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:

• 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:

• 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:

• opportunities Hands-On learning opportunities Hands-On learning opportunities<01:21:10.679> and
• <01:32:04.239> success engagement Active Learning success engagement Active Learning success
• living learning communities coaches living learning communities health<01:32:07.440> career<01
• <01:32:11.119> and work-based learning and work-based learning and more<01:32:13.040> our
• <01:37:53.080> from classroom students study and learn from classroom students study and learn

Keywords: 1187, senate, all

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:

• Music has a demonstrable positive impact on learning.
• And it improves mental health and increases social and emotional learning.
• I want to share a little bit about that information and what they're learning and what they're working
• So it comes at a real cost to learning, to engagement, and to the long-term health and sustainability
• So we've had a remarkable two years of learning.

Keywords: 908, all

Summary: The meeting began with a student performance from Horizon Middle School Show Choir, including songs from an eighth grade concert and the show choir piece “The Body Electric.” After the performance, Deputy Superintendent Donna Fishbeck spoke on behalf of State Superintendent Kirsten Baesler in support of music education, emphasizing its benefits for creativity, collaboration, school climate, and student development, and noting the department’s support for music grants and professional development. She also highlighted the North Dakota Music Educators Association’s role in expanding access and quality in music education. The committee then heard a presentation from Vital Network, introduced as a DPI-funded effort focused on teacher retention. Nate Eklund and Dr. Aaron Rob described the organization’s work with schools and districts to reduce educator burnout by improving workplace conditions, especially around time management, voice in decision-making, and care/support. They said the program uses surveys, dashboards, advisory support, and facilitated school and district processes to identify local friction points and help educators and leaders solve them, with examples ranging from simplifying material requests to improving PLC time and communication. They stressed that retention is driven more by workplace conditions than pay alone, and that solutions must be local rather than one-size-fits-all. Members asked about rural teacher overload, sustainability after grant funding ends, and whether the model could inform broader policy or continuing education reforms. Vital representatives said the work is designed to be embedded in district systems and strategic plans so it can continue beyond their direct involvement, and that the approach aligns with the state’s teacher retention and recruitment task force recommendations. They reported serving about half of North Dakota educators across roughly 50 districts, with partnerships through regional education associations to reach rural areas. No formal votes or legislative actions were taken during the discussion.

Transcript Highlights:

• So, I'm learning lots about to children.
• Um we've also learned that the lines.
• :14.880> that<01:25:15.199> could any systemic learnings that could any systemic learnings
• So, to maintain learning as we go.
• a phase in period that promotes learning a phase in period that promotes learning and<01:55:38.239

Keywords: 1183, house

Transcript Highlights:

• And not necessarily, that's a Black Caucus concern that the Black race will learn differently.
• Does that mean that Asians learn differently? White people learn differently?
• Some other races will learn differently?
• And obviously... ...or methodology they have learned.
• It allows students to focus on learning and instead on learning, It allows students to focus on learning

Keywords: 987, senate, all

Summary: The committee first heard AB 402, which would increase Cal Grant award amounts for students attending private nonprofit colleges and allow community college transfer entitlement awards to be used at those institutions. The author and supporters said the bill would restore award levels to their 2001 value and improve access for low- and middle-income, working, military, and transfer students. Several witnesses from private nonprofit universities, community college districts, and advocacy groups supported the measure. Senators raised concerns about the prior Cal Grant agreement tied to Associate Degree for Transfer participation and about the need to fund broader Cal Grant reforms, but the bill advanced on a unanimous due-pass vote to Senate Appropriations and was placed on call. The committee then took up AB 2067, a sunset extension for lease-lease-back authority for TK-12 school construction through July 1, 2032. The author and supporters from school housing and contractor groups said the method provides flexibility, early collaboration, cost control, and legal certainty for school construction projects. Senators asked how often lease-lease-back and other alternative delivery methods are used, and whether the skilled-and-trained workforce provisions limit competition. Some members objected to the skilled-and-trained requirement, while others said the bill simply preserves an existing tool without changing labor rules. The bill passed on a 6-1 vote, with Senator Ochoa Bogh voting no, and was placed on call. AB 1204, which would revise the Local Control Funding Formula by increasing supplemental and concentration grants, lowering the concentration threshold, adding regional cost adjustments, and setting a minimum annual COLA floor, drew extensive testimony on both sides. Supporters said the bill better reflects regional costs, inflation, and student need, especially for low-income, multilingual, and unhoused students. Opponents, including several school district leaders, argued it would widen funding disparities and divert money from the LCFF base grant, which they said should be the priority. Committee members also questioned the fiscal impact, the proposed 4% COLA floor, and whether the bill had enough research and stakeholder consensus. Despite those concerns, the bill was advanced to Appropriations on a due-pass vote and placed on call. Finally, the committee heard AB 1235, which would require a skilled-and-trained workforce process for CSU design-build projects to align CSU with UC and community college construction rules. Supporters said it would improve training and project quality, while opponents from contractor groups argued it would reduce competition, increase costs, and impose mandates without evidence of better outcomes. Several senators objected to the skilled-and-trained requirement as limiting opportunities for contractors who comply with state law, while others noted the issue was already common in higher education construction. The discussion was still underway when the transcript ended, and no final vote on AB 1235 was captured.

Transcript Highlights:

• We have the Executive Office on Early Learning in support.
• <00:51:55.760> to see or how have what have you learned to see or how have what have you learned
• <00:59:30.680> about the past three decades learning about the past three decades learning
• I learned more in those four years.
• that was a tremendous you know learning that was a tremendous you know learning experience<01:11

Keywords: 912, senate, all

Summary: The committee heard a series of Governor’s messages for confirmation to several boards and councils, with the chair noting the meeting would continue on Monday and that testimony would be limited due to the large volume of submissions. For Governor’s Message 660, Kelly Oka was nominated to the Hawaii Technology Development Corporation. Oka described her work in workforce development and technology, emphasizing equitable access to tech jobs for local residents, keeping young talent in Hawaii, and using HTDC to attract major technology firms and support cybersecurity and startup growth. Testimony from multiple individuals and organizations was strongly supportive, and members asked about HTDC’s challenges, federal funding, and how to attract more tech investment; no vote was taken in the excerpt. The committee then considered Governor’s Message 529, nominating Fono Cafi Mei to the Hoisting Machine Operators Advisory Board. Mei said he had 20 years of crane-operating experience, including work on rail projects, and union representatives and labor organizations testified in support. Next, Governor’s Message 502 nominated Ken Louie to the Workforce Development Council. Louie highlighted his four years on the council, including two as chair, his family business, and his goal of expanding opportunities for younger and adult workers. DBEDT, council members, and labor representatives supported him, and members questioned him about the council’s priorities, staffing, federal funding uncertainty, apprenticeships, and military-to-private-sector transition programs. The committee also took up Governor’s Messages 581 and 690 together, both relating to Jared Gashi’s nomination to the Workforce Development Council for different terms. Gashi, from the Hawaii Lodging and Tourism Association, said he would bring the tourism industry’s perspective to workforce development, citing workforce shortages, internships, scholarships, and the need for a broader tourism voice on the council. Support testimony came from state officials and community members, who praised his reliability and leadership; a member asked how he would broaden the council beyond tourism, and Gashi said HLTA represents a wide range of tourism-related sectors and partners. The committee then heard Governor’s Message 571 for Eric Noi to the Deferred Compensation Plan Board, with Noi citing his fiscal and budgeting background; DHS, the board chair, and others supported him. Finally, Governor’s Message 667 nominated Ty Noara to the same board, and Keith Regan testified in strong support, citing her public service, intelligence, and ability to handle difficult situations. The excerpt ends as the committee begins Governor’s Message 560, nominating David Louie to the Employees’ Retirement System Board, with Louie, the ERS executive director, the finance director, and former Governor Abercrombie offering strong support.

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:

• 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:

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

Keywords: 914, all

Transcript Highlights:

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

Keywords: 1182, all

Summary: The Education Committee began with a lengthy presentation from Dr. Victoria Dyson Homer on the Arizona Teacher Residency Program. She argued that Arizona faces a teacher shortage and high attrition, with many teachers uncertified or leaving early, and said research shows high-quality, practice-based residencies improve retention, teacher confidence, and student outcomes. She compared Arizona with Texas, described Arizona Teacher Residency’s structure as a year-long apprenticeship paired with coursework and mentorship, and said the program’s early data show strong retention and positive student feedback. Committee members asked about how the residency differs from traditional student teaching, its master’s-degree structure, and whether it should influence broader teacher-preparation and salary policies. The committee then heard and debated SCR 1006, a ballot referral dealing with school restroom and pronoun policies. The measure would require schools to provide reasonable accommodations for students unwilling or unable to use sex-designated multi-occupancy restrooms or sleeping quarters, and would bar school employees from using pronouns or names inconsistent with a student’s biological sex without written parental permission. The sponsor framed it as a parental-rights and student-safety measure, while opponents from education, civil liberties, and mental health backgrounds called it discriminatory, unnecessary, and harmful to transgender and non-binary students. After public testimony and member debate, the committee approved SCR 1006 on a 7-5 vote. The committee also considered SB 1126, which would require schools to provide certain student records and related information to Department of Child Safety caseworkers during abuse or neglect investigations and would prohibit schools from blocking staff from speaking directly with DCS. DCS testified neutrally, saying the bill could help resolve delays and improve information sharing, while members raised FERPA and guardianship concerns. The bill passed 10-0 with two members present. Finally, the committee took up SB 1210, which requires certain out-of-state private postsecondary institutions offering fully online programs to Arizona residents to register with the state’s private postsecondary regulator and comply with tuition recovery fund requirements unless covered by reciprocity. Supporters said the bill closes a regulatory loophole and protects students financially; it passed 11-1. The committee then adjourned.

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:

• The requirement is a willingness to work and a willingness to learn and succeed. Thank you.
• And I wanted to—for one, it's a different way of learning, right?
• But what's really attractive to a lot of people is it's a different way of learning.
• And not everybody necessarily excels well in the other way of learning.
• But it's, you know, because we say we want to believe we're a state of lifelong learning.

Summary: The Careers and Workforce Subcommittee met to discuss apprenticeship education and workforce development, with panelists from Santa Fe College, the Florida Refrigeration and Air Conditioning Contractors Association, ABC East Coast/ABC Institute, and Piper Fire Protection. Members heard that apprenticeships are growing in Florida, with panelists emphasizing that these programs offer paid, tuition-free training, progressive wage increases, and strong job placement in high-demand fields such as HVAC, electrical, fire protection, and construction. Panelists also described efforts to expand into new areas like accounting, cybersecurity, network infrastructure, and surgical technology, while stressing the importance of aligning programs with employer demand. A major topic was funding and reimbursement. Panelists said the current model is complicated and often leaves providers with only a portion of the funds appropriated for apprentices, with one provider saying reimbursement can be as low as 44% and others describing caps, contract delays, and inconsistent CareerSource support. They argued that more of the money should reach training providers, that small businesses need more support to participate, and that transparency and contract reform could help expand enrollment and improve program quality. Several also raised barriers such as instructor approval rules, paperwork, and facility costs. Members asked about admission criteria, program costs, employer incentives, outreach to high school students, and whether apprenticeships should have greater access to other funding sources. Panelists said the main requirements are being employed and willing to work and learn, and that outreach through schools, career fairs, community partnerships, and public awareness campaigns is essential. They also discussed articulation agreements that can provide college credit for apprenticeship training and suggested statewide credit recognition and possible direct funding to providers as policy improvements. No votes were taken, and the meeting ended with the subcommittee adjourning.

Transcript Highlights:

• learning and work environments for all. learning and work environments for all.
• How do I learn how do I how do I act?
• students who struggle due to learning students who struggle due to learning differences<01:16:25.760
• ,<01:24:38.080> community professional learning, community professional learning, community
• Senator Rarick. will disrupt teaching and learning will disrupt teaching and learning particularly<01

Keywords: 1187, senate, all