the four-week training at the Local 49
• But that program, I think there's a grant program, Women in Nontraditional Occupations, and other programs
• At that point, they also had done a pre-job training. It was 12 weeks at that time. Great program.
• They also had done a pre-job training. It was 12 weeks at that time. Great program.

Keywords: 1183, house

Transcript Highlights:

• Skills Partnership Program only funds Skills Partnership Program only funds training.<00:27:34.080>
• <00:37:34.160> now<00:37:34.320> a training program, I'm still even now a training
• This is where that training program.
• as of today, the federal job program as of today, the federal job training<00:52:26.720> program<
• program has not been cut uh to training program has not been cut uh to Minnesota.<00:52:29.680> So

Bills: HF2440

Keywords: labor market, employment, economic development, funding, data analysis, 1183, house

Transcript Highlights:

• JUST TO SHARE WITH YOU BRIEFLY LAST YEAR WE DID SEVERAL OF THE PROGRAMS FROM OTHER PROGRAMS INCLUDING
• WE DID THE TRAINING TO MAKE SURE EVERYONE WAS TRAINED AND OUTREACH FOR THE COMMUNITY TO DO SO.
• WE ARE THANKFUL FOR THIS PROGRAM. IT'S AN INTENSIVE PROGRAM THAT CHANCE PROVIDES.
• BY PROVIDING HANDS-ON TRAINING AND REAL-WORLD EXPERIENCE PROGRAM HELPS PREPARE THEM FOR SUCCESSFUL TRANSITION
• THIS DEMAND HIGHLIGHTS THE PROGRAMS VALUE IN PROVIDING STRUCTURED WORKFORCE TRAINING REAL-WORLD EXPERIENCES

Keywords: 999, senate, all

Transcript Highlights:

• to provide training and credentialing for literacy coaches and to establish a math coaches program.
• Breakfast programs.
• the kitchen infrastructure and training program.
• The KID program is critical to the success of the School Meals for All program.
• Program, or KIT.

Keywords: 988, house, all

Transcript Highlights:

• This is for the broadband grants as well as adult career training programs.
• Paul's youth employment and training program.
• Uh I'm employment and training program.
• <00:59:57.599> programs youth internship and training programs youth internship and training
• Paul’s Right Youth Employment and Training Program.

Keywords: 1187, senate, all

Transcript Highlights:

• This training program is the first of its kind in the nation.
• This training program is the first of its kind in the nation.
• We've had a lot of interest outside of our program for people to get that training.
• We've had a lot of interest outside of our program for people to get that training.
• have to take 80 hours of training before they're allowed to take an exam through our program.

Bills: HF47, HF434, HF1503, HF1702

Keywords: telecommunications, installation, certification, safety, underground utilities, HF434, cervidae, deer, elk, moose, chronic wasting disease, CWD, wildlife importation, animal health, biosecurity, zoo, Association of Zoos and Aquariums, AZA, USDA exhibitor, species survival plan

Transcript Highlights:

• and related Office of Inspector General programs; from the Department of Education, programs from the
• We do have a new program.
• We do have a new program.
• they may be trained.
• through the training them to be trained through the training academy<01:04:14.799> or<01:04:14.960

Keywords: 1183, house