Transcript Highlights:

• you know, a budget on a lesson plan, it really hits home that it's really important that we instill skills
• As a teacher myself, I equip my students with life skills to navigate the world beyond my classroom.
• Financial literacy is really a life skill.
• is an incredible way to leverage that capacity to provide what, as Bernardi said, is a basic life skill
• We have credit unions that have hired them from high school to come and work with those skills.

Summary: Treasurer and legislative supporters held a press event to announce pre-filing of legislation that would require financial education for Washington students as a graduation requirement. Treasurer said the goal is to give young people a foundational understanding of personal finance so they are not dependent on their parents’ money knowledge and can better navigate loans, credit, interest, taxes, housing, and other financial decisions. Senator Adrian Cortes said he is leading the effort in the Senate and described the bill as important for preparing students for adult life and supporting working families and future small business owners. Testimony from an educator, a financial education nonprofit leader, and a credit union representative all backed the proposal. Vanessa Medina, a Vancouver public school teacher, said students need practical skills for student loans, car loans, leases, and job benefits. Christy Johnson said the financial system is increasingly complex and that financial literacy is a life skill and social justice issue, especially given the wealth gap and the pressures facing young people. Tracy Godat said her organization already has free materials and professional development ready for educators, and Joe Atomack said credit unions see the need every day and can help expand access through school branches and student work experience. In response to questions, Cortes said the new bill differs from a previous House-passed version mainly by reducing reporting requirements and therefore lowering fiscal impact for districts and OSPI. He said the bill would align with the State Board of Education’s Future Ready process and could take effect by 2033 or earlier, depending on integration. The treasurer said the issue has broad bipartisan support and argued that Washington is behind other states in not already requiring financial education.

Transcript Highlights:

• the Texas Education Code, CTE programs are designed to equip students with academic and technical skills
• think of nothing better than to encourage our children to go into programs that teach them leadership skills
• it is, I will tell you it is moving to know that, whether they go into the military or not, these skill
• It teaches leadership, discipline, and teamwork—skills that have served me and will for life, no matter
• All it does is offer a course for our children to have basic skills in automotive maintenance.

Bills: HB 1079, HB3651, HB4980

Keywords: Junior Reserve Officer Training Corps, Leadership Officer Training Corps, public school, career education, military readiness, public school accountability, funding allotments, healthcare, insurance, cost control, patient access, regulation, affordability, public health, JROTC, automobile maintenance, high school education, elective course, student skills, practical knowledge

Transcript Highlights:

• communities combine independent living with access to higher levels of care, like assisted living and skilled
• My husband, whose health was failing and he had to move into actually skills.
• My husband, whose health was failing, had to move into skilled nursing eventually.
• includes independent living, in-home services, assisted living, memory care, rehabilitation, and skilled
• We have independent living, a licensed assisted living, a licensed memory care, and a licensed skilled

Keywords: 995, all

Summary: The Special Commission on Continuing Care Retirement Communities held a public hearing focused on studying CCRCs in Massachusetts, including their financial viability, consumer protections, oversight, entrance fee and refund policies, advertising, and procedures for closure or ownership changes. Chair Rep. Tom Stanley and co-chair Sen. Pat Jehlen opened by explaining the commission’s mandate under Chapter 197 of the Acts of 2024 and asked speakers to keep testimony brief. Several commissioners and staff also emphasized the importance of hearing directly from residents, providers, and advocates. Resident testimony largely centered on two themes: the need for stronger resident representation and the need for clearer, faster refund protections. Multiple residents urged the legislature to require resident seats on governing boards, including full voting rights on national or nonprofit boards, and to make board minutes and meetings more transparent. Several speakers described long delays in receiving entrance-fee refunds after leaving a community, with one family reporting an 18-month wait and financial hardship; they called for a one-year refund limit, vacancy-order systems, escrow or reserve protections, and state oversight or guarantee funds. One resident also argued that CCRCs should be more clearly defined in state law and possibly licensed or certified so only approved communities can market themselves as CCRCs. Providers and operators generally described CCRCs as valuable models for aging in place and emphasized transparency, resident engagement, and the benefits of nonprofit ownership. Speakers from nonprofit communities said residents often serve on boards or committees, participate in budgeting and planning, and benefit from integrated care, amenities, and financial stability. A for-profit operator also said residents receive disclosure and input, while noting that CCRCs vary widely and that consumer education is important. Commissioners echoed several recurring issues at the end of the hearing, especially the need to define what a CCRC is and to address refund timelines and information sharing. No votes were taken; the hearing concluded with notice that the next virtual meeting would be on June 23 at 10:00 a.m., and written testimony was invited by email.

Transcript Highlights:

• pedagogy, which is teaching skills, and they pass that exam.
• is teaching skills and pedagogy which is teaching skills and<01:21:58.920><c> they</c><01:21:59.120>
• </c> having difficulty passing a basic skills having difficulty passing a basic skills in<01:24:01.360
• The basic core is just what we call basic skills.
• Do you guys do any interviews of people to check their interpersonal skills?

Keywords: 912, senate, all

Summary: The joint Committee on Education and Committee on Public Safety and Military Affairs heard Senate Bill 422, which would authorize the Department of Education to award a high school diploma to qualified people whose schooling was interrupted by military service or wartime practices during World War II, the Korean War, or the Vietnam War. The Department of Education testified in support, noting a prior law that created the Kono diploma program before it sunset in 2020. Several members of the public also testified in support. Both committees later recommended passage of SB 422 without amendments, and the recommendation was adopted by voice votes. The committees then heard Senate Bill 530 on Braille literacy. The bill would establish Braille literacy as state policy, require Braille-related literacy assessments for eligible blind and low-vision students, authorize DOE rulemaking, create a Braille Literacy Resource Center, and appropriate funds. DOE and the Department of Human Services supported the measure, as did the National Federation of the Blind, Hawaii Disability Rights Center, and a blind testifier who described the importance of early Braille instruction. The Attorney General’s office raised concerns about statutory language requiring yearly assessments and suggested revisions so annual decisions remain with IEP teams. The committees voted to pass SB 530 with amendments, including the Attorney General’s suggested changes, and adopted the recommendation. The next measure was Senate Bill 532, which would allow school staff and agents trained by a licensed clinician to volunteer to administer medication to students in public schools under certain conditions and clarify who may prescribe such medication. DOE and Department of Health testimony supported the bill. The Attorney General recommended replacing the term “licensed clinician” with the defined term “health care professional.” The Hawaii Academy of Physician Assistants supported the bill but asked that physician assistants be included among providers who may prescribe medications for school administration. After questions about current school health aide duties and field-trip medication procedures, the committees voted to pass SB 532 with amendments, including the Attorney General’s terminology change, and adopted the recommendation.

Transcript Highlights:

• activities during outside school hours. emphasizing their roles in developing social and intellectual skills
• This bill would enable our school district to retain highly skilled and qualified social workers.
• This bill would enable our school district to retain highly skilled and qualified school social workers
• EMTALA stands for the Emergency Medical and Treatment and Labor Act.

Bills: HCR35, SJR59, SJR84, SCR30, SB127, SB317, SB324, SB457, SB506, SB511, SB529, SB547, SB584, SB619, SB636, SB646, SB659, SB715, SB732, SB735, SB771, SB784, SB800, SB801, SB904, SB1026, SB1049, SB1065, SB1181, SB1224, SB1250, SB1383, SB1467, SB1524, SB1528, SB1531, SB1568, SB1585, SB1640, SB1681, SB1754, SB1757, SB1777, SB1972, SB1980, SB2007, SB2041, SB2046, SB2050, SB2055, SB2069, SB2080, SB2119, SB2138, SB2139, SB2154, SB2201, SB2225, SB2268, SB2306, SB2308, SB2310, SB2330, SB2366, SB2375, SB2392, SB2401, SB2422, SB2480, SB2514, SB2530, SB2533, SB2543, SB2544, SB2589, SB2610, SB2615, SB2623, SB2660, SB2662, SB2693, SB2695, SB2707, SB2722, SB2742, SB2753, SB2807, SB2843, SB2844, SB2858, SB2880, SB2885, SB2891, SB2925, SB2938, SB2986, SJR3, SJR18, SB5, SB914, SB963, SB1197, SB1415, SB1437, SB1786, SB326, SB767, SB769, SB783, SB1035, SB1271, SB1619, SB1637, SB1806, SB1, SB260, HB135, HB 1109, HCR35, HCR64, SJR36, SJR50, SJR63, SJR84, SJR59, SCR12, SCR39, SCR48, SCR19, SCR30, SCR3, SB2023, SB619, SB2742, SB646, SB1026, SB2880, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1505, SB583, SB1502, SB507, SB1434, SB1376, SB1585, SB1772, SB2016, SB1163, SB1122, SB731, SB397, SB508, SB1436, SB287, SB261, SB1882, SB393, SB1791, SB529, SB209, SB2429, SB1999, SB511, SB2309, SB510, SB584, SB1085, SB2046, SB1975, SB2717, SB1262, SB1524, SB636, SB2056, SB884, SB517, SB1200, SB1845, SB1863, SB2681, SB2200, SB2199, SB1757, SB2050, SB2458, SB2201, SB2660, SB2662, SB1065, SB801, SB2533, SB3014, SB3013, SB758, SB1721, SB2366, SB1013, SB2797, SB2383, SB1754, SB2119, SB2448, SB1777, SB1283, SB2392, SB2076, SB2786, SB2876, SB2284, SB2225, SB1540, SB2929, SB1972, SB2540, SB2595, SB2217, SB715, SB2330, SB1383, SB500, SB1640, SB2001, SB2080, SB506, SB2514, SB2753, SB2398, SB1241, SB2927, SB2173, SB2538, SB898, SB1449, SB2529, SB1531, SB2846, SB2476, SB986, SB1181, SB2075, SB2154, SB2864, SB1359, SB2386, SB771, SB2844, SB2550, SB1351, SB1423, SB1931, SB2245, SB2589, SB2707, SB2807, SB410, SB659, SB2776, SB2693, SB2580, SB1980, SB1886, SB1234, SB739, SB456, SB127, SB1666, SB2843, SB2801, SB800, SB2055, SB784, SB2986, SB735, SB1012, SB324, SB2926, SB2938, SB2007, SB2138, SB1242, SB2615, SB1049, SB2310, SB1224, SB2972, SB1568, SB2841, SB2885, SB3016, SB2858, SB2610, SB2139, SB1856, SB2035, SB2308, SB2306, SB2041, SB1528, SB1681, SB1141, SB2401, SB2530, SB2375, SB547, SB1266, SB1373, SB1467, SB2069, SB2269, SB2480, SB2544, SB672, SB904, SB2695, SB2891, SB2422, SB2543, SB1854, SB317, SB2539, SB2532, SB2925, SB1250, SB2082, SB2203, SB457, SB2357, SB2721, SB243, SB1285, SB2568, SB1959, SB1442, SB1454, SB2520, SB2541, SB1708, SB1237, SB1844, SB1586, HB1392, HB22, SB1551, SB3039, SB2819, SB66, SB629, SB1015, SB2342, SB2903, SB2933, SB1965, SB2477, SB3029, SB2605, SB2419, SB1957, SB375, SB250, SB777, SB628, SB2523, SB2367, SB2703, SB2608, SB2778, SB3044, SB2965, SB2521, SB865, SB127, SB506, SB529, SB584, SB659, SB735, SB771, SB784, SB800, SB1049, SB1383, SB1531, SB1568, SB1681, SB1972, SB1980, SB2007, SB2041, SB2046, SB2050, SB2080, SB2225, SB2306, SB2308, SB2366, SB2392, SB2544, SB2610, SB2660, SB2662, SB2807, SB2843, SB2844, SB2885, SB2938, SB2986, SB324, SB1065, SB1754, SB2330, SB2693, SB2858, SR448, SR463, HCR35, SB324, SB619, SB646, SB1026, SB1065, SB1754, SB2330, SB2693, SB2742, SB2858, SB2880, SB3063, HJR5, HJR98, HB 109, HB 114, HB388, HB421, HB431, HB879, HB 1244, HB1399, HB1445, HB1672, HB1695, HB1734, HB1875, HB1893, HB1950, HB2152, HB2217, HB2558, HB2559, HB2775, HB2789, HB2809, HB2856, HB3012, HB3126, HB3135, HB3163, HB3229, HB3306, HB3513, HB3770, HB4134, HCR56, HCR102, SB3063, HJR5, HJR98, HB 109, HB 114, HB388, HB421, HB431, HB879, HB 1244, HB1399, HB1445, HB1672, HB1695, HB1734, HB1875, HB1893, HB1950, HB2152, HB2217, HB2558, HB2559, HB2775, HB2789, HB2809, HB2856, HB3012, HB3126, HB3135, HB3163, HB3229, HB3306, HB3513, HB3770, HB4134, HCR56, HCR102

Keywords: spaceports, tax-exempt bonds, aerospace investment, Texas space economy, Federal legislation, education funding, Texas State Technical College System, capital projects, infrastructure, higher education, tax exemption, property tax, homestead, fire damage, constitutional amendment, Birding Capital, Matagorda County, wildlife, conservation, Texas Legislature

Transcript Highlights:

• Grant them unity, Lord, As they labor together for the common good of the great state of Florida and
• program must implement crisis intervention team training to equip law enforcement officers with the skills

Bills: SJR59, SCR30, SCR46, SB31, SB127, SB324, SB401, SB407, SB467, SB482, SB506, SB529, SB584, SB619, SB636, SB646, SB647, SB659, SB715, SB732, SB735, SB771, SB784, SB800, SB801, SB816, SB1013, SB1026, SB1049, SB1055, SB1065, SB1137, SB1169, SB1181, SB1383, SB1395, SB1410, SB1433, SB1524, SB1531, SB1568, SB1640, SB1666, SB1681, SB1718, SB1754, SB1757, SB1972, SB1980, SB2004, SB2007, SB2041, SB2046, SB2050, SB2075, SB2076, SB2154, SB2173, SB2206, SB2225, SB2253, SB2268, SB2306, SB2308, SB2314, SB2322, SB2330, SB2351, SB2366, SB2371, SB2392, SB2398, SB2476, SB2533, SB2540, SB2544, SB2589, SB2610, SB2623, SB2660, SB2662, SB2693, SB2707, SB2717, SB2722, SB2742, SB2753, SB2779, SB2807, SB2843, SB2844, SB2858, SB2877, SB2880, SB2885, SB2920, SB2938, SB2986, HJR4, HCR35, SJR3, SJR18, SB5, SB260, SB1786, SB914, SB963, SB1197, SB1415, SB1437, SJR36, SJR50, SJR63, SJR84, SJR59, SCR12, SCR39, SCR46, SCR48, SCR19, SCR30, SCR3, SB2023, SB1433, SB2322, SB2877, SB407, SB1718, SB1395, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1505, SB583, SB1502, SB507, SB1026, SB1434, SB1376, SB1585, SB1772, SB2016, SB1163, SB619, SB1122, SB732, SB731, SB397, SB508, SB1436, SB287, SB261, SB1882, SB393, SB1791, SB529, SB209, SB2429, SB1999, SB511, SB2309, SB510, SB2253, SB584, SB1085, SB2314, SB2046, SB1975, SB2717, SB1262, SB1524, SB1137, SB636, SB2056, SB884, SB517, SB1200, SB1410, SB1845, SB1863, SB2681, SB2200, SB2199, SB1757, SB2050, SB2458, SB2201, SB1055, SB2660, SB2662, SB1065, SB801, SB2533, SB3014, SB3013, SB758, SB647, SB1721, SB2268, SB2366, SB1013, SB2797, SB2371, SB2383, SB646, SB1169, SB1754, SB2779, SB2004, SB2119, SB2448, SB1777, SB1283, SB2392, SB2076, SB2786, SB2876, SB2284, SB2225, SB1540, SB2920, SB2929, SB1972, SB2540, SB2742, SB2595, SB2217, SB715, SB2330, SB1383, SB500, SB1640, SB2001, SB2080, SB2722, SB506, SB2514, SB2623, SB2753, SB2398, SB1241, SB2927, SB2173, SB2538, SB898, SB467, SB1449, SB2529, SB1531, SB2846, SB2476, SB986, SB1181, SB2075, SB2154, SB2864, SB31, SB2880, SB1359, SB2386, SB771, SB2844, SB2550, SB1351, SB1423, SB1931, SB2245, SB2589, SB2707, SB2807, SB2351, SB410, SB659, SB816, SB2776, SB2693, SB2580, SB1980, SB1886, SB1234, SB739, SB482, SB456, SB127, SB1666, SB2843, SB2801, SB800, SB2055, SB784, SB2986, SB735, SB1012, SB324, SB2926, SB2938, SB2007, SB2138, SB1242, SB2615, SB1049, SB2310, SB1224, SB2972, SB1568, SB2841, SB2885, SB3016, SB2858, SB2610, SB2139, SB1856, SB2035, SB2308, SB2306, SB2041, SB1528, SB1681, SB1141, SB2401, SB2530, SB2375, SB547, SB1266, SB1373, SB1467, SB2069, SB2269, SB2480, SB2544, SB672, SB904, SB2695, SB2891, SB2422, SB2543, SB1854, SB317, SB2539, SB2532, SB2925, SB1250, SB2082, SB2203, SB457, SB2357, HJR4, HB135, HB 1109, HCR35, HCR64, SB2721, SB243, SB1285, SB2568, SB1959, SB1442, SB1454, SB2520, SB2541, SB1708, SB1237, SB1844, SB1586, SB1, SB260, SB31, SB467, SB482, SB647, SB732, SB816, SB1055, SB1137, SB1169, SB2004, SB2253, SB2268, SB2314, SB2351, SB2371, SB2623, SB2722, SB2779, SB2920, HJR4, SB407, SB1395, SB1433, SB1718, SB2322, SB2877, SB619, SB646, SB1026, SB2742, SB2880, SR443, SR449, SR456, SR460, SR465, SCR46, SB260, SB3062, HJR8, HJR31, HJR72, HJR99, HJR133, HB29, HB33, HB50, HB 107, HB 116, HB 125, HB140, HB141, HB155, HB171, HB227, HB255, HB363, HB368, HB491, HB609, HB630, HB745, HB767, HB913, HB917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB1318, HB1404, HB1495, HB1507, HB1606, HB1708, HB1748, HB1851, HB1922, HB2002, HB2003, HB2198, HB2355, HB2358, HB2415, HB2457, HB2495, HB2546, HB2637, HB2763, HB2765, HB2798, HB2818, HB3228, HB3307, HB4116, HCR29, SB1410, SB3062, HJR8, HJR31, HJR72, HJR99, HJR133, HB29, HB33, HB50, HB 107, HB 116, HB 125, HB140, HB141, HB155, HB171, HB227, HB255, HB363, HB368, HB491, HB609, HB630, HB745, HB767, HB913, HB917, HB 1135, HB 1188, HB 1238, HB 1242, HB 1261, HB1318, HB1404, HB1495, HB1507, HB1606, HB1708, HB1748, HB1851, HB1922, HB2002, HB2003, HB2198, HB2355, HB2358, HB2415, HB2457, HB2495, HB2546, HB2637, HB2763, HB2765, HB2798, HB2818, HB3228, HB3307, HB4116, HCR29, SB1410

Keywords: education funding, Texas State Technical College System, capital projects, infrastructure, higher education, Birding Capital, Matagorda County, wildlife, conservation, Texas Legislature, Texas beef, cattle industry, agricultural heritage, Texas strip steak, economic growth, SB 31, Life of the Mother Act, Texas abortion law, medical emergency, reasonable medical judgment

Transcript Highlights:

• training on dyslexia, including the effects of dyslexia on the development of foundational reading skills
• 00:01:47.520><c> the</c><00:01:47.719><c> resources</c><00:01:48.320><c> and</c><00:01:48.479><c> skills
• </c> that they have the resources and skills that they have the resources and skills and<00:01:49.119
• necessary to become what are the skills necessary to become a<00:37:18.480><c> a</c><00:37:18.680><c
• </c><00:37:44.520><c> and</c> want somebody to desires skills and want somebody to desires skills and

Keywords: 1187, senate, all

Transcript Highlights:

• the Texas Education Code, CTE programs are designed to equip students with academic and technical skills
• think of nothing better than to encourage our children to go into programs that teach them leadership skills
• is, I will tell you it is moving to know that whether they go in the military or not, these, these skill
• It teaches leadership, discipline, and teamwork, skills that have served me and will for life, uh, no
• All it does is it offers a course for our children to have basic skills, uh, in automotive, um, maintenance

Transcript Highlights:

• This is where students can gain skills in so many different areas.
• And then we also have them do the Florida ready to work modules that she still soft skills.
• And so it speaks a lot to the soft skills that they need to go into those industries and the time and
• So many skills resume, building skills, professional skill had an interview and he came out almost better
• than a trained, a traditional student and that he already had the skills.

Keywords: 999, senate, all

Transcript Highlights:

• </c> tell you personally I think CTS skills tell you personally I think CTS skills is<00:26:59.080><c
• So we are making recommendations for CTSS skills in this report.
• And when we have destroyed the ability for skills to happen, nobody's providing skills, nobody's going
• </c><00:28:49.320><c> to</c> destroyed the ability for skills to destroyed the ability for skills to
• nobody's providing skills happen nobody's providing skills nobody's<00:28:52.159><c> going</c><00:28

Bills: HF1005

Keywords: health insurance, medical assistance, behavioral health, reimbursement rates, primary care services, physician fee schedule, managed care, residential services, 1183, house

Transcript Highlights:

• My mind will lose the ability to walk and to perform tasks requiring the motor skills.
• PADS gave me. the one-on-one support I needed and it taught me the employment skills required to succeed
• I wanted to learn important and independent living skills college taught me. It taught me to...
• It taught me many important office skills such as Word, Excel, email, and typing.
• Last but not least, it taught me to self-advocacy. skills to help me speak up for myself.

Keywords: 1184, house, all

Transcript Highlights:

• And so for the past few years, I've gotten the help to go back to school, go back and get more skills
• When William started this job, he did not have the skills or the understanding of how to complete the
• I think it's very easy to focus on ways of developing independence and skills for job seekers.
• Also, maybe not focusing on the limits of a person, focusing on their abilities and their skills, and
• kind of navigating how you can adapt their skills to the job to be done.

Keywords: 995, all

Summary: The Massachusetts Permanent Commission on the Status of Persons with Disabilities hosted “Strength and Support,” a networking and resource-sharing event focused on employment for youth and young adults with disabilities, with ASL interpretation, CART, recording, and livestreaming provided. The panel featured self-advocates, job coaches, and employment support staff who shared personal employment stories, including internships and career services through MassAbility, community advocate work at an independent living program, advocacy and podcasting, supported employment in retail and food service, and examples of successful placements through job coaching and clubhouse programs. A major theme throughout the discussion was the barriers people with disabilities face in finding and keeping work, especially repeated rejection, lack of experience, inaccessible hiring and training processes, weak communication, and employers’ assumptions about disability. Panelists described the importance of accommodations, flexible scheduling, clear communication, patient supervision, and ongoing job retention support. Several speakers emphasized that networking and in-person connections often helped them secure interviews or jobs when online applications did not. In response to questions about making employment more inclusive and sustainable, panelists recommended person-centered support, accessible applications and onboarding, opportunities to gain experience through internships and fellowships, and stronger employer education about the value of job coaches and disabled workers. They also stressed self-advocacy, patience, and taking chances on people. The event ended with audience Q&A and closing thanks to the speakers, interpreters, tech staff, and attendees.

Transcript Highlights:

• to help him with his reading and writing skills.
• And then in that, there were over 38 who were certified in their AI skills as a result of that.
• to be a skilled creator and developing how they can work with people in AI with those tools to be a
• How to support our students as they develop in their AI skills for their future.
• So when we look at what that really does for students, that's the skills that we want our students to

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.

Transcript Highlights:

• In Weston, we have a classroom in the high school where we are doing life skills and character development
• In Weston, we have a classroom in the high school where we are doing life skills and character development
• In Weston, we have a classroom in the high school where we are doing life skills and character development
• In Weston, we have a classroom in the high school where we are doing life skills and character development
• In Weston, we have a classroom in the high school where we are doing life skills and character development

Summary: The committee heard an interim study on expanding or simplifying sales tax exemptions for Oklahoma nonprofits. Representatives Stark and Schreiber said the issue has been filed repeatedly over several sessions and framed it as a bipartisan effort to keep more charitable dollars in service of communities rather than paying sales tax. Schreiber also suggested broader tax reform or an omnibus approach rather than continuing to add individual exemptions. Marnie Taylor of the Oklahoma Center for Nonprofits gave an overview of the sector, describing nonprofits as a major part of the state economy and safety net, and argued that many organizations are highly regulated, under-resourced, and facing declining donations and funding. She said the current patchwork of exemptions is uneven and that a blanket or broader exemption would help organizations serving public needs. Committee members asked for sources behind some of the poverty, education, and health rankings cited in her presentation. Several nonprofit leaders testified about how sales tax affects their operations. RG Foods described the cost of opening neighborhood grocery markets in food deserts and said sales tax on a Tulsa project would divert about $85,000 from programming. Jubilee Partners, Skyline Urban Outreach, the Pencil Box, the Tulsa Police Foundation, Blue Rose Ranch, and Legacy Parenting Center each explained how exemption status or the lack of it affects food assistance, school supplies, public safety equipment, animal rescue, and diapers and family support. Members asked follow-up questions about food desert definitions, budgets, and how much sales tax savings would change operations. No vote was taken in the excerpt, but the study concluded with closing remarks emphasizing that the exemption would keep more money in direct services and support the nonprofit sector statewide.

Transcript Highlights:

• is the idea, or the prevailing idea, that Braille is difficult, but Braille is just like any other skill
• Braille is just like any other skill, right?
• I talked about that last time, but also add the Braille skill so they can become proficient. would turn
• </c> it right that was just a tactile skill it right that was just a tactile skill it<00:20:52.240><c
• now because it helps me with that skill now because it helps me with the<00:21:44.960><c> technology

Keywords: 912, senate, all

Transcript Highlights:

• So with the ever-growing shortage of skilled laborers and the opportunity for meeting challenges employers
• construction that's taking place across the street, we recognize all of the contractors and all the laborers
• contractors and We recognize all of the contractors and all<00:35:35.119><c> the</c><00:35:35.280><c> laborers
• /c><00:35:35.760><c> and</c><00:35:36.000><c> everybody</c><00:35:36.400><c> working</c> all the laborers
• and everybody working all the laborers and everybody working that<00:35:36.960><c> either</c><00:35:

Bills: HF2178, HF942, HF2470, HF1043, HF1287, HF1229, HF1230, HF424, HF571, HF404, HF910, HF1055, HF318, HF319, HF401, HF609, HF306, HF1599, HF1881

Keywords: HF2178, Cohasset, capital investment, bonding bill, state bonds, public infrastructure, water tower, water infrastructure, sanitary sewer, storm sewer, street reconstruction, municipal infrastructure, Public Facilities Authority, bond proceeds fund, Minnesota bonding, local government aid, utility infrastructure, public works, infrastructure, stormwater

Transcript Highlights:

• Across industries, employers need a workforce with strong quantitative and problem-solving skills to
• support growth in technical, skilled trade, and STEM-related fields.
• Building those skills early is essential to create a reliable talent pipeline for New Mexico's future
• I didn't feel confident in my skills or have the strategies to help students with math at that level.
• You know, with this bill, reading tests may only measure English skills, not bilingual learning.

Keywords: 996, all

Transcript Highlights:

• Finally, there's a skills gap, and I'll revisit this in my comments later on. There's a skills gap.
• There's a skills gap. The issue of expertise is a significant contributor.
• Oh, there's an audit, let's buy a tool and take care of that criticism—and then the skills gap.
• I think on the skills front, there aren't enough people to do cyber jobs.
• Cybersecurity skills are coveted.

Summary: The Assembly Select Committee on Cybersecurity and the Assembly Committee on Emergency Management held a joint informational hearing focused on maximizing the value of state cybersecurity investments, especially by fully using security features already included in existing vendor contracts. The first panel included representatives from Microsoft, Zscaler, and Palo Alto Networks, who described the products and services they provide to California and generally agreed that agencies often have strong adoption in some areas but still face challenges from tool overlap, limited staff, lack of awareness of available features, and the need for ongoing training and configuration support. They also discussed major threats such as ransomware, data loss, attack-surface exposure, IoT/OT vulnerabilities, and the growing role of AI in both attacks and defenses. Members pressed the vendors on whether state departments underuse purchased cybersecurity tools, how to improve utilization, and how to address the cybersecurity workforce shortage. The vendors said utilization is often constrained by staffing, procurement complexity, and the need to align tools with agency missions and maturity levels, but emphasized that training, leadership buy-in, and regular vendor-agency collaboration can improve results. They also discussed how AI can help with phishing triage, data-loss prevention, and security operations, while warning that agencies must manage AI safely and with human oversight. The second panel featured officials from the Department of Technology, Cal OES/CalSIC, and the California Military Department. They described statewide oversight efforts including audits, independent security assessments, continuous monitoring, advisory services, vulnerability disclosure programs, and workforce development initiatives such as the Information Security Leadership Academy and Cybersecurity Education Summit. Officials said some underutilization is real, but it is often tied to differing agency maturity, overlapping tools, and deliberate feature restrictions to reduce attack surface and complexity; they emphasized a balanced approach using people, process, and technology, with plans of action and milestones to hold departments accountable. They also noted federal uncertainty around MS-ISAC and the state and local cybersecurity grant program, saying California is advocating through federal partners and monitoring the impact. The hearing ended after public comment and adjournment.

Transcript Highlights:

• It's minimum security, and they have skill centers there. Are you familiar with skill centers?
• What I'm trying to say is, in the skill centers to be...
• What I'm trying to say is, in the skill centers, to be eligible to learn to weld and all that stuff,
• Down at Jim Hamilton, and other, there's other skill centers...
• Down at Jim Hamilton and other, there's other skill centers, prison minimum.

Summary: The Public Safety committee met and first considered HB 2993, as amended by a PCS, which would create 11 Council of Government-based positions to help rural law enforcement pursue grants and equipment funding. Members questioned the estimated $1.1 million annual cost, whether the program would mainly benefit rural areas rather than metro counties, and how the money would be administered through Oklahoma Homeland Security. The bill author explained that each COG would receive one funded position and that the money would stay within each COG. The committee voted 7-2 to report the bill favorably. The committee then heard HB 3850, which would require inmates to obtain a high school equivalency diploma as a condition of parole and would place the diploma in the inmate’s release file to improve employability and reduce recidivism. Questions focused on whether the requirement applied to all inmates, how it would affect release eligibility, and whether existing DOC programs already provide similar training. The author said the bill would build on current law and could help reduce waiting lists for equivalency programs. The committee voted 8-1 to pass the bill. Next, HB 3595, with a PCS, would create a revolving fund in the Department of Public Safety to award counties grants for traffic-control public safety equipment, especially for events where vehicles could be used to harm crowds. Members discussed the bill’s dependence on future appropriations and its status as a vehicle for the idea while budget issues are resolved. The committee voted 7-2 to report it out. The committee also unanimously passed HB 3763, requiring two hours of domestic violence training as part of continuing education for law enforcement, and HB 3760, a tax credit for donations to qualified law enforcement foundations, with the author noting a planned amendment to include COGs and certain other nonprofits. The chair announced one more meeting the following week and then adjourned the meeting.

Transcript Highlights:

• What skills will students need to thrive in an AI-driven workforce?
• What skills will students need to thrive in an AI-driven workforce?
• </c><00:24:54.600><c> haven't</c> uh you know I'm not my skills haven't uh you know I'm not my skills
• What skills do we still need to teach the children?
• </c><00:46:33.680><c> of</c> responsibility to develop the skills of responsibility to develop the skills

Keywords: 910, house, all