Transcript Highlights:

• Pass Teach and Travis Early College High School are leading the way.
• 18 years and a high school administrator for three.
• And it involves the high school methodology to give more points for more high schools achieving more
• high school.
• Just a few months ago, a high school in North...

Bills: SB451 , SB762 , SB1490 , SB1262 , SB1459 , SB1750 , SB1962 , SB2252 , SB2253 , SB2365

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• We work with them to find that curriculum development, as well as the schooling, as well as any licensing
• We have a driving school program.
• They can also be done at high schools as well. But really, It can look like.
• They can also be done at high schools as well. But really, Community colleges.
• They can also be done at high schools as well.

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:

• However, I want to note that by their own report, about 263 high school youth are trained per year.
• When you look at the data, with 110,000 high school students in the state, 263 high school students trained
• Less than 1% of high school youth are engaged.
• So if there were a group of schools or a school district that wanted to adopt this curriculum, it would
• So the rest of those must be charter high schools.

Committee: House Tobacco Settlement Revenue Oversight Committee

Transcript Highlights:

• According to state law, all school districts are required to teach this curriculum.
• as in areas around curriculum and school district policies.
• High School in Spokane, Pinnacles Prep in Wenatchee, and Rainier Prep in Seattle.
• Then they've moved to eliminate their middle school portion and are just a standalone high school now
• Innovation High School, Catalyst Public Schools, Rainier Prep, and Pinnacles Prep are making important

Summary: The committee meeting began with a brief explanation of the renamed Joint Legislative Audit Review Committee subcommittee, now called the Committee to Hear SAO Performance Audits, and a presentation from the State Auditor’s Office on its current biennium performance audit work plan. The auditor described how topics are selected from a large pool of potential audits and highlighted several ongoing or planned audits, including the Liquor and Cannabis Board, oversight of authorized entities serving students with disabilities, the Quality Home Care Initiative, Medicaid managed care versus fee-for-service costs, the Housing Commission tenant ownership follow-up, DSHS vendor payment patterns, implementation of the Since Time Memorial curriculum, and the Washington State ferry system. Members asked about coordination with JLARC to avoid duplication, and the auditor said the offices exchange work plans, monthly updates, and quarterly coordination meetings. The committee then heard the State Auditor’s performance audit on how charter schools identify and support at-risk students. Auditors reviewed four charter schools—Catalyst Public Schools, Innovation High School, Pinnacles Prep, and Rainier Prep—and focused on English language learners, homeless students, and special education students. The audit found the schools met nearly all legal requirements reviewed, with only one area where two schools partially met a language-access requirement. The schools also used several promising practices, including small-group instruction, culturally responsive environments, and multi-tiered systems of support, though the auditors recommended better documentation of procedures to improve consistency. Families interviewed generally reported positive experiences, while noting resource constraints. Committee members asked about how the four schools were selected, whether the audit compared charter populations to home districts, and how MTSS requirements applied to the schools reviewed. The State Auditor’s Office said the sample was chosen for geographic diversity, student population characteristics, and representation from both authorizers, and that K-2 MTSS requirements were not evaluated because they applied to only one school. Representatives from the Charter School Commission and charter school advocates responded positively, emphasizing technical assistance, collaboration, and sharing best practices across schools. Two public testifiers also supported the report and said it highlighted effective practices that could be expanded across charter and traditional public schools.

Transcript Highlights:

• We have Scott Howitt, Orange County Public Schools, waving in support.
• Danielle Thomas waving in support from Pasco County Schools. Thank you.
• I wish you were in the Senate during my school board days.
• My Orange County Public Schools are here, and they have waved in support, and I am aligned with my school
• And so I think in the long term it makes our school system more efficient.

Bills: S0290 , S0320

Committee: Senate Fiscal Policy

Keywords: agriculture, landscape equipment, gasoline-powered, ecologically significant parcels, local government regulations, educational efficiency, public schools, district school boards, budget transparency, school accountability, instructional personnel

Transcript Highlights:

• So, if a school, or if we decide not to adopt any curriculum, the publisher can come back and appeal
• Most of my friends were pregnant and had babies before high school, which was not great.
• Most of my friends were pregnant and had babies before high school, which was not great.
• Most of my friends were pregnant and had babies before high school.
• Most of my friends were pregnant and had babies before high school, which was not great.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• </c><00:32:22.880><c> school</c><00:32:23.120><c> diploma</c> required to have a high school diploma
• </c> &gt;&gt; Yes, you're required to have a high &gt;&gt; Yes, you're required to have a high school
• a high school diploma but who didn't get a high school diploma but instead<00:32:56.640><c> obtained
• teachers</c> middle school, and high school teachers middle school, and high school teachers as<01:10
• like this is high school world<01:27:23.360><c> history.

Committee: Joint Education

Transcript Highlights:

• They are still in high school.
• School or Red River High School.
• the same time as high school?
• the same time as high school?
• the same time as high school?

Committees: Joint Education , Joint Education Committee

Transcript Highlights:

• As a former high school teacher, obviously, I'm concerned about education, and I think the possibilities
• AS A FORMER HIGH SCHOOL TEACHER, OBVIOUSLY, I'M CONCERNED ABOUT EDUCATION, AND I THINK THE POSSIBILITIES
• We know that that line is oversubscribed each year because of the needs of our high-pressure schools.
• Scores to go up, we want a great curriculum, good teachers, good administration, the facilities, school
• public school or whether it is a non-public school.

Summary: The Education Budget Conference Joint Committee met on March 18 to begin negotiations on the state education budget. Co-chairs Senator Shelley Mayer and Assembly Member Benedetto outlined their chambers’ priorities, with the Senate emphasizing Foundation Aid changes to better support students experiencing homelessness or foster care, English language learners, a minimum 2% increase for all districts, expanded universal pre-K, and continued support for special education programs and nonpublic schools. The Assembly highlighted its one-house proposal, including a $1.4 billion increase in Foundation Aid, a higher ELL and pupil needs weighting, a new weight for students in foster care or housing instability, removal of the pupil needs cap, $600 million for New York City class size reduction, additional community schools funding, and restorations or increases for libraries, teacher resource centers, 4201 schools, My Brother’s Keeper, and educational television and radio. Members from both chambers offered opening remarks stressing education as a top budget priority and expressing confidence that a compromise could be reached. Senator Tedisco focused on school safety and bullying, arguing that parents should be notified when their children are bullied and citing the need to protect students’ ability to learn. Assembly Member Vanel emphasized education as a tool for economic mobility and called for stronger financial literacy instruction. Assembly Member Carroll supported funding for libraries and evidence-based reading programs, while Assembly Member Smith said the Foundation Aid formula remains outdated and urged more support for English language learners, special education, and community schools. Assembly Member Chludzinski stressed local control, criticized the electric school bus mandate, and called for greater support for libraries and fiscal restraint. No votes were taken. The meeting was an opening conference session, with both sides stating their intent to continue negotiations and work toward an on-time budget that reflects shared priorities for students, schools, and libraries across New York State.

Transcript Highlights:

• The 68 high schools includes 21 public charter schools.
• High School, sorry, Kyua<00:15:00.800><c> High</c><00:15:01.120><c> School</c><00:15:01.839><c> had<
• </c><00:55:39.680><c> schools</c><00:55:40.720><c> um</c> at the high schools um at the high schools
• </c> schools they'll be high school. schools they'll be high school.
• </c> take a look at high school. take a look at high school.

Transcript Highlights:

• You know, we also know that if the third grade reading level is a critical indicator of high school graduation
• Evidence-based literacy curriculum is the next wave of requirements for our school districts.
• It also offers free curriculum for districts that need to change the curriculum and don't have the funding
• in their school district at the moment.
• It's not a new curriculum, really, going back to this curriculum, which we could call phonics plus.

Summary: House and Senate leaders announced a conference committee agreement on a literacy bill that both chambers had previously passed, with plans to bring the compromise version to the floor that week. They said the bill responds to weak reading outcomes, especially by third grade, and is intended to strengthen literacy instruction for future students. The speakers thanked legislative leadership and staff, and noted that conferees from both chambers supported the final package. The bill would require school districts to adopt K-3 reading curricula approved by the Department of Elementary and Secondary Education and grounded in evidence-based literacy practices. It would provide free approved curriculum options for districts that need them, set implementation for the 2027-2028 school year, and allow waivers for districts already using evidence-based curricula. The compromise also removes unproven teaching methods, adds student progress monitoring, supports dyslexia screening and public reporting of data, and includes professional development and apprenticeship opportunities for teachers. Supporters said the measure is meant to address persistent reading gaps, including lower performance among children of color and low-income students, and to move away from teaching students to guess at words rather than focus on letters and phonics. They described the final product as a stronger combination of the best parts of the House and Senate versions and said they expected continued broad support, noting prior unanimous roll call votes on the earlier versions.

Transcript Highlights:

• , high-need curriculum at an LCTCS school or a career and technical school.
• In scholarship money unless they enroll in an LCTCS high-wage, high-need curriculum at an LCTCS school
• Pineville High School voted against it.
• I want to thank Jesuit High School, St. Thomas More High School, St. John Catholic High School, St.
• They have a minimum GPA of 2.5, 20 on the ACT, and took a very rigorous high school curriculum—the toughest

Committee: House Education

Summary: The committee heard several higher education and K-12 bills centered on TOPS, school accountability, and curriculum alignment. It first welcomed University of Louisiana at Lafayette’s new president, Ramesh Kuluru, who spoke about student success, workforce alignment, and the university’s financial recovery. The committee then adopted amendments and reported HR 17 favorably, directing a study of TOPS return on investment with the Board of Regents, Louisiana Works, LED, and the Blanco Public Policy Center. Testimony from business and policy groups supported the study as a way to assess whether state financial aid is producing workforce and retention outcomes. Members then considered HB 385 by Rep. Bamberg, which would require repayment of TOPS awards under certain circumstances when students lose eligibility, with exemptions for hardship and a pathway into LCTCS or career-technical programs. The bill drew strong debate over whether merit scholarships should ever be repaid; opponents argued TOPS is earned for the semester and should only be lost going forward, while supporters emphasized taxpayer accountability. After amendments, the committee narrowly approved the bill by roll call vote, with Chair Schlegel casting the deciding yes to report it favorably as amended. The committee also unanimously reported HB 1058 favorably, which requires the Board of Regents to maintain a uniform data system for state financial assistance; independent colleges and business groups supported the measure as a way to improve accountability and analysis. The committee next heard HB 406 by Speaker Pro Tem Johnson, which asks the Department of Education to study the feasibility of moving oversight of interscholastic athletics to a more accountable model after a legislative study found widespread complaints about the private LHSAA’s transparency and consistency. Supporters said the bill is a cautious step toward reform and a possible 2028–2029 transition, while an LHSAA representative defended current audits and governance and opposed the premise of the bill. Despite objections, the committee reported HB 406 favorably. It then heard HB 787 by Rep. McMakin, as substituted, which would exempt non-public high school students from the TOPS computer science requirement; BESE and the Department of Education opposed the bill, saying it would separate diploma and TOPS requirements and create scheduling confusion, while Catholic school representatives said the requirement conflicts with their theology curriculum. McMakin asked to defer the bill for two weeks. Finally, the committee unanimously reported HB 1059 favorably, which aligns TOPS math requirements with BESE’s integrated math pathways, and began hearing HB 1021 by Rep. Egan on repayment of certain TOPS awards, though the transcript cuts off before that bill was completed.

Transcript Highlights:

• I'm a parent of a high school student in the Jefferson Union High School District in Pacifica and a family
• I'm also a daughter of two Holocaust refugees and the mother of two high school or recent high school
• I have three kids in the public schools, Morland School District and Campbell Union High School District
• I worked for 13 years at a high school in Marin County.
• issues, particularly in high school.

Summary: The Assembly Education Committee held a special hearing on AB 715, with the authors presenting the bill as a response to rising anti-Semitism in K-12 schools. The authors said the measure is intended to strengthen protections for Jewish students, improve district accountability, expand the uniform complaint process, clarify protections related to religion and nationality, and create a state-level anti-Semitism coordinator. They emphasized that the bill was developed through collaboration with the Black, Latino, AAPI, and Jewish caucuses and argued it is meant to protect all students from hate while preserving legitimate classroom discussion. The hearing included extensive public testimony. Supporters, including students, parents, rabbis, Jewish organizations, and some educators, described harassment, biased curriculum, delayed or ineffective school responses, and fear among Jewish students and families. They urged the committee to act to make schools safer and more responsive. Opponents, including teachers, ethnic studies advocates, civil liberties groups, Palestinian rights advocates, and some Jewish parents, argued the bill was rushed, vague, and could chill academic freedom, censor discussion of Palestine and Israel, and expand complaints against teachers and school districts. Several witnesses said existing complaint and anti-discrimination systems already address these issues. Committee members then questioned the authors and witnesses about implementation, definitions, and possible effects on curriculum and school boards. The authors said the bill is still intent language and that details would be refined in further negotiations with stakeholders. Representatives from the California School Boards Association and California Teachers Association raised concerns about the new language and possible unintended consequences, while ACLU California Action said it had concerns but wanted to keep working on the bill. The transcript does not show a final vote or action taken on AB 715 during this hearing.

Transcript Highlights:

• Full disclosure, I was a terrible student in high school, awful student.
• My history is that I was a terrible student in high school.
• There were three things I wanted to do in high school; none of them were high school.
• But we need to be collaborating with our educational partners at the high school level, the junior high
• Carpenters have a career connections curriculum. They get that in high school.

Summary: The Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs met at Santa Ana College for its first hearing, with Chair Mike Fong opening by emphasizing the role of community colleges in college access, affordability, and workforce pathways. He highlighted AB 1098 creating the California Interagency Education Council and AB 323, which expanded Strong Workforce funds to support paid internships, and framed the hearing as a showcase of successful CTE, apprenticeship, and workforce models across the state. The first panel focused on statewide workforce funding, labor-market trends, and apprenticeship. California Community Colleges Vice Chancellor Anthony Cordova described the Strong Workforce Program, credit for prior learning, dual enrollment, and apprenticeship growth, and asked the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo pointed to high-growth sectors such as health care, education, construction, bioscience, and clean energy, stressing data-driven planning, employer engagement, flexible funding, and wraparound supports. Andrew Gonzalez of the Los Angeles/Orange County Building and Construction Trades Council argued that registered apprenticeship must be paid, classroom-based, and tied to a portable credential, and described apprenticeship readiness programs, wraparound services, and community workforce agreements as effective tools for placing diverse, low-income, and justice-involved workers into union careers. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed SB 191 and the California Opportunity Youth Apprenticeship Grant Program, recommending stronger coordination, intermediary infrastructure, better tracking of youth apprenticeships, more resources for community-based organizations, and a bridge program to connect high school students and opportunity youth to apprenticeships. The committee then turned to firefighting academies and career training at Santa Ana College. President Annabelle Neri and Vice President Jeffrey Lamb described Santa Ana College as a major trainer of firefighters and first responders, with extensive noncredit workforce training, multiple bachelor’s degrees, and strong job placement in fire-related fields. They emphasized hands-on training, wellness services, mock interviews, sponsorships with fire agencies, and partnerships with local law enforcement and the U.S. Forest Service. Neri also urged changes to the state’s applied baccalaureate rules to remove the “duplication” restriction so more community colleges can offer workforce-focused bachelor’s degrees tied to living-wage jobs. The hearing ended with discussion of how regional and statewide planning should work together, how to reduce duplication and administrative barriers, and how to better align education, employers, and apprenticeship systems to meet California’s workforce needs.

Transcript Highlights:

• Not just any student, but all working adults, veterans, high school students, and returning learners.
• Like I told you, my pathway, my history is I was a terrible student in high school.
• There were three things I wanted to do in high school, none of them were high school.
• But we need to be collaborating with our educational partners at the high school level, the junior high
• Carpenters have a career connections curriculum. They get that in high school.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• Intermediate, and King Kekaulike High School.
• and Nānākuli High School, right?
• school right to I school and nanul high school right to I might<01:28:34.719><c> not</c><01:28:34.880
• level, so what is the next phase when they get to high school?
• just</c> senior in high school right now just senior in high school right now just went<01:45:13.960

Transcript Highlights:

• , they may be purchasing math from, you know, a math curriculum from one place, science curriculum from
• , they may be purchasing math from, you know, a math curriculum from one place, science curriculum from
• , or public schools.
• So if a student was in a public school for part of a semester and that school received some state funding
• So if a student was in a public school for part of a semester and that school received some state funding

Committee: Senate Local Government and Taxation

Transcript Highlights:

• We know some school districts don't have calculators in high school math, and they have their students
• We know some school districts don't have calculators in high school math, and they have their students
• My first years of high school also felt isolating.
• I'm a current high school senior at Lake Washington High School, and I'm speaking on my own behalf.
• their high school and beyond plan.

Summary: The committee heard Senate Bill 6192, which would expand structured literacy and numeracy requirements, add a third-grade math intervention process similar to the existing reading “gate,” create annual STAR teacher bonuses for selected math and ELA teachers, and require updated teacher endorsement standards. The sponsor, Sen. Braun, said the bill is meant to refocus districts on core academics and use research-based instruction while still allowing local flexibility, especially in math. OSPI said it supports the bill’s goals but raised concerns about the teacher award structure and access to student-level data. ESD representatives also flagged implementation issues with the award program. Testimony was split: some parents, students, and reading advocates opposed the bill as too prescriptive or too reliant on phonics and standardized testing, while others supported stronger academic intervention and accountability. No vote was taken. The committee then heard Senate Bill 6206, a pilot program to incentivize child care providers to serve children of first responders through grants administered by the Department of Commerce, with local matching funds and a report on recruitment and retention outcomes. Sen. Dhingra said the bill addresses a major barrier for police, firefighters, EMTs, and crisis workers, especially women leaving the field because of child care challenges. Testimony from law enforcement officers, union representatives, and a national law enforcement child care foundation strongly supported the bill, describing unpredictable schedules, last-minute overtime, and the need for nontraditional and sick-child care. Senator Wilson asked about existing non-standard-hours child care bonuses and whether the proposal should instead be housed at DCYF; staff explained the current subsidy program and that this bill would create a separate Commerce pilot. No vote was taken. Finally, the committee heard Senate Bill 5346 on student mobile device use in public schools. The bill would add mobile devices to digital citizenship instruction, direct OSPI to compile research and best practices, and require reports on school policies limiting phone use during instructional hours, with final recommendations due in 2028. Sen. Leas argued that phones are distracting, harm learning and mental health, and should be restricted in schools while still teaching responsible use. Testimony was largely supportive from students, parents, educators, and researchers who described improved engagement, fewer disruptions, and better school climate under phone restrictions; several urged a stronger bell-to-bell statewide policy. Opponents raised concerns about emergency communication, student safety, and local control. The hearing on the bill was closed without a vote.

Transcript Highlights:

• I TAUGHT HIGH SCHOOL BIOLOGY.
• THIS REPOSITIONS US NOW WITH THE KIDS GRADUATING HIGH SCHOOL.
• HIGH SCHOOL DIPLOMA THERE WAS NO MORE FUNDING FOR EDUCATION.
• SCHOOL DIPLOMA AND SIT IT'S NOW GET YOUR HIGH SCHOOL DIPOLOMA AND THEN WHAT.
• EVERY STUDENT ONCE THEY GET THE HIGH SCHOOL DIPLOMA GET A CAREER NAVIGATOR AND THEY ARE EMPLOYEES THAT

Transcript Highlights:

• House Bill 3545 sets responsible standards for state agency usage of AI, requiring human oversight for high-risk

Bills: HB3147 , HB4453 , HB3369 , HB3660 , HB3498 , HB3260 , HB3081 , HB3127 , HB3673 , HB2293 , HB3545 , HB3546 , HB2035

Committee: House Commerce & Economic Development Oversight

Keywords: special license plates, Route 66, Oklahoma, funding, community support, health care, transparency, primary care, cost analysis, insurance, all payer claims database, spending benchmarks, HB3369, food truck, food truck fire suppression, mobile food establishment, mobile food preparation vehicle, mobile food vendor, automatic fire extinguishing system, fire suppression