Transcript Highlights:

• </c><00:41:33.560><c> as</c><00:41:33.760><c> teamwork</c> skills and soft skills such as teamwork skills
• Soft skills should be changed to durable skills because these skills are things that actually overlap
• </c> skills because these skills are things skills because these skills are things that<00:46:07.319>
• BSC is just not a workforce program; it's a pathway to lifelong careers in the skilled trades, with training
• provide up to six weeks of hands-on training, giving participants both technical skills and the confidence

Bills: HF339 , HF1272 , HF2121 , HF2122 , HF1216 , HF1003 , HF2319

Committee: House Workforce, Labor, and Economic Development Finance and Policy

Keywords: HF339, Nursing Home Workforce Standards Board, nursing homes, long-term care, elder care, workforce standards, certified worker organizations, labor funding, general fund appropriation, worker grants, Minnesota labor law, nursing home staffing, caregiver workforce, section 181.214, HF1272, nursing home, boarding care home, nursing home workers, labor standards, Medicaid-certified facility

Transcript Highlights:

• and being able to teach the skills needed.
• It's not training individuals with disabilities.
• It's not training individuals with disabilities.
• They are getting those soft skills in place, job skills, and then we're making offers based off of that
• They've had some skill training.

Summary: The meeting was a 14(c) Task Force hearing focused on employment experiences of Oklahomans with disabilities and the state’s use of subminimum wage. Numerous self-advocates and workers testified about their jobs, accommodations, pay, transportation barriers, and the importance of community integration. Several speakers described positive experiences in competitive or community jobs, while others recounted being underused, fired without explanation, or paid by piece rate or minimum wage in sheltered or enclave settings. Many emphasized that fair pay, independence, ABLE accounts, and supportive employers matter to them, and several said they want future careers, promotions, or even to own businesses and help others with disabilities find work. Task force members discussed recurring themes from the testimony: transportation as a major barrier, the importance of community and self-advocacy, employer misconceptions and stigma, the need for better transition services from school to work, and the difficulty families face navigating benefits and employment systems. Members also raised concerns about people being fired without explanation and about the need for meaningful options for those not ready for competitive employment. Suggestions included more employer education, reverse job fairs, job coaching, benefits planning, better coordination between DDS and DRS, and stronger transition supports in schools and through programs like Project SEARCH. Staff then presented research on how other states have phased out or eliminated 14(c) certificates. Examples included Kansas, Illinois, Indiana, Oregon, Pennsylvania, and Washington, with common approaches such as phase-out timelines, technical assistance, provider transition plans, and support for competitive integrated employment. The presenters noted that Oklahoma still has 40 entities using 14(c), most of them DDS providers, but many providers are already moving away from it. Members discussed potential unintended consequences, the need for a clear timeline, the possibility of blending or braiding services, and whether Oklahoma should create a more one-stop, employer-friendly system. No votes were taken, and the group agreed to continue gathering information and return in June to begin shaping priorities and possible policy directions.

Transcript Highlights:

• or re-skill.
• To try to pursue this kind of skilled vocational training would be the old term for it, but what we refer
• To train individuals, have sites where individuals can train, that that really is important.
• their training.
• and the skill sets are.

Committee: House Higher Education

Keywords: 1184, house, all

Transcript Highlights:

• I am fortunate that my husband is able and skilled in Colby's care.
• I am not a nurse, but I am trained in all aspects of Colby's care.
• It is to be provided where the child resides and prior authorized for specific skilled care allowable
• We also established high-level training requirements and supervision requirements for the service.
• could be up to 85 hours worth of training.

Summary: The House Health Care and Wellness Committee met at policy cutoff and first took up executive session on four bills. It considered a proposed substitute for HB 1589 on health carrier contracting practices, which would require carriers to provide providers advance notice and clean copies of contract changes and payment methodologies, and would also add notice requirements for significant payer contract modifications. The committee also considered HB 2402 on phthalates in IV solution containers and tubing, with a substitute delaying implementation dates and creating shortage and FDA-related exemptions. HB 2555, concerning Medicaid coverage of traditional health care practices, and HB 2685, concerning tribal data and disease reporting to tribal health jurisdictions, were also before the committee. HB 2599 was deferred. The committee reported HB 1589, HB 2402, HB 2555, and HB 2685 out of committee with do pass recommendations, with recorded votes showing some members voting no or no without recommendation on the more contested bills. The committee then held a work session on private duty nursing in the Medically Intensive Children’s Program. Health Care Authority and DSHS staff described how the program serves children with complex medical needs through managed care and fee-for-service pathways, the role of prior authorization and medical necessity review, and the ongoing shortage of nursing staff. They said many approved hours are not filled, especially in rural areas, and that family members often provide unpaid care to fill gaps. Committee members asked about the structure of the children’s and adult PDN programs and about how many authorized hours are actually being served. The committee also heard testimony from a home care agency representative and a parent caregiver, both of whom described severe staffing shortages and the burden on families when nursing shifts go unfilled. They supported models that would allow trusted family caregivers to be paid for some of the skilled care they already provide. The committee then heard examples from Montana and Massachusetts of similar family caregiver or complex care assistant programs. Montana described its pediatric complex care assistant model as a gap-filling service with prior authorization and a set hourly rate, while Massachusetts outlined its complex care assistant program, including training, supervision, wage pass-through requirements, and early growth in participation. The meeting concluded after the work session.

Transcript Highlights:

• And when we are spending on training, we're running people through ITAs with a big eligible training
• We're going to have to cross-train people.
• We're going to have to call that eligible training provider list to make sure that we're not training
• We've got to know the actual skills that are being trained.
• These are how many people are in this area that are trained or on the pathway to being trained to fit

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

Summary: The committee heard a presentation from Nick Moore, Acting Assistant Secretary of the Office of Career and Technical Education, focused on integrating workforce, education, training, and human services systems. Moore argued that WIOA, Perkins, and ESSA should be aligned more closely, with fewer federal and state bureaucratic layers, more state flexibility, and a stronger emphasis on labor force participation, postsecondary attainment, and training tied to in-demand jobs. He said the federal agencies are moving toward combined plan timelines for 2026, encouraged states to pursue combined plans and waivers, and described efforts to streamline reporting, reduce administrative overhead, and expand tools such as integrated intake, cross-training, virtual and mobile service delivery, apprenticeship, and talent marketplaces. Moore also emphasized accountability and outcomes, saying states should measure training-related employment, retention, and the share of funds going to direct services rather than administration. He criticized the current workforce system as too costly and ineffective, and said states should use primary labor market information, better wage records, and employer input to align training with actual job demand. Members asked about balancing flexibility with accountability, the role of employers versus postsecondary institutions, serving rural “training deserts,” state waivers, and data-sharing systems such as Mississippi’s workforce technology efforts. Moore said states can use waivers and technology to create common intake and co-enrollment across programs, and that enhanced wage records are key to better workforce planning. The committee then received a separate update from DHS Secretary Janet Mann and Director Jay Hill on reimbursement rates for aging and adult behavioral health services. They said DHS had compiled more than 100 public comments, submitted a recommendation to the governor to hold current rates, and was awaiting executive review, which they estimated could take 30 to 60 days. Members asked about the timeline and the scope of the legislation requiring monthly reports. The meeting ended with notice of a later audit presentation scheduled for 1:00 p.m. at the Big Mac building.

Transcript Highlights:

• For skilled and trained, as the author stated, the skilled and trained workforce provisions were built
• Or could you tip the scales on skilled and trained one way or the other?
• The bill doesn't require any school district to use... ...skilled and trained, or to not use skilled
• and trained and can be on the job under the skilled and trained statute.
• and trained and can be on the job under the skilled and trained statute.

Summary: The committee first heard AB 402, which would increase Cal Grant award amounts for students attending private nonprofit colleges and extend transfer entitlement eligibility to those institutions. The author and supporters argued the bill would improve affordability and access for low- and middle-income, working, military, and transfer students, while some senators emphasized the need to pair any increase with broader Cal Grant reform and funding. The bill drew support from private nonprofit universities, community college districts, and student advocates, and no opposition was presented. It passed on a due pass motion to Senate Appropriations and was placed on call. The committee then took up AB 2067, a sunset extension for the competitive lease-lease-back process for TK-12 school construction through July 1, 2032. Supporters from school facilities groups, school districts, and contractors said the method provides flexibility, early contractor involvement, cost control, and legal certainty for school construction projects. Some senators questioned how often the method is used and raised concerns about the bill’s skilled-and-trained workforce provisions, with one senator opposing on the grounds that such requirements limit contractor participation. The bill passed on a due pass motion and was placed on call. Next, AB 1204 proposed changes to the Local Control Funding Formula, including a lower concentration-grant threshold, regional cost adjustments, a minimum annual COLA, and other equity-focused revisions. Supporters said the bill would better reflect regional costs and student need, while opponents—especially several school district leaders—argued it would shift money away from the base grant, widen disparities, and create new fiscal cliffs. Committee members raised concerns about the scale of the rewrite, the lack of a broader funding strategy, and the proposed 4% COLA guarantee, though the author said the bill was intended as a phased update to improve equity. The bill was supported by the chair and several members, then passed on a due pass motion to Appropriations and was placed on call. Finally, the committee heard AB 1235, which would require a skilled-and-trained workforce process for CSU design-build projects. Supporters said it would align CSU with other segments and promote quality training, while opposition from contractor groups argued it would add liability, reduce competition, and increase costs without evidence of better outcomes. Senators again focused on the effect of skilled-and-trained requirements on contractor participation, with one member stating opposition to limiting who can work in California and another noting the bill’s broader policy implications. The transcript ends during committee discussion of AB 1235, without a recorded final vote.

Transcript Highlights:

• That training changed how we operated and shaped the board we have today.
• and career development skills.
• So members learn the skills of anywhere from...
• It is a four-day camp where we train our district officers.
• public speaking skills.

Committee: House Education

Summary: The House Education Committee heard first from the Idaho School Board Association, whose chair Jason Sevy gave a personal account of how public schools, local governance, and school-based supports shaped his life and his family. He argued that school board training and state support for local control are important, citing the value of ISBA training funds and examples of districts using grants and partnerships to improve early literacy, mental health supports, and student outcomes. Members asked how urban districts could build stronger parent/community ties, and Sevy said community engagement should begin at the elementary level. The committee then received a presentation from Idaho FFA state officers, who described FFA’s three-circle model of classroom instruction, career and leadership development events, and supervised agricultural experiences. The officers highlighted their own agricultural and education pathways, the statewide reach of FFA chapters, leadership camps and conferences, community service hours, and the economic impact of SAE projects. They emphasized that FFA builds public speaking, parliamentary procedure, job interview, and leadership skills in addition to agricultural knowledge, and invited legislators to the state convention in Twin Falls in April. Members responded positively to both presentations. Representative Pickett asked about strengthening community engagement in larger districts and how FFA can attract students beyond agriculture; officers said the program’s broader leadership and workplace skills are a major draw. Other members praised the students’ confidence and articulation, and one suggested FFA should be considered as a minimum high school offering. No votes or formal committee actions were taken.

Transcript Highlights:

• This is already part of the training, not CPR training, but AED awareness, etc.
• This is already part of the training, not CPR training, but AED awareness, etc.
• This is already part of the training, not CPR training, but AED awareness, etc.
• This is already part of the training, not CPR training, but AED awareness, etc.
• This is already part of the training, not CPR training, but AED awareness, etc.

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• </c><00:58:02.720><c> financial</c> such as GED computer skills financial such as GED computer skills
• </c> the education uh and the uh job training the education uh and the uh job training uh<01:02:41.520
• We provide our men with 12 trainings and certifications, on-the-job training, along with job placement
• </c><01:30:06.199><c> and</c> provide our men with 12 trainings and provide our men with 12 trainings
• </c> returning citizens and gaining skills returning citizens and gaining skills securing<01:40:32.040

Committee: Senate Jobs and Economic Development

Keywords: 1187, senate, all

Transcript Highlights:

• An Act preparing apprentices through training, hiring, and skills in Massachusetts.
• These are trained, skilled, and essential workers, and they make it possible for the work of countless
• This approach recognizes a basic truth: if we want a skilled workforce tomorrow, we have to train it
• site safety, and whether or not apprentices were really learning a skilled craft.
• As we assist the workforce pipeline and building trades, we open the door to life-changing skills training

Keywords: 1212, all

Transcript Highlights:

• </c><00:26:14.840><c> T</c><00:26:15.000><c> night</c> skills and social skills but T night skills and
• We're not training our clinicians; we're training them to be expert clinicians in this field, to, you
• that we train um our our fellows train that we train um our our fellows in in in um<01:25:27.840><c>
• </c> and it produces very highly trained and it produces very highly trained addiction<01:26:41.280><
• a trained an alone might have trained a trained an entire<01:32:44.280><c> fellow</c><01:32:45.280><

Committee: House Higher Education Finance and Policy

Keywords: 1183, house

Transcript Highlights:

• This is also paid training as well.
• We need to chalk up those skills as well.
• They went to the zoo and learned how giraffes are trained.
• Learning specific skills at volunteer opportunities helps give them transferable skills for community
• some pre-employment training on a limited scale.

Summary: The meeting focused on integrated employment and related services for people with intellectual and developmental disabilities, with testimony from several provider agencies and state officials. Robin Arder and Belinda Stevens of ThinkAbility described how their organization supports people through residential services and self-created businesses because community employers often are not ready to hire people with disabilities. They said rigid service rules, difficulty fitting individuals into existing job definitions, and reimbursement requirements can prevent person-centered employment supports. They also reported that, in their experience, employees had not lost benefits when work was coordinated carefully with Social Security and benefits management. Tina Hannah of South Central Industries described a broad business model that includes manufacturing, janitorial and highway contracts, state-use products, a food truck, and an entertainment trailer, along with an adult day program and residential services. She said the organization uses a temp-service style model to make employers more comfortable and noted barriers such as employer concerns about productivity, lack of awareness of tax credits and accessibility resources, and the need for consistent job coaches. Miranda Figueroa of A New Leaf said her agency is moving toward a more person-centered model, including a Transition Academy for young adults that combines independent living instruction, community college classes, internships, and follow-along support; she said the program has an 85% placement rate but is expensive and not eligible for traditional student aid because it is not accredited. She also cited barriers including dual diagnoses, workforce readiness, and low reimbursement rates. Angela Decker and Deborah Copeland of DRTC described their long-running enclave contracts and a new Community Skills and Connection program that uses interest-based cohorts, community exploration, and volunteer experiences to build skills and networks tied to employment. They said the agency is phasing out its 14(c) subminimum wage certificate by the end of the year and is trying to expand community-based opportunities. DRTC and other providers emphasized the need to blend DDS and DRS services more effectively, reduce restrictive rules such as line-of-sight requirements, and better support people in congregate living settings. DRS representatives said the agency does provide school-based transition services, employer accommodations, and job carving support, and noted federal reporting requirements tied to wage outcomes. Members also discussed safety concerns, employer education, data collection, ABLE accounts, and the role of schools in preparing students for work and community life. The co-chairs proposed organizing the task force into three working groups: in-school/transition services, program support and service blending, and community integration/employer engagement. No votes were taken, and the meeting ended with plans for further working-group discussion and follow-up on data and policy ideas.

Transcript Highlights:

• I teach essential skills like reading, math, and social skills.
• I teach essential skills like reading, math, and social skills.
• I teach essential skills like reading, math, and social skills.
• to give more training.
• to give more training.

Bills: HF6 , HF52 , HF53

Committee: House Education Finance

Keywords: education, literacy, science of reading, school performance, funding flexibility, innovation zones, equity and inclusion, HF52, New Germany, wastewater treatment, wastewater facility, sewer infrastructure, capital investment, bonding bill, state bonds, Public Facilities Authority, municipal infrastructure, water quality, sanitation, sewage treatment

Transcript Highlights:

• skills, and are trained to use 3D printers, CNC machines, power tools, and laser cutters.
• I learned skills I'd never imagined I'd gain, yes, technical skills, but also how to lead a group, Skills
• Robotics supported my daughters with practical training, hard and soft skills, Robotics teams have supported
• my daughters with practical training and hard and soft skills, as you've heard.
• And her skating skills and stick skills may be fine for the women's playing.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education held a very full public hearing on the first Education Committee hearing of the session, with testimony taken on a large slate of bills, especially H. 650/S. 436 and related measures. The chairs explained the hearing rules, including two-minute testimony limits, live streaming, written testimony, and accommodations for interpreters and disabilities. The committee first heard extensive testimony on H. 460/S. 436 and later H. 650/S. 436, bills to affirm and maintain equal access to public education for all children, including immigrant students, English learners, and students with disabilities. Witnesses included parents, advocates, educators, attorneys, and state officials, many of whom described fears caused by federal policy changes and argued that Massachusetts should codify protections for school enrollment, special education, interpreter services, and due process in discipline cases. The Attorney General’s office, Mass Advocates for Children, Lawyers for Civil Rights, MIRA, the Children’s Law Center, the Disability Law/advocacy community, and others all urged favorable action, while committee members asked questions about Plyler v. Doe, manifestation determinations, interpreter qualifications, and how the bill would mirror or preserve existing federal protections at the state level. The committee also heard testimony on H. 702/S. 460, establishing an elementary and secondary school robotics grant program, which was supported as a way to expand STEM opportunities and help schools fund robotics programs. Representative Sweeney also testified on H. 713, a bill to support student participation in 4-H programming by allowing excused absences similar to those for athletics and other sanctioned activities; members noted bipartisan support and the bill’s long history. The hearing then moved to H. 543/S. 417, a recess bill requiring at least 30 minutes of free-play recess for K-8 students. Supporters included the Massachusetts Teachers Association, the League of Women Voters, educators, and parents, who emphasized recess as important for physical health, social-emotional development, attention, and academic performance, and noted that unequal local policies create disparities across districts. Several witnesses also tied recess to broader concerns about student well-being and screen time. No votes were taken during the hearing; the committee simply received testimony and closed testimony on the bills as it moved through the agenda.

Transcript Highlights:

• The bill, the argument has been made in other committee hearings about skilled and trained.
• For some crafts, the minimum skilled and trained percentage on a job site is 60%.
• The bill, the argument has been made in other committee hearings about skilled and trained.
• Skilled and trained, as we all know, is in California law, specifically skilled and trained as we all
• Those who do not will have to go seek these types of skilled and trained requirements.

Summary: The Assembly Higher Education Committee heard several Senate measures focused on community college procurement, higher education access, and student support. SB 1154 by Senator Reyes would allow community college districts to use best-value procurement for public works projects over $1 million. Supporters, including San Bernardino Valley College, the San Bernardino Community College District, labor groups, and several districts, said it would improve delivery of complex facilities and align community colleges with other education systems. Opponents, including the Associated General Contractors, argued the bill’s skilled-and-trained workforce requirements and labor-compliance scoring would narrow the bidder pool and raise costs. The committee passed the bill to the Assembly Floor on a due-pass vote, with some members voting no or not recorded. SB 1255, also by Senator Reyes, would create a California Hispanic-serving institution designation. Supporters from HACU, the CSU Chancellor’s Office, UC, community colleges, and other education organizations said the designation would recognize campuses that serve large numbers of Latino and low-income students and strengthen accountability and student success. The committee approved the bill as amended and re-referred it to Appropriations, with one no vote. SB 1328, presented on behalf of Senator Cervantes, would require LGBTQ+ points of contact at satellite or branch campuses of CSU and community colleges, either through designated staff or regular office hours. Testimony emphasized gaps in access at remote centers and the need for confidential support; one member raised concerns about staffing, costs, and whether existing systems could meet the need remotely. The bill was passed as amended and sent to Appropriations. The committee also considered SB 960 by Senator Cabaldon, which would expand the circumstances under which community colleges could offer bachelor’s degrees in response to unmet workforce needs, especially where CSU programs are impacted or not realistically accessible locally. Supporters said the bill would help meet workforce demand and expand access for place-bound and adult learners. CSU and faculty representatives opposed unless amended, urging stronger partnership requirements, clearer workforce-need standards, and safeguards around duplication and Prop 98 funding. Members discussed impaction, regional access, and the role of partnerships; the bill was passed as amended and re-referred to Appropriations. Finally, SB 632 by Senator Otagan would extend the California College Promise fee waiver to part-time community college students enrolled in nine units. Supporters said many students cannot attend full time because of work, caregiving, and living costs, and the bill would better reflect student realities; the transcript ends during testimony on this measure, before any vote is shown.

Transcript Highlights:

• Second reading of the bill: An act preparing apprentices through training, hiring, and skills in Massachusetts
• These are trained, skilled, and essential workers, and they make it possible for the work of countless
• This approach recognizes a basic truth: if we want a skilled workforce tomorrow, we have to train it
• As we assist the workforce pipeline and building trades, we open the door to life-changing skills training
• We open the door to life-changing skills training, and with it, opportunity and prosperity.

Keywords: 995, all

Summary: The House began with routine procedural business, including adoption of resolutions congratulating Yolanda Kruger on her 100th birthday and two orders extending the Public Health Committee’s reporting deadline on House documents 4984 and 4988. The chamber then moved through a series of local bills and calendar items, passing to engrossment measures including authorization for the town of Hudson to grant an additional wine and malt beverage license, authorization for Cohasset to grant five additional liquor licenses, and an amendment to the Plymouth town charter. It also advanced several other bills on second reading, including a land conveyance for Barnstable County and Bourne, a bill requiring automated external defibrillators at sporting events, and a bill preparing apprentices through training and hiring in Massachusetts. The House took up House 3417, designating June 16 as Domestic Workers’ Rights Day. Representative Sousa spoke in support, describing domestic workers as essential but often invisible workers and arguing that the designation would raise awareness of rights and protections under the Domestic Workers Bill of Rights. The bill passed to engrossment by roll call, 156-0. The House also passed House 4992, authorizing Barnstable County and Bourne to convey certain parcels of land, and later passed House 4994, the Paths Act, which would require a phased-in apprentice-hours requirement on large public construction projects, condition bidding on participation in approved apprenticeship programs, and create a commission to study apprenticeship participation. The chamber then debated House 4993, the Preston Settles Every Minute Counts Act, requiring AEDs and trained personnel at sporting facilities and events. Representative Decker urged passage, citing the death of a young athlete and the need to close safety gaps outside schools. Representative Frost offered amendments to create a state fund to help communities pay for AEDs and to allow exemptions for remote fields without permanent power, arguing the bill could otherwise burden municipalities; both amendments were defeated on roll call. The bill itself then passed to engrossment by roll call, 154-1. The House also enacted a bill allowing Hingham to use municipal property for a center for active living, and the session ended with an order to meet the next day at 11 a.m. and adjournment.

Transcript Highlights:

• An act preparing apprentices through training, hiring, and skills in Massachusetts.
• These are trained, skilled, and essential workers, and they make it possible for the work of countless
• This approach recognizes a basic truth: if we want a skilled workforce tomorrow, we have to train it
• As we assist the workforce pipeline and building trades, we open the door to life-changing skills training
• We open the door to life-changing skills, training, and with it, opportunity, and prosperity.

Summary: The House convened for a floor session that began with routine actions, including suspension of the rules and adoption of several committee-reported resolutions and orders. Members adopted a congratulatory resolution for Yolanda Kruger’s 100th birthday and approved orders extending the Public Health Committee’s reporting deadlines on House documents 4984 and 4988. The chamber also moved through a number of local bills, including measures authorizing additional alcohol licenses for Hudson and Cohasset and a charter amendment for Plymouth, all of which were passed to be engrossed. The House then took up several major bills on third reading. House 3417, designating Domestic Workers’ Rights Day, was debated at length by Representative Sousa, who described domestic workers as essential but often invisible workers and argued the designation would raise awareness of existing protections and help prevent exploitation. The bill passed to be engrossed on a roll call vote of 156-0. The House also passed House 4992, authorizing Barnstable County and the town of Bourne to convey land, and House 4994, the “Paths Act,” which would require a phased-in apprenticeship participation standard on large public construction projects and establish a commission to study apprenticeship issues. Supporters emphasized workforce development, union apprenticeship pathways, and long-term economic opportunity. Another major measure, House 4993, the Preston Settles Every Minute Counts Act, would require automated external defibrillators and trained personnel at sporting facilities and events. Representative Decker described the bill as a response to the death of a young athlete from sudden cardiac arrest and said it would close a safety gap outside schools. Representative Frost offered amendments to create a state fund to help communities pay for AEDs and to allow exemptions for remote locations without permanent power, but both amendments were rejected on roll call votes. The bill itself later passed to be engrossed by roll call, and the House also enacted a Hingham land-use bill allowing municipal property to be used for a center for active living. The session included several recesses, introductions of visitors and constituents, and ended with the House adjourning to meet the next day at 11 a.m.

Transcript Highlights:

• This one really focused on the trainings and the support.
• “I need the training, and you have to find someone with training.”
• I have no training, but my students aren't reading, and I need this training.”
• But schools today, from a well-trained educator.
• Through targeted sessions, the student built coping skills and stress-management skills.

Summary: The committee held public hearings on three K-12 bills focused on behavioral health, literacy, and review of education mandates. On House Bill 1634, staff and Rep. Milin Tai described a framework for OSPI and educational service districts to coordinate with state and local partners on behavioral health technical assistance and training for schools, aligned with the Washington Thriving prenatal-to-25 plan. Testifiers, including students and education/behavioral health representatives, said the bill would improve coordination, early intervention, and access to supports for students and families. The bill was presented as having no fiscal note because it relies on existing funding, and testimony emphasized parent and student engagement in the framework. On House Bill 2636, staff and Rep. Skyler Rude explained that the bill creates a Public Education Review Steering Committee to identify existing policies and funding provisions for JLARC review, with the goal of determining whether they achieve intended outcomes, improve student performance, are cost-effective, and should be maintained, modified, or repealed. Supporters said the bill is intended to help reduce burdensome or ineffective requirements on school districts and free resources for students, while some members questioned how the committee would define policy and whether it could affect future mandates. A representative of the Washington State School Directors Association supported the concept as a meaningful review of unfunded mandates. The committee also heard House Bill 1295, which would require evidence-aligned literacy curriculum updates after 2027, require comprehensive K-4 literacy programs using structured literacy practices, direct PESB to revise literacy endorsement standards, require literacy-related continuing education, and direct OSPI to develop educator literacy training. Supporters, including parents, educators, students, dyslexia advocates, and district staff, argued that structured literacy is supported by research and would improve outcomes for struggling readers and students with dyslexia. One witness from the Washington Education Association supported the bill but raised concern about adding another continuing-education requirement. Testimony on the bill was extensive and largely in favor, with some discussion about whether the approach would address older students and how it would interact with existing district and ESD efforts. After public hearings, the committee moved into executive session and approved three gubernatorial appointments for confirmation recommendation. It adopted an amendment to House Bill 1796 and advanced the bill to Ways and Means, passed Engrossed House Bill 2317 to Rules, and adopted a striking amendment to Substitute House Bill 2594 before advancing it to Ways and Means. All actions were taken by voice vote, with no opposition recorded.

Transcript Highlights:

• The bill, the argument has been made in other committee hearings about skilled and trained.
• For some crafts, the minimum skilled-and-trained percentage on a job site is 60%.
• The bill, the argument has been made in other committee hearings about skilled and trained.
• Skilled and trained, as we all know, is in California law, specifically skilled and trained as we all
• If we're using taxpayer money, we do want, at the very least, a skilled and trained workforce.

Committee: House Higher Education

Keywords: 988, house, all

Transcript Highlights:

• We have training houses built in.
• We're also doing a lot of training with our staff.
• that in order to give them the skill set.
• And as part of that, you have classroom training.
• So they have a a 2 weeks of court training.

Keywords: 999, senate, all