Transcript Highlights:

• SINCE 23/24 1500 STUDENTS HAVE BEEN AWARDED ABOUT 389 STUDENTS IN OUR SCHOOL DISTRICTS AND 1163 STUDENTS
• OUR HANDS ON CTE PROGRAMS ENSURE THAT STUDENTS GRADUATE JOB READY ARMED WITH SKILLS REQUIRED TO SUCCEED
• THE PROGRAMS PROVIDE STUDENTS WITH THE SKILLS REQUIRED TO ENTER HIGH DEMAND FIELDS AND KEEP WAS AND AFFORDABLE
• CAREERS WITHOUT STUDENT DEBT.
• WE GRADUATED 152 STUDENTS WITH 100 PERCENT EMPLOYMENT RATE WITH THE STUDENTS HAD NOT PAID A DIME THANKS

Keywords: 999, senate, all

Transcript Highlights:

• We didn't report every student.
• Because Pell Grants are determined on student need, a student may qualify for 100% of a Pell Grant or
• The fact of the matter is, if you're an institution and you're a student, it's better for the student
• The fact of the matter is, if you're an institution and you're a student, it's better for the student
• , we can fund employers through the Office of Skills Development, and they can pay up to 75% of the student

Committee: All ALC-HOSPITAL, MEDICAID, & DEVELOPMENTAL DISABILITIES STUDY SUBCOMMITTEE

Keywords: 1204, all

Transcript Highlights:

• life-saving skill for our students. ...but a responsible and potentially life-saving skill for our students
• When we teach students the science behind addiction and empower them with the skills to respond compassionately
• These skills are easy to teach and are among the most critical life skills and life-saving skills that
• I've even witnessed students share their skills with their siblings and their friends after a brief training
• Schools prepare students for life, and CPR is one of the most critical life skills we can offer.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• on student outcomes.
• students, our undocumented students, our Black and Brown students, our English learner students, our
• component for incarcerated students, as it does for most other students.
• The career passport would assist students in sharing validated academic and non-academic skills when
• students.

Summary: The Assembly Budget Subcommittee on Education Finance held a hearing focused on California Community College budget proposals. Chair Alvarez opened by emphasizing the system’s role in access, transfer, workforce training, and serving more than 2 million students, while also noting persistent challenges in enrollment, persistence, transfer, and graduation. Public commenters and system representatives broadly supported COLA, enrollment growth funding, deferred maintenance, student support block grants, and additional flexibility for districts facing uncertainty. The first major panel covered the student-centered funding formula, COLA, and enrollment growth. The Department of Finance said the Governor proposes a 2.43% COLA ($230.4 million) and 0.5% enrollment growth funding ($30.4 million). The LAO said the COLA was reasonable and recommended funding at least the proposed growth amount, citing uneven enrollment recovery and regional differences. The Chancellor’s Office supported both proposals and asked for additional changes, including using the greater of current-year or three-year average for apportionments and lifting the 10% local enrollment cap, arguing these would better fund growing districts. Members questioned how the formula works, whether SCFF is improving outcomes, and how much additional funding would be needed under different growth scenarios. The committee then reviewed categorical program COLAs, Rising Scholars, career education proposals, IT proposals, and student housing. The Governor proposed a 2.43% COLA for selected categorical programs ($31.9 million). For Rising Scholars, the Governor proposed $30 million ongoing and removal of the cap on participating colleges; the LAO urged waiting for outcome data before doubling funding, while the Chancellor’s Office said the program is serving more students and supports equity for justice-impacted students. On career education, the Governor proposed $50 million for credit for prior learning and $50 million for a career passport; the LAO supported more reporting on credit for prior learning but recommended rejecting the career passport as too undefined, while the Chancellor’s Office supported both. On technology, the Governor proposed $162.5 million for a common cloud data platform and $168 million for a common ERP system; the LAO said both were premature or lacked sufficient planning and recommended rejection, while the Chancellor’s Office argued they would improve real-time data, security, and systemwide efficiency. The committee also heard an update on student housing: the administration said the 2024 shift to a lease-revenue bond model remains in progress for 13 approved projects, with 11 still active, and members asked about withdrawn projects and possible use of any returned funds. No votes were taken, and several items were held open for further discussion and May Revision updates.

Transcript Highlights:

• These are not the skilled labor jobs of old.
• And those are significantly skilled trade jobs.
• , maybe not technologically, but certain soft skills and certain skills that the techies, per say that
• Two successful things that we've noticed is teaching some non employment skills, the soft skills.
• There's the skills within the company. There's the soft skills.

Transcript Highlights:

• students will be more effectively able to build the skills that they need for good jobs in the future
• students will be more effectively able to build their skills that they need for good jobs in the future
• Students as a result of the student enrolling in dual enrollment. Okay, thank you.
• Our Vision 2030 plan has specific goals around student access, student completion, and students achieving
• in students.

Summary: The Assembly Budget Subcommittee on Education Finance heard an overview of the governor’s new Career Education Master Plan and related budget items. Labor Secretary Knox described the plan as an effort to reduce fragmentation across K-12, community colleges, workforce boards, and other systems by improving statewide and regional coordination, data sharing, skills-based hiring, career pathways, and wraparound supports such as child care, housing, food, and transportation. Members asked how success would be measured, how the plan would serve disconnected youth and adults, and whether the proposed data integration would rely on Cradle to Career; the secretary said it would. The Department of Finance said it was available to answer questions on the education side. The committee then reviewed existing CTE funding and oversight. The LAO, CDE, and Community Colleges Chancellor’s Office described the major ongoing programs, including CTIG, Perkins, K-12 Strong Workforce, and Community College Strong Workforce, and noted that many programs overlap in purpose and administration. Members repeatedly raised concerns about duplication, annual applications and reporting burdens, lack of clear outcome metrics, and whether funding incentives should be better aligned to regional collaboration. CDE and the Chancellor’s Office said they support alignment and dual enrollment, and Finance and CDE said LCFF/local match dollars are part of the funding structure. The committee also discussed child care as a barrier to participation and the need for better tracking of enrollment, completion, and job outcomes. On the consolidated application proposal, Finance proposed a study directing CDE to examine whether three long-standing CTE grant programs—Specialized Secondary Programs, CTIG, and California Partnership Academies—could be streamlined into a single application and reporting process. The LAO supported reducing administrative burden but noted that the largest programs, CTIG and K-12 Strong Workforce, were excluded from the proposal even though districts most often cite them as burdensome. CDE said it did not oppose the study but warned that statutory differences may limit consolidation. Members said the proposal should better address regional coordination, multi-year funding stability, and outcome measures rather than only simplifying paperwork. Finally, the committee heard a proposal for a $5 million ongoing California Education Interagency Council. GovOps said the council would provide a neutral venue for statewide coordination across education and workforce systems. The LAO opposed the proposal, arguing that existing bodies already provide coordination, the proposal does not change agency incentives, and the council would lack authority to implement decisions. Members expressed mixed views, with some supporting a coordinating body and others questioning whether it would differ from past efforts. No votes were taken during the portions summarized here, and the committee indicated it would hold some items open for further discussion.

Transcript Highlights:

• We employ soft skills that we develop over three years in our students.
• Of those 85 students, they gain real-world experience and develop their work skills.
• They develop their work skills, which support our students.
• students.
• So we see this transitional skill, these transferable skills, and These transferable skills are really

Bills: SB1 , HB176 , HB86 , SB1 , HB176 , HB86

Committee: House Ways and Means Education

Keywords: workers' compensation, public education, employee injury, insurance trust fund, on-the-job injury, administrative procedures, HB176, Alabama sales tax, use tax, sales and use tax exemption, optical aids, eyeglasses, contact lenses, prescription glasses, vision care, optometrist, ophthalmologist, optician, medical devices, local option tax exemption

Transcript Highlights:

• </c> access and opportunity for any students access and opportunity for any students within<01:05:30.599
• </c> they need to learn some of these skills they need to learn some of these skills um<01:17:02.000>
• </c> additional resources to support students additional resources to support students in<01:33:13.840
• </c> increase the amount of funding a student increase the amount of funding a student identified<01:
• </c> three four more years of students three four more years of students potentially<01:48:12.920><c>

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• in Action; Madison Sal's, Student Council; and Camilla Fierro, Student Council.
• in student council.
• in student council.
• President, we also have Eric Holland, and he's here with 24 students from the Student Council at Mesa
• She's an honor roll student, a student leader, and a mentor.

Summary: The Senate convened, established a quorum, offered an invocation and pledges, and then spent much of the session on ceremonial recognitions and guest introductions. Certificates and remarks highlighted the 30th anniversary of 529 education savings plans and 4-H Day, with senators praising 529 plans as a family education-savings tool and 4-H as a major youth leadership program in all 33 counties. Members also recognized Scouts in America, including Michaela Kern as the first female Eagle Scout from Eddy County, and heard additional presentations tied to New Mexico State University, the College Assistance Migrant Program, and regional councils of government. Several senators used the floor to introduce students and community members from across the state, especially 4-H participants, NMSU CAMP students, and local youth leadership groups. Comments emphasized agriculture, leadership development, public service, and the importance of volunteer support. One senator also raised concerns about a prior Indian Day incident involving the Navajo Nation being placed at the back for the pledge, urging better decorum and respect in the chamber. The Senate then processed a governor’s message authorizing Senate Bill 149 for consideration and adopted multiple committee reports moving bills and memorials through the process, including measures referred to education, health and public affairs, tax/business/transportation, rules, finance, and judiciary committees. The body also introduced Senate Memorials 24 and 25 and Senate Joint Memorial 4. A call of the Senate was ordered after objection to moving to third reading, and the sergeant-at-arms reported Senators Sanchez and Tobiassen missing; the chamber remained under call while other business continued. The session ended with committee schedule announcements and a recess until noon the next day.

Transcript Highlights:

• English proficiency programs for skilled immigrants need... ...English proficiency programs for skilled
• Students get jobs, meet employer demands, and increase state revenues.
• We need the workforce skills... ...strategy to center workforce outcomes in ESOL programming.
• Not just that, but being able to contextualize all of the examples that you're giving students...
• We have the best health and safety, the best job skills.

Committee: Joint Joint Committee on Labor and Workforce Development

Keywords: 995, all

Summary: The Joint Committee on Labor and Workforce Development heard testimony on several workforce-related bills, with most of the hearing focused on ESOL and apprenticeship legislation, followed by testimony on a four-day workweek pilot and paid prenatal leave. On ESOL, witnesses including the Boston Foundation, Skillworks, MassINC, MIRA, JVS Boston, Eastern Bank, immigrant advocates, employers, and legislators supported H.2080/S.1326, arguing that Massachusetts has a large backlog of limited-English-proficiency residents waiting for classes, that ESOL is essential to economic mobility and immigrant integration, and that the state needs a coordinated, statewide strategy with more vocational and workplace-focused English instruction. Testifiers cited long waitlists, fragmented delivery across agencies, labor shortages, and examples of workplace English programs helping immigrants gain jobs, advance careers, and support businesses. Committee members asked questions about how vocational ESOL differs from standard classes, and witnesses explained that it focuses on job-specific language and workplace scenarios. The committee also heard strong support for H.2085/S.1303, which would require more use of registered apprentices on public construction projects over $1 million. Labor leaders from the Massachusetts AFL-CIO and Massachusetts Building Trades, along with electricians and apprentices, said the bill would help apprentices complete training by ensuring enough job-site hours, expand access to good union careers, and strengthen the construction workforce for housing, infrastructure, and clean energy work. Several witnesses defended existing apprenticeship ratios and electrical licensing standards, warning against deregulation and emphasizing safety. Committee members asked about project thresholds and apprenticeship ratios, and witnesses said the bill’s phased apprentice-hour requirement was intended to cover most public projects under current cost conditions. The committee then heard testimony on S.1330, a four-day workweek pilot program. Senator Dillon Fernandez and Representative Shirley Arriaga described the proposal as a response to burnout, affordability pressures, and changing workplace norms, arguing that a pilot would let Massachusetts study whether shorter workweeks improve productivity, retention, and worker well-being. Witnesses said the model could help families balance caregiving and commuting while maintaining or improving output. Finally, the committee took testimony on S.1361, establishing paid prenatal leave. Parents, health advocates, March of Dimes, and others said paid leave would help pregnant workers attend critical prenatal appointments, reduce missed care, and improve maternal and infant health outcomes. Several speakers shared personal stories about high-risk pregnancies, pregnancy loss, and the financial strain of taking unpaid time off. No votes were taken during the hearing; the committee primarily received testimony and asked a limited number of questions.

Transcript Highlights:

• We have a transfer student completion rate for economically disadvantaged students that significantly
• It also provides dedicated student support that focuses on student retention efforts such as first-year
• We're slightly over 9000 students.
• And so we spent so much time in working with those students and moving those students through and get
• How many students do you draw, what do you draw very many students from, from Arkansas, Louisiana as

Committee: House Appropriations - S/C on Article III

Transcript Highlights:

• who cannot afford to work students who cannot afford to work students<01:09:46.839><c> are</c><01:09
• We equip students with skills, certifications, and licenses needed to launch their own businesses in
• </c><01:19:47.920><c> legal</c><01:19:48.280><c> skills</c> but it also requires skills legal skills
• </c> mentorship life and job-seeking skill mentorship life and job-seeking skill skills<01:46:18.800>
• skills trainings career and skills skills trainings career and college<01:46:20.719><c> coaching</c>

Committee: Senate Jobs and Economic Development

Keywords: 1187, senate, all

Transcript Highlights:

• So students are...
• So then our students can confidently say when they leave our Quincy schools that they are a skilled creator
• How to support our students as they develop in their AI skills for their future.
• So when we look at what that really does for students, that's the skills that we want our students to
• So when we look at what that really does for students, that's the skills that we want our students to

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

Transcript Highlights:

• We hire students, and I always like to stress that we love students.
• I love students because in 1986 I was a student.
• students.
• We see those students not coming to college; they go grab a job. And we want to give them skills.
• in the art and science of teaching helping build the skills of those college students along with taking

Keywords: 908, all

Summary: The committee first reviewed the 2024-25 tuition waiver report for the North Dakota University System. Staff explained that waivers were reported for degree-seeking students and broken out by residency, institution, and waiver type. Members asked about partial versus full waivers, institutional discretion, athletic waivers, and whether campuses have published guardrails or transparency requirements. Staff said most waivers are set by institutions, with some statutory and board-required categories, and that athletic waivers are a small share of total waiver dollars. The report showed total gross tuition of $354.5 million, tuition waived of $38.9 million, and 11,193 of 42,040 students receiving some waiver. Members also discussed how waivers affect net tuition revenue, housing and food collections, and whether campuses are using waivers strategically compared with scholarships and other funding sources. The committee then heard a presentation on tuition rates by campus and State Board policy. Staff explained the board’s tuition factors for resident, Minnesota reciprocity, contiguous-state/U.S. nonresident, and international students, and noted that campuses often seek exceptions based on program-specific competition and enrollment goals. Members asked whether rates are based on cost or competition, and staff said campuses typically bring forward estimates and market comparisons when requesting special rates. The presentation also reviewed general fund appropriations versus net tuition revenue by campus, and members discussed how local tuition decisions and waivers do not directly affect the state funding formula, though they do affect institutional revenue and reserves. Questions were also raised about the Higher Learning Commission’s financial composite indicator and how it differs from the more intuitive reserve and revenue figures. The committee next received a broad overview of non-higher-education entities affiliated with the State Board of Higher Education, beginning with NDSU agriculture-related units. Dr. Greg Lardy described the State Board of Agricultural Research and Education, the NDSU Extension Service, the Agricultural Experiment Station, and the branch research centers, emphasizing their statewide role in crop and livestock research, extension education, and county-based outreach. He outlined funding mixes for extension, the experiment station, and branch stations, noting that grants and contracts support both research and education, while the agronomy seed farm is self-funded through seed sales. Members asked about the new and vacant FTE pool, R1 research status, matching requirements for grants, and whether state appropriations count toward research expenditures. Dr. Lardy also highlighted major research impacts, including crop varieties, virtual fencing, AI-assisted weed control, and NDAWN weather data. The Northern Crops Institute and the Upper Great Plains Transportation Institute also presented. NCI described its role in market development, technical services, and education for regional agriculture, its governance through the Northern Crops Council, and its funding from state appropriations, other states, and earned revenue. Members asked about the source of out-of-state funding, intellectual property, and the institute’s international reach. UGPTI then outlined its transportation research, federal and state funding structure, and work on road and bridge condition assessments, travel demand modeling, and workforce training. No votes were taken during the portion of the meeting reflected in the transcript.

Transcript Highlights:

• This is a free program that our students have access to, and even when I say students, it could be anybody
• Right now, if we look at students, we're probably somewhere in the 600 range of students, but on the
• So that's... skill with AI skills. So we're starting to move it in that direction.
• Right now, if we look at students, we're probably somewhere in the 600 range of students, Right now,
• if we look at students, we're probably somewhere in the 600 range of students, but on the footsie count

Committee: House House International Trade Committee of Reference

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:

• So shouldn't it be changed to laws and skills?
• And then the skills are to help them get a head start. ...regular workplaces, and then the skills are
• These are skills students will use for the rest of their lives, no matter what career path they choose
• real-life skills that will help us.
• We're supposed to grow these skills, where we're supposed to learn real-life skills that will help us

Committee: All GIRLS STATE

Summary: The meeting was a Girl State House session in which members received a brief orientation on chamber rules, decorum, voting procedures, and how to use the floor, followed by prayer, the pledge, and attendance. The parliamentarian and House leaders emphasized respectful conduct, recognition procedures, live microphones/cameras, and how motions such as immediate consideration work. After the rules overview, the chamber began considering bills in order. House Bill 1001, which would have prohibited over-the-counter diet pills from being sold or transferred to anyone under 18, drew debate over eating disorders, teen health, and whether parents or sellers would be affected. Supporters argued it would protect minors from harmful diet culture, while opponents raised concerns about medical exceptions and whether the age limit should be 21 instead. The bill failed, 42-55 with two present. House Bill 1002, allowing lottery winners to remain confidential, was amended during discussion to cover a $100,000 threshold and special rules for elected officials; supporters said it would protect winners from scams and harassment, while opponents raised transparency concerns. It passed 79-17 with one present. House Bill 1003, requiring schools to provide resources and courses on child labor/workplace laws, was debated as a workforce-readiness measure, but members questioned whether it should be a required course, an online option, or limited to older students. The bill failed 22-73 with three present. House Bill 1004, creating the Arkansas Head Injury Act and requiring helmets and face protection for motorized cycle operators and passengers, received strong support based on safety and personal testimony about motorcycle deaths; it passed 94-4. House Bill 1005, the Adult Preparedness Act, would have required a year-long personal finance course before graduation; members debated whether the material was already covered in existing classes and whether schools had time and staffing to implement it. It failed 35-60 with four present. House Bill 1006, increasing the teacher classroom investment tax deduction from $500 to $1,000, was broadly supported as a way to help teachers pay for classroom supplies and student needs, and it passed 97-0 with one present. House Bill 1008, aimed at encouraging entrepreneurial businesses by limiting national franchises in local economic zones, sparked debate over how to define zones, whether existing chains would be affected, and the impact on jobs and affordable shopping options; it failed 23-69 with six present. The session then moved to House Bill 1009, establishing a blue envelope program for people with intellectual disabilities during police interactions; the sponsor explained it would be optional and included in law-enforcement training, and supporters said it could reduce confusion and improve safety. The transcript cuts off before the bill’s final action.

Transcript Highlights:

• Some of our students, all students, all of the students have intellectual disabilities.
• This is where students can gain skills in so many different areas.
• speak time and time again to the ability of our students come in with not only the hard skills that we
• So many skills resume, building skills, professional skill had an interview and he came out almost better
• than a trained, a traditional student and that he already had the skills.

Keywords: 999, senate, all

Transcript Highlights:

• Far too many students are reaching high school and even college without the foundational math skills
• It gives students a meaningful way to demonstrate the problem-solving, collaboration, and applied skills
• Our students deserve the opportunities to graduate with a credential that recognizes the knowledge, skills
• I developed leadership skills that shaped me as a student and a person and made me better prepared for
• I developed leadership skills that shaped me as a student and a person and made me better prepared for

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• So at Santa Fe, students can come in and transfer to a university. 70% of our students that apply are
• Our students never touch their campus, and they charge us a student activity fee.
• Is it that the students can earn a lot, that it's a short time period, that... ...that the students can
• Is it that the students can earn a lot, that it's a short time period, that. that the students can earn
• So branching out beyond the skilled trades, the apprenticeship model is a great model... ...the skilled

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:

• , which will provide students with important skill-building opportunities to prepare them for employment
• Overall, this bill will provide all students the integral opportunity to build important skills and job
• This bill seeks to help educators develop the skills to communicate efficiently with students and families
• Although Ryan has a fantastic teacher, they are not confident in their skills when working with students
• or skilled trades.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.