Transcript Highlights:

• and grow and be accountable for their mistakes and become a better person, ...to learn and grow and
• Now, our work creates nuanced, empathetic spaces for learning and dialogue, helping people listen and
• From the research, we learned this is the primary request of Jewish employees.
• I've learned a tremendous amount from listening to you.
• Those sorts of things, it’s really—we combat this with learning and listening.

Keywords: 995, all

Summary: The Special Commission on Combating Anti-Semitism opened by approving the minutes from its November 5, 2025 meeting and outlining plans for its next meeting on November 20, when it expects to vote on the draft master report and recommendations. The chair explained that revised drafts would be circulated, changes would be handled by motion, and the final vote would be by roll call. The meeting then moved through several public panels focused on prevention, education, workplace support, and community safety. Parents for Peace testified that anti-Semitism and extremism should be treated as a public health crisis and urged state funding for training in K-12 schools, healthcare, and law enforcement. The panel described its intervention work with radicalized youth and families, argued for early-warning training for educators, and recommended diversion resources for courts and prosecutors so cases can be addressed before they escalate. Commissioners asked about the origins of radicalization, the need for school-based training, and how to connect courts and police to available resources. Project Shema’s Orrin Jacobson argued that effective anti-Semitism education must be nuanced, pluralistic, and grounded in a better understanding of Jewish identity and contemporary anti-Semitism, especially in conversations about Israel and Palestine. He said the group has run dozens of workshops in Massachusetts and emphasized that institutions should adopt content-neutral norms, train staff and administrators, and measure whether trainings lower tensions and increase willingness to intervene. Commissioners asked about handling activists who reject nuance, the role of faculty versus students, and whether classroom norms should limit teachers from advancing personal agendas. A workplace panel from Klaal and Combined Jewish Philanthropies presented survey data showing many Jewish employees feel unsafe being openly Jewish at work and that antisemitism training is the top requested support. They described rapid growth in Jewish employee resource groups, existing programming and stipends for ERG leaders, and recommended mandatory anti-Semitism training, support for Jewish affinity groups in public and private sectors, and broader convenings of major employers. The commission also heard from Truah rabbis and educators, who urged stronger interfaith solidarity, a state office of faith-based and neighborhood partnerships, and explicit attention to democracy and civil rights as part of anti-Semitism strategy. After a recess, the commission heard from Israeli-American, Russian Jewish, and Persian Jewish witnesses who described antisemitism as a lived, personal, and civic issue affecting immigrants and their families. They called for inclusion of diverse Jewish voices in state initiatives, stronger protections for Israeli-American businesses, and recognition that anti-Zionist rhetoric often becomes direct harassment of Jews. The chair said the testimony and suggested edits would be incorporated into the draft report, and the meeting ended with plans for further revisions before the final vote.

Transcript Highlights:

• And what we know about learning, what the data says about learning, is that it happens best when students
• When those things are in place, learning is unleashed for children, and they're allowed to become the
• We had in the original bill a description of what an anti-Semitic learning environment might be.
• It focuses on rote learning of facts.
• I've been learning that a lot of bills can get thrown on you at the 11th hour.

Summary: The Assembly Education Committee held an informational hearing on AB 715, followed by discussion of SB 48. AB 715 was presented by Assembly Members Zbur and Addis as a response to rising anti-Semitism in California schools. They described incidents involving harassment, swastikas, biased classroom materials, and students feeling unsafe, and said the bill would create an Office of Civil Rights with coordinators to address anti-Semitism and other forms of discrimination, provide prevention resources, and support school districts. Witnesses in support, including a rabbi and a student who described personal experiences with anti-Semitic harassment, urged immediate action to protect Jewish students. Opposition testimony came from the California Teachers Association, county superintendents, school board groups, labor organizations, civil liberties advocates, ethnic studies educators, and many community members. Their main concerns were that the bill was rushed, had not been fully vetted in the Assembly Education Committee, and could chill classroom speech or create constitutional problems, especially around language requiring instruction and materials to be “factually accurate” and not based on advocacy, bias, or partisanship. Several opponents argued that anti-Semitism should be addressed through education, training, and restorative practices rather than new statutory restrictions. Some witnesses also raised concerns about the bill’s impact on ethnic studies and free speech. Committee members then debated the bill’s process and substance at length. The authors said the bill had been narrowed through negotiations with education stakeholders and the Senate, that some disputed provisions would be revisited in cleanup language, and that the urgency of anti-Semitic incidents required action now. Several members expressed support for the bill’s goal but criticized the late release of the final language and the lack of consultation with the Assembly committee. Others emphasized the need to protect Jewish students immediately and argued the bill was a necessary response to a real crisis. The transcript does not show a final vote on AB 715 in the portion provided.

Transcript Highlights:

• <00:20:13.200> week<00:20:13.720> to midst of Civic learning week to midst of Civic
• learning week to introduce<00:20:14.360> four<00:20:14.880> outstanding<00:20:15.520><
• She has created opportunities for students to explore global perspectives, engage in service learning
• She has created opportunities for students to explore global perspectives, engage in service learning
• I am really learning a lot.

Keywords: 910, house, all

Transcript Highlights:

• What aspects of this role present the greatest learning curve for you?
• EM grants, I would say, was a steep learning curve.
• That is something that would be a learning curve for me.
• It's Learning curves for me in this particular role.
• You can learn legislative procedure or you can stay quiet.

Summary: The Senate Committee on Director Nominations held a confirmation hearing for John Connolly, the current Adjutant General and Director of the Department of Emergency and Military Affairs (DEMA). Connolly described his background in the Army, National Guard, and military law, and outlined DEMA’s dual mission of supporting the Arizona National Guard and emergency management. He emphasized readiness, modernization of aging aircraft and facilities, growth in capabilities such as drones and electronic warfare, partnerships to restore helicopter training at Silver Bell, and stewardship of resources. He also discussed DEMA’s border-related missions, including Task Force Safe at Nogales, counter-drug operations, and use of artificial intelligence to monitor drone activity and build a common operating picture for law enforcement. Committee members questioned Connolly about his interview and vetting process, his role in emergency management, disaster response in Gila County, support for rural counties and tribes, and services for Guard members and families through the Integrated Resilience Operations Center. Several members pressed him on military discipline, lawful orders, classified information, and the distinction between war and hostilities. Senator Rogers focused on chain of command, combat readiness, and whether Connolly’s JAG background prepared him to lead a combat-oriented force; Connolly responded that his role is to provide ready forces, follow civilian authority, and ensure troops have training, equipment, and family support. He also said he had experience advising commanders and teaching lawful versus unlawful orders. A major point of contention came when members questioned Connolly about the 2021 COVID-19 vaccination mandate for the Guard and whether he had treated it as unlawful or unconstitutional. Connolly said it was a lawful order at the time and that exemption processes existed under the regulations. The hearing also turned to immigration enforcement, emergency powers, and whether the Guard should support ICE; Connolly said the Guard is a support function and would respond to a direct request through the governor, but he could not identify a specific scenario in the abstract. No vote or final action was taken during the hearing, and the committee appeared to continue its review after testimony and questioning.

Transcript Highlights:

• I have learned so much about things that I had no real desire to learn about, but I now know about theater
• So, you know, it helped me learn a way around my college life and stuff like that.
• But we, at UCA, have a program called Living Learning Communities.
• It’s housed on the Living Learning Communities website.
• Nadia Eslinger is the Director of the Living Learning Communities, and Dr.

Summary: The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives. Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff. The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.

Transcript Highlights:

• So what does Samantha do as a sophomore in high school once she learns about this?
• While my mom worked tirelessly to build a better life for us, Head Start gave me a safe place to learn
• It gave her the peace of mind that every parent deserves, that her child was in good hands, learning
• learning years and they come equipped to have success in school.
• , starting to learn things like English and other skills that I was not able to learn at home because

Summary: The Assembly met with a quorum present after a roll call and prayer, then proceeded through routine journal, procedural, and guest-introduction business. Members recognized several guests, including local district officials, Japanese business leaders, and students/interns, and the chamber also observed remarks about the Texas flooding tragedy during the prayer. The body then moved through the daily file, including second-reading items and concurrence votes on AB 390, which expands the slow-down/move-over law to stationary vehicles, and AB 1478, which allows retailers to absorb mattress recycling fees; both measures had Senate amendments concurred in by recorded vote. The Assembly adopted AJR 12, a bipartisan resolution recognizing Head Start Month and urging Congress and the President to protect and increase Head Start funding. Multiple members spoke in support, emphasizing the program’s role in early education, health, nutrition, and family support, especially in rural and low-income communities; the resolution received 70 ayes and no noes after 69 co-authors were added. The chamber also adopted ACR 96, designating a portion of Highway 101 in Humboldt County as the Patty Berg Memorial Highway, and SCR 50, which calls for state review of climate adaptation and maladaptation criteria to improve climate resilience planning; both measures passed without opposition. On the consent calendar, the Assembly added co-authors to ACR 81 and adopted the second-day consent calendar and remaining consent items, all by unanimous or near-unanimous votes. The body also approved a motion to return AB 529 from engrossing and enrolling to the Senate for further action. The session concluded with numerous adjournment-in-memory tributes, most notably for Rincon Tribal Council Chairman Bo Mazzetti and former legislative secretary George Steffes, followed by a moment of silence for each and adjournment until Monday, July 14 at 1 p.m.

Transcript Highlights:

• We learned this morning that Pope Francis passed away this morning. Monday at the age of 88.
• I learned there that that was the grace by which she operated.
• I learned a lot from her, and we'll always appreciate those early days. Thank you to her family.
• I think people learned pretty quickly that you shouldn't mistake her quietness for weakness.
• You can learn about the blueberry muffin gang, and there are photos of them at the reception.

Transcript Highlights:

• with dyslexia um which is a learning with dyslexia um which is a learning disability<00:49:00.000
• I can't learn such a simple concept.
• I could have truly learned from it. Thank you.
• <01:14:18.719> because should face barriers to learn because should face barriers to learn
• spectrum disorder or specific learning spectrum disorder or specific learning disability<01:34:23.400

Keywords: 1187, senate, all

Transcript Highlights:

• <00:39:32.880> to us are still learning to us are still learning to appreciate.<00:39:34.640
• I learned there that that was the grace by which she operated.
• Representative Murphy, I learned two things about her.
• ,<00:54:21.200> um, And then the other thing I learned, um, And then the other thing I learned
• She also promote lifelong learning.

Keywords: 1183, house

Transcript Highlights:

• We support Walmart and Amazon workers learn and enforce their rights.
• We already saw a lot of learning loss during the pandemic.
• One more comment on the California Education Learning Lab.
• community for faculty to learn how to use AI.
• That's where the California Learning Lab fits in.

Summary: The subcommittee heard an informational update on the state’s generative AI implementation and related oversight. Administration officials said several proof-of-concept projects have moved into minimum viable product phases, including work at CDTFA and Caltrans, and that CDPH has a May Revision request for up to $8 million to scale up its healthcare facilities inspections project. The Legislative Analyst’s Office urged the administration to publish a report on lessons learned from each POC and recommended limiting the new generative AI approval process to a pilot through the first two rounds of projects, with continued monthly meetings and stronger legislative oversight. Members pressed for more transparency and questioned why the CDPH request was not included in January; the administration said the cost estimate was not available then and that only one project is seeking additional resources beyond existing departmental budgets. The committee then reviewed a proposed $400 million loan from the Labor and Workforce Development Fund to the General Fund. Finance and the Labor Agency said the fund has grown because civil penalty revenues have risen sharply, and the loan would be repaid in 2029-30 with provisional language allowing earlier repayment if needed. The LAO agreed the fund could support the loan but warned that recent PAGA reforms may reduce future revenues. Public commenters, including labor and community groups, argued the money should instead support labor-law enforcement and outreach programs such as CWOP, and urged rejection of the loan. Members also heard a Department of Industrial Relations request for $19.1 million for phase two of Public Works Information Technology System Enhancements, which officials said will support labor-law enforcement and apprenticeship registration. The department said the project was delayed because a prior procurement did not result in a contract award and that completion is now expected in October 2026. The committee then took up an EDD Next reappropriation technical adjustment to extend UI fund spending authority through June 30, 2026; the LAO said the request was fine but again raised concerns about oversight of the larger modernization effort, which EDD said now totals more than $660 million and is expected to continue through 2029. Finally, the committee discussed DGS’s request for new parking facilities near the May Lee Building and a trailer bill shifting statewide telework policy language from DGS to CalHR while also expanding NDI eligibility for certain CEA employees. The LAO said the telework trailer bill should likely go through the policy committee process instead of budget, and union and employee witnesses strongly opposed it, arguing it would undermine bargaining rights and could be used to narrow telework. In a separate item on the governor’s return-to-office order, administration officials said departments are being directed to move to a four-day in-office expectation starting July 1, 2025, but they had no statewide cost estimate yet because departments are still assessing vacancies, exemptions, and space needs. Members criticized the lack of analysis and said the state should have clearer numbers before moving forward.

Transcript Highlights:

• <00:03:10.920> what public engagement effort to learn what public engagement effort to learn
• parks and TRS legacy plan key learnings parks and TRS legacy plan key learnings from<00:04:10.360
• where people can learn about our system<00:18:00.799> learn<00:18:01.080> about<00:18:
• That came with wonderful stories and great photographs of kids learning this sport, but not learning
• and great photographs of kids learning and great photographs of kids learning this<01:20:53.600>

Keywords: 1183, house

Transcript Highlights:

• Thank you for supporting their growth and their learning.
• She enjoys spending time performing, learning the art of dance, cooking, and learning instruments like
• Zoe plays soccer, and she's really excited to visit the Capitol and learn about the government.
• But please take time to go learn about New Mexico Tech. ...on. There's just a lot to list.
• But please take time to go learn about New Mexico Tech.

Bills: HM3, HM11, HM14, HM15, HM21

Keywords: nurses, health care workers, healthcare workers, frontline workers, hospital staff, clinicians, allied health professionals, support staff, public health, workforce shortage, nursing shortage, safe staffing, patient safety, rural health care, frontier communities, behavioral health, mental health, substance use disorder, substance abuse, health care memorial

Transcript Highlights:

• So the kids aren't learning anything about government.
• A hungry child can't learn.
• So the kids aren't learning anything about government.
• A hungry child can't learn.
• A hungry child can't learn.

Keywords: 916, all

Transcript Highlights:

• Many students have different learning styles.
• <00:14:05.880> um of my understanding and learning um of my understanding and learning um
• and investment in student learning and investment in student learning having<00:25:00.919> outlined
• and what they're ready to have learned and what they're ready to learn<00:31:33.279> next<00:
• <00:42:06.480> which effort into what they're learning which effort into what they're learning

Keywords: 1187, senate, all

Transcript Highlights:

• where we would get more attention for our learning needs.
• where we would get more attention for our learning needs.
• The loss of functioning learning spaces.
• We often say student learning conditions are educator working conditions.
• <02:10:37.599> educator student learning conditions are educator student learning conditions

Keywords: 1187, senate, all

Transcript Highlights:

• gender justice and multilingual learning gender justice and multilingual learning and<00:03:12.360
• practices and social emotional learning practices and social emotional learning programs<00:20:44.880
• <00:20:49.320> to deserves the opportunity to learn to deserves the opportunity to learn to
• And I'm happy to be naive and willing to learn.
• And I'm happy to be naive and willing to learn.

Keywords: 1187, senate, all

Transcript Highlights:

• And individualized learning is transformational for a person.
• And we really don't know how to individualize learning for people.
• Learned so we can replicate these practices.
• But we need to learn that you know, fairly quickly.
• And we have track learning tracks. And then we identify them as...

Keywords: 914, all

Transcript Highlights:

• founding director of the Arizona Teacher Residency and an assistant clinical professor of teaching and learning
• So teachers who learn the methods of teaching—how to teach—and take three or more courses in that are
• And what he found was that this was a challenge, ...months of learning in math and reading.
• , and we've seen slide decks from... ...to student learning.
• to actually learn in school or have fun or learn an instrument or play sports; they are just trying

Keywords: 1182, all

Transcript Highlights:

• People are interfacing with new technology all the time; many times they're learning, as we are learning
• AI has moved extremely... ...they're learning.
• As we are learning, AI has moved extremely quickly from just two, three years ago when we weren't even
• It bridges the gap between education and service, between classroom learning and real-world impact.
• And then we hope that with what we learn and what we expect that we can...” “...to test a lot.

Summary: The subcommittee held an informational budget hearing covering several GovOps, CDT, CPPA, and DGS items. GovOps reported that most deliverables under the Governor’s generative AI executive order have been completed, including guidelines, procurement tools, community-impact guidance, and a new project delivery lifecycle for Gen AI projects; one workforce-related deliverable remains. Members and public commenters raised concerns about privacy, labor impacts, and how the state will explain and oversee Gen AI use. The committee also heard a proposal to create a California Education Interagency Council with $5 million ongoing and 16 positions to coordinate workforce and education systems; LAO questioned duplication and recommended limited-term funding, while supporters said a neutral convening body is needed to improve coordination and student outcomes. GoServe presented the College Corps budget proposals, describing the program as a paid service and career-development opportunity for undergraduate students that helps reduce college costs while supporting communities through tutoring, food insecurity work, climate and disaster response, and other service. The administration sought one-time and ongoing funding to expand the program to more campuses and students, while LAO objected to the high administrative costs and recommended rejection. Several students and alumni testified that College Corps provided financial support, professional experience, and career pathways. The committee also heard a $5 million proposal for a Belonging Campaign to address loneliness and social isolation through research, outreach, and local grants; LAO said the proposal lacked clear goals and measures, while supporters said the effort is needed for youth, seniors, and community resilience. The Department of Technology updated the Middle Mile Broadband Initiative, saying construction is underway on the statewide open-access network and the project remains on track for the 2026 deadline, though LAO noted a required business plan had not yet been submitted. The California Privacy Protection Agency presented its Delete Act implementation request for the DROP platform, which will let consumers request deletion of personal information held by data brokers; LAO flagged oversight concerns because CDT is both developing the system and involved in project support. Public commenters from business groups urged caution on CPPA’s rulemakings, warning of compliance costs and job impacts. The Department of General Services then discussed implementation of Proposition 2 school facilities bonds, requesting staffing and administrative funding to manage the new bond program and continue school facility work. Officials said the program can also help districts affected by the January wildfires, including interim site funding and expedited assistance. Finally, DGS requested authority and positions to operate Building 18 for labor-agency tenants relocating from older Capitol Mall space; SEIU Local 1000 criticized the state’s four-day return-to-office policy and said telework has improved productivity and retention. No formal votes were taken; the hearing concluded after public testimony and member questions on each item.

Transcript Highlights:

• And one thing I've been learning is that heavy vehicles just do a number after a while on a lot of our
• And one thing<00:09:50.000> I've<00:09:50.320> been<00:09:50.480> learning<00:09
• :51.279> that<00:09:51.600> heavy thing I've been learning that heavy thing I've been learning
• But so few hours—want to come down for a few hours and learn more, meet the staff and students, and learn
• come down for a few hours and learn come down for a few hours and learn more,<00:19:54.640> meet

Keywords: 928, house, all

Summary: The committee met in executive session on HB 25, the capital improvements appropriations bill. Representative Jack moved ought to pass and also offered Amendment 1455H. Discussion focused largely on several capital items and, in particular, a disputed freight rail public-private partnership. Representative Kazinski opposed the rail subsidy, arguing it favored connected private interests and reflected excessive spending, while Representatives Clutier and others defended the rail funding as a public-private partnership that supports rail maintenance, reduces truck traffic, protects roads and bridges, improves safety, and benefits the environment. Representative Jack explained that the amendment was intended to appropriate enough money to cover bids rather than a fixed purchase price. The committee then voted on Amendment 1455H, which passed 17-1. After that, the committee voted on HB 25A, the bill as amended, and it also passed 17-1. Representative Kazinski indicated he would vote no and was asked whether he wanted to write a minority report; he agreed to do so. The chair noted the bill could not go on the consent calendar and would need further discussion. After completing the bill, the chair announced the committee had one Senate bill expected later, with a due date of May 29, and said the committee would take next Tuesday off and schedule the Senate bill when convenient. Members also discussed an upcoming community college system lunch at the Lakes Region campus, thanked staff for their work on the bill, and noted the committee had brought HB 25 in about $10.5 million under the governor’s request.