Transcript Highlights:

• We're asking for the right to learn.
• We authored the next chapter of our history, carrying on the values and lessons learned by the job...
• We authored the next chapter of our history, carrying on the values and lessons learned by the job...
• Of our history, carrying on the values and lessons learned by the giants who stood before us.
• If we're expected to learn in the classroom every day, we need holistic student care.

Keywords: student advocacy, SB12, SB13, public education policy, youth engagement, marginalized communities, legislative representation

Summary: Students Engaged in Advancing Texas (SEAT) held an advocacy event at the Texas Capitol focused on youth participation in policymaking and opposition to recent education-related legislation. Speakers, including student organizers and SEAT leaders, argued that students should have a direct voice in decisions affecting public schools, curriculum, and school governance. Representative Donna Howard briefly attended to support the group, praised their advocacy, and referenced the idea that if young people are not given a seat at the table, they should “bring your own chair.” Several student speakers criticized the newly passed school vouchers bill as a threat to public education and said it would divert resources from public schools. Others opposed bills such as Senate Bill 12 and Senate Bill 13, describing them as harmful to LGBTQ+ students and inclusive education. One speaker also condemned book bans and library censorship, arguing that students need access to diverse books and truthful, inclusive curricula. The speakers framed these issues as matters of student rights, belonging, and free expression. SEAT executive director Cameron Samuels closed by describing the organization’s history of student-led activism against book bans and exclusion from school policymaking. Samuels said the group had distributed challenged books, pursued legal action over blocked internet resources, and delivered a Student Bill of Rights to superintendents and legislators. The event ended without any formal legislative vote or committee action, serving instead as a press conference and advocacy rally urging lawmakers to listen to students.

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:

• <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:

• 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:

• We learned that one way, a pathway, to address the workforce shortage is apprenticeship.
• So that's our goal: to help people learn some basics and be able to then reach out again to the people
• That's why we like to say all of our programs are an earning-while-learning program.
• You are learning how to excel at your career path, but you're also earning while you get there.
• Now, they're not learning everything.

Keywords: 995, all

Summary: The Workforce Support Subcommittee met to discuss using registered apprenticeships to help address workforce shortages in disability services, human services, and other high-need fields. Co-chairs and staff introduced the session as a follow-up to earlier discussions with state labor officials and representatives from developmental disability and behavioral health provider associations. The panel focused on how apprenticeships can create paid, structured pathways into jobs while also supporting credentialing and retention. Amara Ramon of the Division of Apprenticeship Standards explained how Massachusetts apprenticeship programs are registered and supported, including the roles of apprenticeship liaison staff, operations, quality assurance, and grant support. She described the core features of apprenticeships—paid on-the-job training, related technical instruction, wage progression, and industry credentials—and contrasted them with internships or co-ops. Melissa Chabelli of the MassHire Hampden County Workforce Board described the intermediary role her board plays in designing programs, registering apprentices, coordinating employers, and handling compliance. She emphasized flexibility, employer investment, tax credits, retention benefits, and the importance of mentors and local workforce partnerships. Lisa Morris of UMass Chan/For Health Consulting described a developing apprenticeship for medical interpreters, built from an existing training foundation and designed to address the gap between classroom preparation and work experience. She said the model would combine pre-apprenticeship training, employer interviews, 2,000 hours of apprenticeship, and related technical instruction tied to national certification. Speakers also discussed examples for nursing, early childhood education, CNC machining, and programs serving neurodivergent learners, including Bridgewater State’s Excel program. In response to audience questions, panelists said state agencies can serve as intermediaries, recruitment can come through career centers, youth programs, community colleges, ESL centers, and incumbent workers, and accommodations or modified curricula can support apprentices with disabilities. No votes were taken; the session ended with encouragement for attendees to contact the presenters and Division of Apprenticeship Standards for help developing programs.

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.

Transcript Highlights:

• lead-in to a much longer discussion that we probably don't have time for today on the work-based learning
• What kind of work-based learning? What kind of industry-based credentials can you get?
• So it's one of the things I'm looking forward to learning more about, is exactly how is that working
• One of the things I learned, I learned this from the Texas Workforce Commission in these conversations
• So if you can come by at any time, I'd love to learn more about it.

Keywords: 1184, house, all

Transcript Highlights:

• those who weren't had to learn from personal misfortunes.
• <00:05:37.039> from financially literate had learned from financially literate had learned
• Jackson, is a heck of a lot more beneficial to me than learning about the 60s through movies.
• Jackson, is a heck of a lot more beneficial to me than learning about the 60s through movies.
• Jackson, is a heck of a lot more beneficial to me than learning about the 60s through movies.

Keywords: 958, all

Summary: The committee heard House Bill 342, which would require all Kentucky students to complete a one-credit financial literacy course for graduation, with the credit able to count toward math, social studies, or an elective. Representative Meredith and student advocate Patrick Rovi argued the current financial literacy mandate is too weak without a credit requirement, citing low implementation across schools and the need for practical instruction in loans, credit, investing, and budgeting. Members generally supported the bill, while Representative Tipton raised concerns about adding credit requirements and limiting dual credit options, and Representative Willner questioned whether it would create an unfunded mandate. Supporters responded that the bill is designed to fit within existing graduation requirements and that free curriculum and professional development resources are available through groups like Next Generation Personal Finance. HB 342 passed the committee unanimously with an expression of opinion that it should pass. The committee next considered House Bill 661, a technical cleanup bill related to the previously enacted nine-passenger van option for school transportation. Representative Emily Callaway said the measure only adjusts regulations needed for KDE to implement the earlier law effectively. The bill passed without opposition. House Bill 208, sponsored by Representatives Josh Bray and James Tipton, would require school districts to adopt policies limiting cell phone use during the school day and, in the updated version, restrict social media access as well. Supporters said the bill is intended to improve student attention, reduce cyberbullying and mental health harms, and address concerns raised by school disruptions and social media use. Members asked about exemptions for students with medical needs, emergency access, and whether districts would need new software; sponsors said existing district technology and local discretion should handle those issues. The bill passed unanimously. The committee then began taking up House Bill 430, which would let certain small-transportation districts seek an exemption from the KDE requirement for four annual bus safety trainings, provided they adopt a local safety policy and submit it to KDE. A district superintendent testified that the current blanket requirement causes significant instructional disruption for districts with very limited daily transportation needs.

Transcript Highlights:

• A key part of the legacy of the YMCA's Youth and Government program empowers young people to learn how
• democracy works, and they're learning it right here, right now.
• A key part of the legacy of the YMCA's Youth and Government Programme empowers young people to learn
• how democracy works, and they're learning it right to. empowers young people to learn how democracy works
• , and they're learning it right here, right now.

Summary: The Senate convened with an opening prayer, the Pledge of Allegiance, and recognitions for the Doctor of the Day, Dr. Thomas Clem of Lakeland, and a large YMCA delegation visiting for the organization’s 175th anniversary. Senators highlighted the YMCA’s youth leadership programs and community service, and the chamber entered a proclamation recognizing the YMCA’s long service and its work in community support, youth development, and public health efforts. The chamber then took up several bills on the special order calendar. Senate Bill 100 adopted the 2026 Florida Statutes and the 2025 regular session’s statute materials; Senate Bill 102 removed repealed provisions from the statutes; and Senate Bill 104, the general reviser’s bill, deleted obsolete language, updated cross-references, and corrected drafting errors. Each of those bills was advanced to third reading and passed unanimously, 36-0. Senators also passed Senate Bill 7010, which authorizes Roth post-tax contributions in state and local deferred compensation plans, also by a 36-0 vote. Senate Bill 320, relating to administrative efficiency in public schools, drew the most substantive policy discussion. Its sponsor said the bill would reduce district-level mandates, expand teacher apprenticeship pathways, create longer-term teacher contracts and certificates, streamline salary supplements and assessments, increase flexibility in district finances and Title I use, adjust facility planning requirements, and shift oversight of district-run VPK programs. The sponsor emphasized reducing bureaucracy while preserving accountability and focusing resources on students; the bill passed 36-0. The Senate also withdrew Senate Bill 1720 from further consideration, waived rules to immediately certify all bills passed that day to the House, and adjourned until the next scheduled meeting.