Transcript Highlights:

• They may not all have a skilled nursing facility. They may not have assisted living.
• And that was for one CCRC skilled nursing facility.
• Yeah, in my experience, rest in the assisted living or the skilled nursing.
• But once she needed skilled nursing care, she had to give up that unit and was put in a room with no
• a whole separate department in California that oversees the skilled nursing care.

Summary: The commission’s fifth meeting focused on consumer protections and resident rights in continuing care retirement communities (CCRCs), with a presentation by Yvonne Choyah of UC Law San Francisco. She described California’s CCRC framework, including entrance fee structures, monthly fee increases, contract types (A, B, and C), disclosure requirements, and regulatory oversight. A major theme was that residents often do not understand the contracts they sign, while providers retain broad discretion over fees, transfers, terminations, and changes to the physical plant. She also emphasized that California’s regulator is understaffed and not well suited to oversee the complex financial and insurance-like aspects of CCRCs, and that resident complaints and litigation can be slow and difficult. Choyah and commission members discussed several consumer-protection issues, including refundable versus repayable-on-resale entrance fees, rising monthly care fees, the decline of life care contracts, and the need for clearer disclosures and better comparative data for prospective residents. She noted that California requires annual disclosure statements, resident bill of rights materials, and some fee-related reporting, but that enforcement and accessibility remain weak. Members raised questions about resident board representation, accreditation, refund requirements, and whether state agencies or resident associations could help explain contracts to consumers before admission. Choyah suggested stronger oversight, more financial expertise in regulation, and better transparency about ownership and fee-setting. The meeting ended with discussion of the commission’s next steps toward its August report. Staff said a draft report would be prepared from the commission’s discussions and circulated for comment before final revisions. The chair also announced staff transitions: Jennifer would be leaving the State House role, and Juliana Fernandez and Vicky Halal would be the main contacts going forward. The commission adjourned after thanking Choyah for her presentation and answering member questions.

Transcript Highlights:

• I've seen their current usage blur students' sense of responsibility, especially...
• For students, AI chatbots aren't just homework helpers.
• You know, for students, AI chatbots aren't just homework helpers.
• Some are using it in the work environment, or students are using it in school.
• I have witnessed this trend firsthand as a student.

Summary: The committee first heard Engrossed Senate Substitute Senate Bill 5984, which would regulate AI companion chatbots. Staff explained that the bill requires disclosures that the chatbot is AI and not human, adds stronger protections when the user is a minor or the chatbot is directed to minors, bars manipulative engagement techniques, requires periodic reminders, and creates protocols for detecting and responding to suicidal ideation or self-harm. Several speakers, including researchers, students, the PTA, the governor’s office, and the Attorney General’s Office, supported the bill and described harms from chatbot sycophancy, emotional dependence, and self-harm risks. Some testifiers urged expanding protections to all users rather than only minors, adding language on harm to others, and clarifying that chatbots should not present themselves as sentient or human; industry representatives said the bill was workable and noted support for removing the exemption for underlying general-purpose AI models, while also discussing concerns about the private right of action and age-verification/data-collection issues. The chair noted that an amendment for narrow educational tools would be worked on. The committee then took testimony on Senate Bill 6046, which would create a state Civil Air Patrol under the Washington Military Department. Staff said the bill would allow the governor to activate the state Civil Air Patrol for cadet training, communications, disaster relief, cybersecurity, search and rescue, and related missions, while preserving the federal Civil Air Patrol’s existing structure. Military Department and Civil Air Patrol leaders testified in support, saying the bill would streamline coordination, improve emergency response, and expand training opportunities without changing federal authorities or adding costs; one witness said the model was based on Kansas law. Members asked about the fiscal note, which was described as indeterminate by one agency despite testimony that the bill would not create new state costs, and about whether the bill would face concerns in Appropriations. The Veterans Legislative Coalition also supported passage, and the committee adjourned after the hearing.

Transcript Highlights:

• pre-kindergarten really is the tool that you want to use if you're concerned about ensuring that students
• I think it's about $11,000 per student, right?
• So that's per student across the entire state, right, for public education?
• I have a school-based 3 and 4-year-old student. How much money does that student generate?
• or does the school district receive for that student that's in my school?

Bills: SB2

Committee: House House Appropriations & Finance

Transcript Highlights:

• We're not saying take C and D students. We need to stop hurting our Florida students.
• I was a forever student.
• 15,459 students.
• 15,459 students.
• This bill changes, for first-time-in-college students, to 5% of out-of-state students.

Summary: The House convened with prayer, a moment of silence for former member Chester Clem, the Pledge of Allegiance, and quorum confirmation. Members then adopted the special order report and a rules report amending House Rule 15.3 to allow fundraising under certain circumstances during extended or special sessions. The chamber also heard several recognitions and a farewell speech from Representative Nixon, who reflected on constituent service and her legislative priorities. On the floor, HB 1405, relating to a statewide project for missing persons with special needs, passed unanimously. The House then took up CS/CS/CS/SB 290, the Department of Agriculture and Consumer Services bill, which drew questions about the handling of surplus conservation lands and agricultural uses; it passed 94-10. CS/CS/CS/HB 905, the “Fire Act” on foreign influence, was explained as a broad package restricting foreign-country influence in government, procurement, gifts, cultural agreements, and related areas. An amendment adding restrictions on surrogacy and adoption involving citizens or residents of foreign countries of concern was adopted after debate over possible impacts on families and adoption practices, and the bill then passed 80-20. The House also passed CS/CS/HB 1197, a bill to modernize state information technology procurement and contracting, unanimously after debate about improving oversight of large IT projects. HB 1103, allowing local governments to fast-track action on derelict vessels, also passed unanimously. The chamber then considered CS/CS/CS/HB 399 on land use development and development regulations, including limits on development fees, changes to local voting thresholds for comprehensive plan and boundary actions, manufactured homes in RV parks, and resort-related provisions. Several amendments were debated, including one on local control and rural boundaries that failed and another strike-all amendment ruled out of order; the bill ultimately passed 71-38. The final item reached before the transcript ended was a local bill for the Pace Fire Rescue District in Santa Rosa County, described as adjusting its assessment formula to provide tax relief.

Transcript Highlights:

• Multiple students jumping off of parking garages and even this month, a student being hit by a car during
• And many of even alleges students are violent, Spencer hateful and that there dangers other students
• Also former student of Oakleaf High school.
• on his fellow students.
• I was trained to build my students analytical and critical thinking skills and to educate them about

Transcript Highlights:

• from collecting information or documents regarding the immigration or citizenship status of their students
• For the record, my name is Bargob Iyer with the Associated Students of Washington State University.
• I love it when students, oh wait, go Ducks, no one cares, nobody cares.
• So these allegations we see are student against student, sibling against sibling, and often children
• That sort of clear, publicly available policy reassures students...

Committee: House Civil Rights & Judiciary

Transcript Highlights:

• youth and adolescents from the opioid crisis by providing tools to proactively identify and help students
• youth and adolescents from the opioid crisis by providing tools to proactively identify and help students
• Section 19EE, for Finally First, for funding life skills training in 15 public schools across four counties
• Section 19EE, for Finally First, for funding life skills training in 15 public schools across four counties
• And one was for $250,000 for the funding for life skills. And so, Mr.

Bills: HR144 , HB4182 , HC51 , HR169 , HB4178 , HB4179

Transcript Highlights:

• The two things we heard from employers were that we needed a skilled workforce and we needed less regulatory
• To try and address the skilled workforce needs, the Chamber secured funding in partnership with the Department
• Students go through the program, and in the first year, we've had 11,000 students participate in Be Pro
• establishing a quantum boot camp this fall because most of the future jobs in quantum will actually be skilled

Committee: Senate Senate Rules

Transcript Highlights:

• </c><00:06:38.319><c> Coordinating</c> of the Student Non-Violent Coordinating of the Student Non-Violent
• ><c> integrated</c><00:07:07.199><c> AG</c> courageous students who integrated AG courageous students
• These students graduating high school.
• The skills that these students develop serve them well when they embark on their future career paths.
• </c> these students and future leaders. these students and future leaders.

Transcript Highlights:

• They have a skill.
• </c> divided by all students. divided by all students.
• Bedford students, Goffstown students, etc.
• Bedford students, Goffstown students, etc.
• </c> students and important to all students. students and important to all students.

Summary: The committee first took up SB 209, which would require schools seeking building aid for construction or reconstruction projects to use an owner’s project manager. The chair explained an amendment that would remove the bill’s requirement that the manager be engaged before application and instead revert to current law, while updating the project threshold from the older $1 million figure to a more current amount and clarifying that the manager’s role is to protect the project owner’s interests. Members asked about the cost of hiring a project manager over several years before a project is funded, the 1.5% fee in rule, and whether the rules already define the manager’s duties. The chair said the amendment addressed those concerns by leaving the timing to current law and relying on existing administrative rules for qualifications and responsibilities. The committee then voted 18-0 to adopt the amendment and 18-0 to recommend SB 209 OTPA, placing it on the consent calendar. The committee then moved to SB 99, which concerns allowing students enrolled in career and technical education programs at receiving comprehensive high schools to take additional academic courses there. The chair said the bill was intended to make it easier for students to access CTE without being blocked by scheduling conflicts in their sending schools, and to clarify how agreements between sending and receiving districts would work. He described concerns about the bill’s cost formula, transportation, part-time versus full-time status, and whether the proposal could unintentionally create open-enrollment or athletic-transfer issues. He said the amendment would mirror existing treatment for homeschool and charter school students, use a familiar funding model, and limit participation to students already enrolled in one or more CTE classes at the receiving school. The chair also emphasized that comprehensive high schools already have a statutory definition and that the bill would help more students participate in CTE, which he said currently reaches only a relatively small share of students statewide. He noted that transportation would be covered only when a CTE bus is available, otherwise students would be responsible for arranging travel as under current practice. After brief discussion, the committee voted 18-0 to adopt the amendment and 18-0 to recommend SB 99 OTPA, also placing it on the consent calendar.

Transcript Highlights:

• student that their parents can ask for if they're out because of sickness? Yes.
• Do we know how many students? were, are being quarantined because of exposure?
• student level.
• It's very important to all of the students and their attendance rates.
• So it's a skill, that's what I'm looking for. It's a skill. Is there a skilled...

Committee: House Public Health

Transcript Highlights:

• And we increase our skilled workforce through this program.
• So if it's a larger manufacturer, they may need a lot of skilled technicians.
• But I didn't see you target an FTE with high skill or high knowledge to do this.
• I want FTEs that are highly technically skilled to attract these businesses.
• FTEs that are highly technically skilled to attract these businesses.

Summary: The committee first recognized Mark Roper of the Economic Development Department for his long service and retirement, with members and the secretary praising his work on economic development across the state. Secretary Rob Black then presented EDD’s budget and special appropriation requests, describing strong recent job and income growth and outlining the department’s strategy around science and technology, site readiness, workforce development, foreign direct investment, and rural/community programs. He highlighted wins in advanced energy, quantum, space and defense, and biosciences, and asked for funding for quantum/DARPA matching funds, additional site readiness work, LIDA closing funds, JTIP training support, New Mexico Partnership, and healthy foods and other community programs. Members asked detailed questions about the quantum proposal, site readiness, the new mapping tool for industrial sites, workforce participation, trade missions, foreign investment, tariffs, water and produced water, tribal site evaluation, and public engagement on major projects. Black said the quantum request was intended to match federal dollars and build a workforce pipeline, that the site-readiness software would be a set enterprise license, and that the department was working with tribes and local partners on future site evaluations. He also said tariffs have created uncertainty but New Mexico’s infrastructure and foreign trade zones could help attract manufacturing, and he acknowledged concerns about transparency and community input while noting that some projects, such as Pacific Fusion, had gone through extensive public processes. The committee also discussed specific projects and funding balances, including Mantis Space’s move to Albuquerque, the status of Virgin Galactic’s spaceport lease, and the current LIDA fund balance and encumbrances. Black and Deputy Secretary Isaac Romero said the department was trying to use State Investment Council-backed venture funds to attract companies and that the new investments were already producing deals and jobs. Members generally supported the department’s direction but pressed for more targeted expertise, faster deployment, and stronger community involvement in future economic development decisions. Later, Secretary de Blassie of the Department of Health presented the department’s budget request and progress report. He said DOH had improved revenue cycle management, reduced old Medicaid-pending cases, increased census at facilities, improved budget and contract timeliness, and responded effectively to the measles outbreak. The department requested additional base funding for epidemiology and response, the DOH helpline, the Vital Records Virtual Vault, state labs, and the veterans home, along with special requests for respiratory vaccinations and marketing and lab equipment replacement. He also noted progress on MOUD and the medical psilocybin program, and said the department was not seeking to launch new programs given the limited time left in the administration.

Transcript Highlights:

• Louis College of Optometry in 2020, and now serve as adjunct faculty, training fourth-year students during
• school based on, with a Missou pre-optometry student who's deciding where to attend optometry school
• And foster students. Because there are Baptist children being one of them.
• So you only want traditional students... ...that are coming from a traditional background.
• You know, our court systems house those students. They are a residential facility.

Summary: The committee first continued the public hearing on House Bill 2897, which would expand optometrists’ authority to perform certain office-based procedures. Supporters, including an optometrist from rural Missouri, argued the bill would improve access to care in counties without resident ophthalmologists, reduce wait times and travel burdens, and better align scope of practice with optometry training. Opponents, including representatives of osteopathic physicians, raised concerns about patient safety, the lack of live-human-eye training in Missouri, and whether the bill would actually direct services to rural areas. The hearing then closed on HB 2897 without a vote. The committee next heard House Bill 2353 on interior designers’ licensure and sign-and-seal authority. The sponsor and supporters said the bill modernizes the profession, moves oversight under the state’s architecture/engineering board, and would let licensed interior designers stamp their own non-structural work after education, testing, and experience requirements. Supporters emphasized workforce retention, consumer savings, and that interior designers are trained in fire/life safety, ADA, and code compliance. Opponents from engineering groups said they were still negotiating language but objected to provisions that could be read to require interior designers for broad categories of buildings or blur boundaries with architecture and engineering; they asked for clearer scope language and continued collaboration. No final action was taken. Finally, the committee heard House Bill 2241, which would create a framework for certain faith-based residential child care facilities to operate outside the standard foster care licensing system under a new oversight board. The sponsor said the bill is intended to address a shortage of foster placements while allowing Christian homes to maintain their religious mission, with background checks, inspections, and reporting still required. Supporters from Christian child care agencies said the bill would preserve religious freedom and expand placement capacity. Opponents, including child advocacy and child abuse prevention groups and several legislators, argued the proposal would create a separate, less accountable system for vulnerable children, weaken state oversight, and risk repeating past abuse scandals; they said existing licensing rules already allow faith-based providers to participate. The discussion was extensive, but no vote was taken in the portion provided.

Transcript Highlights:

• The educational experiences of DCF-involved students is a pressing issue.
• We did, however, We did, however, see some student loan repayment funding distributed last year.
• This gap makes it difficult in a field where nationally 70% of workers have student loan debt.
• This gap makes it difficult in a field where nationally 70% of workers have student loan debt.
• Personally, I carry $93,456.98 in student loan debt. Thank you. $93,456.98 in student loan debt.

Committee: Joint Joint Committee on Children, Families and Persons with Disabilities

Summary: The Joint Committee on Children, Families, and Persons with Disabilities heard testimony on a wide range of bills affecting foster youth, child welfare oversight, homelessness services, juvenile justice, social work licensure, and human services workforce supports. Committee co-chairs Senator Robyn Kennedy and Representative Jay Livingstone opened the hybrid hearing by outlining testimony procedures and accessibility measures. Several members and legislators participated throughout the day, and many witnesses were invited to submit additional written testimony after speaking. A major portion of the hearing focused on House 227/Senate 105, which would protect federal benefits owed to children in foster care. Supporters, including advocates from Hopewell, the Disability Law Center, CPCS, the Children’s Law Center, More Than Words, Friends of Children, and youth witness Onyx Rosario, said DCF had already ended the practice of taking most Social Security and SSI benefits and now conserves them in accounts for youth, but argued the policy should be codified to prevent future reversals. Witnesses described how conserved benefits help with basic needs, housing, education, transportation, and transition to adulthood, and several noted the bill also adds financial literacy and transparency requirements. Senator Joan Comerford and others said the change would protect vulnerable youth, especially children of color, LGBTQ youth, and youth with disabilities. The committee also heard testimony on House 225, which would expand the grandparents-raising-grandchildren commission by adding appointments and helping with quorum and representation. The committee also took testimony on Senate 136, which would improve emergency housing assistance for families experiencing homelessness by easing documentation requirements, allowing use of existing state data to verify eligibility, requiring notice before benefit reductions, and creating an ombudsperson. Senator Adam Gomez and other supporters said the bill would reduce barriers for families in crisis. On House 262/Senate 148, an omnibus child welfare bill, witnesses supported provisions on data reporting, education coordination, and Office of the Child Advocate reforms, while CPCS raised concerns about expanded access to sensitive records and the OCA’s role in certain proceedings. The Office of the Child Advocate supported codifying current practices and also backed child fatality review changes in House 234/Senate 133. The committee additionally heard support for Senate 108, which would require attorneys and audio/video recording during juvenile custodial interrogations, and for House 247/Senate 116, which would update the Juvenile Justice Policy and Data Board to add supported lived-experience seats. Finally, the committee heard competing testimony on Senate 135, a bill to ensure parity in social work licensure. SEIU Local 509 and supporters argued the current exam requirement disproportionately harms Black, Latino, multilingual, and multicultural applicants and worsens workforce shortages, while the Association of Social Work Boards opposed the bill, saying the exam is a necessary public-protection measure and that removing it would conflict with interstate compact efforts. The hearing also included testimony in support of a loan repayment program for human service workers, with providers and workers describing low wages, high student debt, and the need to retain staff in essential services. No votes or final committee actions were taken during the hearing itself.

Transcript Highlights:

• The lack of stability and consistency is particularly difficult for students with disabilities.
• So we're looking at dollars already committed to students and staff that would be drained.
• So we're looking at dollars already committed to students and staff that would be drained.
• Sometimes these temporary part-time, short-term jobs reflect student populations.
• . ...students with IEPs, students with a disability.

Summary: The committee heard several bills related to public employment. AB 1601, by Assemblymember Rogers, would give Sonoma County flexibility to work with its retirement board and actuaries on a possible retiree cost-of-living adjustment; supporters said Sonoma is the only 1937 Act county system without an automatic COLA and that retirees have gone since 2008 without an increase, while no opposition testified. The bill passed on a do-pass vote and was placed on the floor. AB 1729, by Assemblymember Lee, would update state telework policy by requiring written telework plans, adding more structure before return-to-office decisions, and restoring public reporting on telework savings. Supporters, including SEIU Local 1000, the Association of California State Supervisors, and many state workers, argued telework improves productivity, reduces emissions and commute costs, and could save the state about $225 million annually; there was no opposition. The committee approved the bill 6-0 and re-referred it to Appropriations. AB 1630, by Assemblymember Colosa, would allow union representatives to invite bargaining-unit members to observe meet-and-confer sessions, including remotely, to increase transparency and engagement. UC and CSU opposed the measure, saying observer rules should be negotiated at the table and warning the bill lacked clear limits on the number of observers and could create logistical and security problems. The bill passed 5-0 with one member not voting and was sent to Appropriations. AB 1750, also by Assemblymember Colosa, would require school employees who exhaust sick leave and are absent due to illness or injury to receive full salary for an additional five months. CTA supported the bill as a needed safety net for teachers and classified staff, while school districts and administrators opposed it over cost, staffing, and student stability concerns, saying it could encourage longer absences and strain already tight budgets. The committee passed the bill 5-0 and sent it to Higher Education. AB 1896, by Assemblymember Gonzalez, would bar people who participated in immigration enforcement from holding California public employment, with supporters framing it as a response to ICE and Border Patrol actions and opponents warning it was overbroad and could exclude otherwise qualified applicants from law enforcement jobs; the bill passed 5-1 and was referred to Public Safety.

Transcript Highlights:

• , or whatever... ...of people who don't have the education, the skills, or whatever, to move forward
• And I really believe it's going to be those adaptable analysis skills.
• in combination with technical skills and education that they're going to need to learn.
• from both durable and technical skills in education over time.
• How we help people get those skills to be able to get those jobs. So Representative Rye?

Committee: All ALC-HOSPITAL, MEDICAID, & DEVELOPMENTAL DISABILITIES STUDY SUBCOMMITTEE

Summary: The committee met to hear consultants Mason Bishop and Cameron Christie discuss Arkansas’s “one door/no wrong door” workforce and social services modernization effort. Bishop argued that the current system is fragmented across multiple agencies, offices, and portals, making it hard for job seekers and employers to access services efficiently. He said the goal is to create a more integrated system that promotes upward mobility, longer labor force attachment, better employer access to talent, greater efficiency, and faster adaptation to changes such as AI and other economic disruptions. Bishop repeatedly pointed to Utah as a model, describing how that state combined workforce and public assistance functions into a single agency, used statewide cost allocation to blend funding streams, and improved customer service and outcomes after reform. He said Arkansas should consider integrating governance, service delivery, and financing, including possible waivers, a statewide cost allocation plan, and a benefits-cliff pilot. He also said Arkansas’s current local workforce board structure creates duplication and weak coordination, and that Launch is a useful tool but not a full service-delivery system. Committee members asked how the proposal would work in practice, including whether TANF could be used to cross-train DHS workers, how federal waivers might be obtained, how local boards would be affected, and how disabled clients would be handled. Bishop said TANF should be treated as part of a workforce strategy, that federal pilot authority for workforce reform nearly passed but did not, and that waivers are now the practical path. He also said Arkansas could either merge functions more fully or at minimum co-locate workforce staff in DHS offices statewide. No votes were taken; the meeting ended with plans to continue the discussion in August, including a focus on case management and whether the state is managing programs or people.

Transcript Highlights:

• So a student takes the test.
• So they have their student data.
• It is awarded on a per-student basis, a per-student amount based on the percentage of students eligible
• decrease of $15 per student from 2023 and more than $260 more than per-student funding.
• learner students but declined within enhanced student achievement, or ESA.

Transcript Highlights:

• I'd like to know, first off, are any of the students that you see student, Are any of the students that
• So a student takes the test.
• decrease of $15 per student from 2023, and more than $260 more than per-student funding.
• Student growth funding cannot be transferred out of the student growth fund.
• learner students but declined within enhanced student achievement, or ESA.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• In the past, we've served 64 students; we will now serve 96 students.
• This year, we opened a student health center to help with our students' health needs.
• On page 9, the top slide, you're talking about placing students in internships, apprenticeships, student
• It looks like a placement of 700 students.
• And students can get it for $10.

Committee: House Economic & Rural Development & Policy Committee

Transcript Highlights:

• And you're with Students Engage in Ad- Advancing Texas and yourself, and you are for the bill?
• But good morning, my name is Leon Molodina, I'm a 15-year-old high school student here in Austin.
• As a high school student, I have engaged in activities of self-harm.
• American medical students who've paid all this money, blah, blah, blah.
• He's a broad that that there's just one. international accrediting bodies for medical students.

Bills: HB713 , HB827 , HB932 , HB499 , HB510 , HB163 , HB296 , HB879 , HB913 , HB163 , HB296

Committee: House Public Health

Keywords: healthcare, maternal health, reporting requirements, Texas Maternal Mortality and Morbidity Review Committee, health provider immunity, workplace violence, nurses, grant program, healthcare facilities, safety measures, safety, nursing, grants, healthcare safety, verbal abuse, physical abuse, nurse empowerment, occupational therapy, licensure, interstate practice