Transcript Highlights:

• for our committee, when we have a student present, it touches our hearts in ways that present the adult
• But what we want to learn beyond that—and I'm in the same boat—I'm a learner, and I call my mom and I
• Because if our children are learning, sometimes the adults in the family are not, you know, we need help
• You know, but I'm an adult learner; that's what works.

Keywords: 996, all

Transcript Highlights:

• And we know that students, including English learners, foster youth, and students with disabilities,
• manage stress and anxiety, builds confidence, and gives them real-world experience communicating with adults
• around high school redesign, again, rigor and relevance, particularly the Portrait of a Graduate learner
• California can be next, and we're excited to show what this looks like for every kind of learner in every
• Our students are predominantly part-time working adults who rely on us as their primary access point

Keywords: 987, senate, all

Transcript Highlights:

• While I will say mentioned dual enrollment, we allow our adult learners also to dual enroll.
• While I will say in adult education.
• </c><00:55:53.839><c> They</c> adult learners also to dual enroll.
• They adult learners also to dual enroll.
• ,</c> there, the English language learners, there, the English language learners, you're<01:43:03.440

Keywords: 924, joint, all

Transcript Highlights:

• We're looking at stackable credentials because in today's workforce, you can't... ...be an adult learner
• Chairman and Representative, because I think work in adults, it's a challenge.
• Chairman and Representative, because I think working adults, it's a challenge.
• So, you know, we have to... ...spend a lot of time with adult learners on ESL-type programs, and then

Summary: The House Committee on International Trade held its first meeting of the session with member introductions and opening remarks emphasizing Arizona’s interest in foreign relations, border commerce, and collaboration with trading partners, especially Mexico. Chair Tony Rivera noted the state’s trade offices in Mexico and framed the committee’s work as a way to strengthen Arizona’s international relationships. Staff were introduced, and members were reminded of amendment deadlines, though no bills were heard. The committee then heard a presentation from the Nogales-Santa Cruz County Chamber of Commerce and the Santa Cruz County Provisional Community College District. Chamber representatives described Nogales as a major gateway for trade, tourism, agriculture, and logistics, and said the region is investing in entrepreneurship support, bilingual business resources, digital and e-commerce training, and workforce development tied to mining and logistics. They also highlighted tourism promotion efforts and said infrastructure, housing, and pedestrian access at the ports of entry are major needs. Committee members asked about regulatory and infrastructure improvements, housing and health-care challenges, and tourism data. Greg Lucero of the provisional community college described the district’s unusual status, its contract with Pima College to provide instruction, and the impact of South32’s mining project on enrollment and workforce training demand. He said the district is focusing on AI, advanced manufacturing, trades, and ESL support, while working toward accreditation. Members asked about industry partnerships, certificate timelines, and programs tied to Arizona-Mexico trade. The committee also heard from Cattlemex, T4 Ranch, Arizona Cattle Feeder Association, and J.M. Fletcher Cattle Co. on the closure of the U.S.-Mexico border to live cattle imports because of New World screwworm concerns. Testimony argued that Sonora cattle are safe, that Arizona ports are strategically important, and that reopening the ports would support feedlots, packing plants, jobs, and lower beef prices. Witnesses urged a state-by-state USDA reopening, especially for Sonora, and said Arizona should not be penalized for outbreaks elsewhere in Mexico. Members asked about industry support, the effect of grazing restrictions, the future of Arizona’s livestock sector, and whether a Sonora-specific carve-out could be safely implemented. No votes or formal actions were taken.

Transcript Highlights:

• pathways through workforce certificates that meet Californians where they are, especially working adults
• pathways through workforce certificates that meet Californians where they are, especially working adults
• Patel ask the first question, but I have to just share real quick: I'm a visual learner by trade, and
• Sorry, I just, I'm a visual learner, and I just, you just kind of compile everything you've said to what
• So a little background on why I’m doing what I’m doing: 75% of U.S. adults are chronically dehydrated

Summary: The Assembly Committee on Economic Development, Growth, and Household Impact held an informational hearing in San Diego focused on “Making Sense of California’s Economy: Real Cost Pressures and Household Impacts Facing San Diego.” Chair Salas and Assemblymember Darshana Patel opened by emphasizing affordability, housing, and the importance of bringing state policy discussions into the community. The first panel featured leaders from Cal State San Marcos and the San Diego Regional Economic Development Corporation, who described the region’s innovation ecosystem, the university’s role in social mobility and workforce development, and the importance of partnerships with K-12 schools, community colleges, military installations, and industry. They also highlighted regional strengths in life sciences, aerospace and defense, advanced manufacturing, clean energy, and venture-backed innovation, while warning that housing costs, federal research cuts, permitting delays, and small-business fragility threaten growth and talent retention. Committee members asked about collaboration among higher education institutions and what state policy changes could help. Panelists said the region’s universities are complementary rather than competitive and stressed the value of public-private partnerships, social innovation, and aligning academic programs with employer needs. On policy, they urged faster permitting, possible regulatory sandboxes, stronger research investment, support for cross-border trade and manufacturing, and more housing affordability to keep workers in the region. The second panel centered on small business and entrepreneurship, with testimony from Hydrostasis founder Dr. Debbie Chen, Amai co-founder Sven Davison, and Asian Business Association San Diego CEO Jason Pagal. Chen described building a hydration-monitoring wearable, the barriers women founders face in accessing capital, and the importance of SBDC, Stella Foundation, and university internship support. Davison described Amai’s edible cup business and how tariffs, supply-chain costs, and financing constraints forced the company to pivot manufacturing plans. Pagal presented survey data showing high relocation intent, difficulty hiring, and low confidence among businesses, and recommended expanded technical assistance, regional cost-of-living adjustments, and small-business affordability zones. During questioning, members discussed targeted procurement and local incentive models, the role of SBDC and other support networks, and how to better tailor state programs to local conditions. Public comment came from the California Southern Small Business Development Corporation, which stressed that access to affordable capital remains a major challenge and noted the volume of loan guarantee requests coming from San Diego. No formal votes were taken; the hearing concluded with closing remarks from both members underscoring the need to use local testimony to shape future state policy and support California’s economy, families, and small businesses.

Transcript Highlights:

• that we work really hard to Learners that we work really hard to partner<00:40:33.400><c> with</c><00
• <01:18:18.239><c> to</c><01:18:18.400><c> attend</c><01:18:18.800><c> with</c> adult to attend with adult
• </c><01:47:54.679><c> post</c> employment and other post adult post employment and other post adult post
• School<01:47:55.239><c> adult</c><01:47:55.560><c> living</c><01:47:55.920><c> objectives</c><01:47:
• 56.639><c> our</c><01:47:56.840><c> high</c> School adult living objectives our high School adult living

Keywords: 1187, senate, all

Transcript Highlights:

• I am one of the young adults directly affected by this pause.
• I'm a board-certified adult gerontological clinical nurse specialist.
• It's to end lifetime parole for juveniles and emerging adults.
• So the bill is to end lifetime parole for juveniles and emerging adults.
• I lived as an adult, right? And I want that opportunity for everybody.

Keywords: 1212, all

Transcript Highlights:

• funds have allowed the museum to host 11 family nights, which has served more than 3,400 kids and adults
• </c><00:05:22.240><c> roles</c><00:05:23.000><c> they</c><00:05:23.160><c> also</c> practice those adult
• roles they also practice those adult roles they also practice<00:05:24.000><c> a</c><00:05:24.080><c
• These resources will provide all learners from K-12 to college students and professionals with access
• These resources will provide all learners from K-12 to college students and professionals with access

Keywords: 1187, senate, all

Transcript Highlights:

• </c><00:14:18.399><c> in</c> tactile kinesthetic Etc Learners in tactile kinesthetic Etc Learners in
• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,
• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,
• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,
• We don't know how Minnesota students with disabilities, Minnesota English learners, migrant students,

Keywords: 1187, senate, all

Transcript Highlights:

• Please anoint these little pumpkins that whatever hands touch them, whether it be a child or an adult
• body from the nutrients and the vitamins and the minerals and hopefully not only creating lifelong learners
• 04.639><c> only</c><00:16:04.880><c> creating</c><00:16:05.199><c> lifelong</c><00:16:05.680><c> learners
• ,</c><00:16:05.920><c> but</c> not only creating lifelong learners, but not only creating lifelong learners

Keywords: Meeting Start: 00:00 Attendance Roll Call: 00:12 SB 5 Discussion: 03:10 SB 5 Roll Call Vote: 18:05 SB 73 Discussion: 22:00 SB 73 Roll Call Vote: 22:40, 958, all

Transcript Highlights:

• I'm originally from Atlanta, Georgia, and I consider myself a lifelong learner.
• Um,</c><00:08:38.560><c> I</c><00:08:38.800><c> have</c><00:08:38.880><c> a</c> myself a lifelong learner
• Um, I have a myself a lifelong learner.
• </c><00:15:51.199><c> uh</c><00:15:51.360><c> in</c><00:15:52.000><c> uh</c> young people and adults
• and to enrich the public sphere learners and to enrich the public sphere through<00:27:25.600><c> the

Keywords: 910, house, all

Summary: The Committee on Culture and the Arts held an informational briefing on May 22 with the Hawaii Arts Alliance, the State Foundation on Culture and the Arts (SFCA), and the King Kamehameha Celebration Commission. Chair Capella said the purpose was to better understand the organizations’ work and strengthen relationships ahead of the interim and next session. The Hawaii Arts Alliance, led by Executive Director Gay Humphrey, described its mission to enrich Hawaii’s cultural fabric through arts education, advocacy, and community engagement, and highlighted its history tied to Alfred Price, including the creation of Hawaii’s 1% for art law and the alliance’s 45 years of service. The alliance outlined its current work, including administering SFCA-funded statewide programs such as Artist in the Schools and the new folk and traditional arts program, with 34 teaching partners serving more than 100 public and charter schools and Kumu Hawaii as the single grantee for traditional weaving instruction. It also discussed Arts First Partners, the incubation of Arts at Mark’s Garage, expanded advocacy efforts supported by Creative West grants, and new multi-year philanthropic support from the Hawaii Community Foundation and Atherton Family Foundation. The alliance said it is launching statewide listening sessions and an arts advocacy training program, and noted that most SFCA funds pass through the alliance to program partners, with the organization retaining 10 to 14 percent for administration. SFCA Executive Director Karen Ewald then described the agency’s role as the state arts agency, its strategic planning process, and its main programs, including Art in Public Places, the Capital Modern museum, Artist in the Schools, apprentice mentoring grants, community arts grants, the Hawaii State Poet Laureate program, a statewide cultural extension program, and the Hawaii Open Arts Program. She said SFCA has 21 staff with one vacancy, is awaiting a federal NEA partnership agreement, and is considering new revenue streams such as a cultural trust. She also noted that the King Kamehameha Celebration Commission was recently attached to SFCA, which has improved coordination and allows SFCA to provide funding for conservation and upkeep of the King Kamehameha statues statewide. No votes were taken; the meeting was informational only, with questions deferred until after the presentations.

Transcript Highlights:

• Imagine you are at a grocery store and it's your job to help support an adult with disabilities, and
• $1.5 billion ongoing Proposition 98 General Fund to support further lowering the average student-to-adult
• Research has shown that smaller class sizes and lower adult-to-child ratios are associated with better
• We're all adults here.
• But we're adults. We're professionals. We know what to do. We know what is needed.

Summary: The joint hearing focused on California’s child care, preschool, and transitional kindergarten oversight, with chairs emphasizing the state’s Master Plan for Early Learning and Care and the need to break down silos between programs. CDSS and CDE reported progress toward the plan’s goals, including universal access to TK for all four-year-olds next school year, expanded access for low-income three-year-olds, and more children with disabilities being served in state preschool. They also noted ongoing work on quality rating/review reform, funding structure changes, and the need to address rates, workforce shortages, and federal uncertainty around Head Start. Testimony from advocacy groups and providers largely supported expanding access while simplifying the system. Children Now, Every Child California, and the California Budget and Policy Center argued that California still has uneven access, especially for infants, toddlers, and three-year-olds, and urged investments in mixed delivery, inclusion, full-day options, and a cost-of-care rate methodology. Every Child California recommended consolidating part-day and full-day contracts, streamlining eligibility priorities, making the two-year-old option permanent, and funding staffing incentives. Parent testimony highlighted how child care gaps and county-to-county transfer delays can disrupt work, safety, and children’s stability, and providers described low reimbursement rates, the need for health and retirement benefits, and support for delinking subsidy rates from private pay. The second panel addressed universal transitional kindergarten. The Learning Policy Institute reported rapid TK expansion, with most districts now offering TK, but said access still depends on facilities, staffing, and whether programs are available at all school sites. The Department of Finance said the governor’s budget would fully implement TK by adding funding for all eligible four-year-olds and lowering the adult-to-child ratio from 12:1 to 10:1. The Legislative Analyst’s Office said the administration’s enrollment and cost assumptions were optimistic and estimated lower TK enrollment growth and lower costs for the ratio change. CDE supported the expansion and urged continued funding for UPK coordinators, teacher development, and mixed-delivery planning grants. Members questioned facilities shortages, staffing competition, and how to ensure TK expansion does not displace CSPP or Head Start classrooms. No formal votes or actions were taken in the hearing.

Transcript Highlights:

• I think about what Minnesotans want: they also want to ensure that our kids, our youngest learners, have
• have access to the care that learners have access to the care that they're<01:15:56.639><c> legally<
• vulnerable</c> programs serving children and vulnerable programs serving children and vulnerable adults
• that have access to billing and adults that have access to billing and from<01:33:03.520><c> receiving
• serving</c><01:33:32.000><c> children</c><01:33:32.320><c> and</c><01:33:32.560><c> vulnerable</c> adults

Keywords: 1183, house

Transcript Highlights:

• today's workforce, you can't... ...stackable credentials because in today's workforce, you can't be an adult
• learner and then go to, you know, and continue working.
• Chairman and Representative, because I think working adults, it's a challenge.
• So, you know, we have to spend a lot of time with adult learners on ESL-type programs, and then once

Keywords: 1182, all

Transcript Highlights:

• learners, and employers, building seamless pathways into high-wage, high-demand fields like health care
• education and training directly to rural communities reduces housing and travel barriers and helps learners
• Cisco College and UTA Arlington and five rural hospitals, creating local pathways for students and adults
• of communities that have built collaborations to re-engage and support opportunity youth and young adults
• We also oversee the Elevate 361 Young Adult Reengagement Center in Corpus Christi.

Summary: The subcommittee heard testimony on a broad agenda of workforce, labor, and workers’ compensation bills. HB 4676 would require political subdivision workers’ compensation networks to follow the same notice, access, and complaint rules as certified TDI networks; supporters said public employees and first responders deserve equal access to care, while municipal risk pool representatives opposed added regulation and said existing 504 networks already perform well. HB 4479 would create a rural workforce development grant program at TWC to support college-and-career readiness and local workforce alignment, and HB 3844 would define “opportunity youth” in state law to improve data, coordination, and access to services for disconnected young Texans; both drew strong support from rural, education, and chamber witnesses. HB 5545 would clarify federal tax treatment for wage-replacement benefits in non-subscriber injury benefit plans, with proponents calling it a win for employers and injured workers. HB 5118 would direct TWC and DIR to study AI and automated employment decision tools in hiring, including bias and oversight concerns. HB 1667 would move existing PTSD workers’ compensation language into a broader Labor Code chapter so more first responders, including state and campus officers, could qualify for benefits; supporters called it a technical fix to extend coverage more evenly across agencies. The committee also heard several first-responder and workers’ compensation bills. HB 2369 would speed up claims handling for injured first responders by allowing a single medical evaluation, giving carriers 60 days to accept or deny a claim, and letting workers seek treatment while disputes proceed; law enforcement supporters said it would help injured officers return to work faster, while opponents warned it would revive extent-of-injury waiver problems and increase litigation. HB 4483 would reclassify certain workers’ compensation maintenance taxes as surcharges to reduce retaliatory taxes imposed by other states on Texas-domiciled carriers, and HB 875, as revised by committee substitute, would create a small-project exception to municipal workers’ compensation and bonding requirements for certain low-value construction contracts in small cities; both were presented as cost-saving measures for Texas employers and local governments. HB 4415 would extend anti-retaliation protections for workers’ compensation claimants from first responders to all public employees and expressly waive sovereign immunity for those claims, with supporters describing it as closing a loophole that leaves public workers without the same remedy available in the private sector. The committee also took testimony on HB 5400, which would expand remedies for sexual harassment victims by removing the requirement to first file an administrative charge, extending the filing deadline from 300 days to two years, clarifying retaliation, and eliminating current damages caps. Supporters, including employment lawyers and a parent of a victim, said the current deadlines and caps prevent many survivors from obtaining counsel or full relief, especially younger workers and those in small workplaces or franchises. Across the agenda, witnesses repeatedly emphasized access to care, fair treatment for injured workers, rural workforce development, and stronger protections for vulnerable employees. After each bill was laid out and testimony heard, the chair generally closed the public hearing and left the bill pending; no final votes were taken, and the subcommittee adjourned after completing the agenda.

Transcript Highlights:

• focus was figuring out how we could be innovative and how we could approach the interests of young adults
• It has two separate customized experiences, one for returning adults and one for K-12 students to help
• So for the adult learners, so you say that I can apply some. somehow and get my degree from way back
• If you if you that is potentially possible from the university what my Texas future allows an adult to
• And then, similarly, if that adult learner wants to... to proceed with admission to a university, there's

Bills: HB42, HB 125, HB 1233, HB2853, HB3148, HB3326, HB3701, HB4066, HB4361, HB4762, HB4909, HB4912, HB42, HB125

Keywords: higher education, funding, financial allocation, state budget, Texas A&M University, University of Houston, education funding, medical education, osteopathic medicine, healthcare workforce, Tarleton State University, industry-recognized credentials, workforce development, career opportunities, feasibility study, student fees, university funding, student union, education, UT El Paso

Transcript Highlights:

• But then we have home care, and then we have adult daycare.
• And but and then we have adult daycare.
• Let's invest in our youngest learners.
• </c><01:14:17.199><c> So,</c><01:14:17.440><c> I'm</c> in our youngest learners.
• So, I'm in our youngest learners.

Keywords: 1183, house

Transcript Highlights:

• Our student and learner population is well over 6,000 learners. we're not going to spend a lot of time
• :13.479><c> is</c><00:05:13.720><c> well</c><00:05:13.919><c> over</c><00:05:14.240><c> 6,000</c> learner
• population is well over 6,000 learner population is well over 6,000 Learners<00:05:16.600><c> next</
• Today, CCH organizes and hosts American Red Cross adult, pediatric CPR, AED, and first aid training,
• </c><01:26:07.520><c> pediatric</c> hosts American Red Cross adult pediatric hosts American Red Cross

Keywords: 1183, house

Transcript Highlights:

• one with the following provided on page one with the following provided by law, or employed as an adult
• bus by law, or employed as an adult bus by law, or employed as an adult bus driver, comma, by those
• bus not covered and and I why it's adult bus not covered and and I why it's adult bus drivers and not
• or they're an English have an IEP or they're an English have an IEP or they're an English language learner
• or for or they have a language learner or for or they have a language learner or for or they have a

Bills: SB199, HB142, SB86, HB152, HB297, SB1, SB1

Keywords: parental leave, state employees, local education agencies, adoption, work-life balance, family support, portable benefits, portable benefit account, independent contractor, gig worker, 1099 worker, freelancer, app-based worker, rideshare, delivery driver, worker benefits, health insurance, retirement benefits, life insurance, income replacement insurance

Transcript Highlights:

• Melissa White, division director for learner support at the Department of Education.
• </c> learner support at the Department of Ed. learner support at the Department of Ed.
• We told them that if they were around adults and their teachers, they would kill them.
• , they around adults and their teachers, they would<01:30:43.120><c> kill</c><01:30:43.360><c> them.
• The biggest lie adults tell is that kids are resilient. They're not resilient.

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.