Transcript Highlights:

• the S and faculty will need a higher level of education or preparation and additional credentials to teach
• They they pay nothing for their last resort that and or their doctor it and and teach them how to become
• We need educated quality faculty who are experienced in the classroom and know how to teach.
• appropriately credentialed, which is difficult as well because the to have either a master's or doctorate to teach
• We do essential clinical skills that you need to be able to teach clinical in the nursing education in

Keywords: 999, senate, all

Transcript Highlights:

• In other words, your grant foundation is telling your teachers how to teach.
• Not the school board, not the principal, not the superintendent how to teach.
• teach in local classrooms.<01:14:07.600> In<01:14:07.840> other<01:14:08.000> words
• Not the schoolboard, not the to teach.
• how to teach. how to teach.

Keywords: 1191, senate, all

Transcript Highlights:

• It also ensures that the teaching of a curriculum is balanced and appropriate.
• It also makes sure that the teaching of a curriculum is balanced and appropriate.
• It also ensures that the teaching of a curriculum is balanced and appropriate.
• And that's really critical and important for making sure that there's accountability in what we're teaching
• It also makes sure that the teaching of a curriculum is balanced and appropriate.

Bills: SB 2

Keywords: 1185, senate, all

Transcript Highlights:

• music or PE or administration to teach music or PE or administration costs.<00:19:18.120> So,
• you know, when you get your um at teach you know, when you get your teaching<00:47:12.080> degree
• teaching degree teaching degree um<00:47:13.400> and<00:47:13.720> now<00:47:14.000
• There's hardly any time left to teach.
• There's hardly any time left to teach. teach. teach.

Keywords: 1191, senate, all

Transcript Highlights:

• the students what the students teaching the students what the students are<00:32:20.000> eventually
• >> So, the 306s refer to the standards in that um the minimum standards require that schools teach math
• , for example, and require that school districts in teaching math are um in some way using the state
• standards require that schools teach standards require that schools teach math,<00:36:58.160>
• you how to read, but not really teaching you how to read, but the<00:45:59.839> comprehension.

Keywords: 1189, house, all

Transcript Highlights:

• So there's some follow-along activities, kind of like, you know, when I was teaching my daughter how
• So before someone goes to this program, we teach situational awareness.
• things that we have taught people, that they really need to not be dependent so much on us, but to teach
• things like situational awareness, teach things like if you are having any issues... ...awareness, teach
• Yes, we always need to teach more about safety.

Keywords: 914, all

Summary: The committee/task force met with several disability service providers to discuss integrated employment, transition services, and barriers to community jobs for people with intellectual and developmental disabilities. Robin Arder and Belinda Stevens of ThinkAbility described creating their own businesses when community employers were not hiring their clients, and said rigid service rules, employer readiness, bullying, and reimbursement structures often force the person to fit the service rather than the service fitting the person. They said they have not seen clients lose benefits, but they do closely manage reporting to Social Security and related supports. Tina Hannah of South Central Industries described a broad business model that includes manufacturing, janitorial work, city beautification, state-use contracts, a food truck, and an entertainment trailer, along with an adult day program and residential services. She said many employers are hesitant because of productivity and cost concerns, and that businesses are often more open to contracting with her agency than hiring individuals directly. Miranda Figueroa of A New Leaf said her agency is moving toward a more person-centered model with sheltered work, volunteer sites, paid contracts, and a Transition Academy. She said the academy is a two-year program focused first on independent living and then on employment, with internships and an 85% placement rate, but funding is a major barrier because the program is not accredited and students cannot access traditional aid. She also cited dual diagnoses, inconsistent job coaches, and employer uncertainty as major obstacles. Angela Decker and Deborah Copeland of DRTC described DRTC’s long-running enclave contracts, a new Community Skills and Connections program, and a plan to phase out 14(c) subminimum wage use by the end of the year. They said the new program is designed to keep people engaged in community-based skill-building and networking while families still need day supports, and that DRTC has developed more than 100 community partnerships. Senator Kirt, Rep. Hefner, and participants discussed broader system issues, including the need for better school-to-work transition, more social integration, transportation, safety, and employer education. DRS staff said the agency is already required to provide pre-employment transition services in schools starting at age 14 and offers employer accommodations support and job-carving assistance, though they acknowledged federal reporting expectations and service rules can be restrictive. Several participants raised concerns about line-of-sight restrictions, congregate living rules, benefit cliffs, and the difficulty of moving from DDS to DRS services. The group also discussed the need for better data and possible working groups focused on in-school transition, program support and blending services, and community integration. No formal votes were taken.

Transcript Highlights:

• So there's some follow-along activities, kind of like, you know, when I was teaching my daughter how
• So before someone goes to this program, we teach situational awareness.
• things that we have taught people, that they really need to not be dependent so much on us, but to teach
• things like situational awareness, teach things like if you are having any issues, Awareness, teach
• Yes, we always need to teach more about safety.

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:

• Today, eight have been terminated, 14 have been inactivated, and seven remain in teach-out with just
• And if you can imagine, I'm just going to take football for an example: try and teach football by sitting
• So we're not just teaching the kids, we're also teaching the parents, the grandparents, everyone in town
• Birwagon retired, I served as a professor in the NDSU Polymers and Coating Department teaching classes
• Birwagon retired I served as a professor in the NDSU Polymers and Coating Department teaching classes

Summary: The committee met at NDSU and approved the April 9 minutes. The main purpose of the meeting was an informational presentation from NDSU President David Stewart and university leaders on the university’s priorities, including enrollment, student success, research, commercialization, and use of New Horizons funding. Stewart emphasized a “One NDSU” approach, thanked legislators for past support, and said the university will focus on recruitment and retention, a new strategic plan, and growing research and tech transfer while serving North Dakota’s workforce needs. University leaders said NDSU is using tuition waivers more strategically and will work to reduce them over time through scholarship optimization. Provost Sherry Vale described academic portfolio reviews, program closures or consolidations, strategic hiring, and workload policies aimed at aligning resources with demand. They also highlighted student outcomes, including high completion rates, strong employment placement, and NDSU’s role in producing a large share of the state’s engineers, nurses, and agriculture graduates. Several students testified about how NDSU’s mentoring, internships, research, and support services helped them succeed. The committee also heard from partners on New Horizons-related collaborations: Gateway to Science described K-12 STEM outreach in rural and tribal areas, and Sanford Research discussed joint research efforts, including COBRE-related work, obesity and GLP-1 studies, and a joint biostatistics hire. Later speakers highlighted Governor’s School and NDSU’s research and commercialization efforts, including growth in research expenditures and invention disclosures. No additional votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• younger organizers and staffers, myself included, through what I'd call Terry's School of Activism, teaching
• younger organizers and staffers, myself included, through what I'd call Terry's School of Activism, teaching
• of different roles to contribute to Vermonters, from protecting and preserving our environment to teaching
• <00:09:13.360> to and preserving our environment to and preserving our environment to teaching
• the next generation of teaching the next generation of stewards.<00:09:15.920> One<00:09:16.240

Keywords: 926, house, all

Summary: The House began with a moment of silence and read two adopted House Concurrent Resolutions. HCR 298 recognized the importance of the Vermont Department of Fish and Wildlife’s fish culture program and hatcheries to aquatic sustainability, recreational fishing, education, and the economy. HCR 300 honored the life and work of Terry Anderson, a Vermont AIDS advocate, Democratic Party leader, and longtime activist; members offered personal tributes to his compassion, mentorship, and political leadership, and the resolution was sent to his family and the Vermont Democratic Party. The chamber then took up several bills returned from the Senate. H. 583, relating to clinical decision-making, was explained as having minor Senate amendments adjusting dates and adding collaboration language for Green Mountain Care Board reporting; the House Health Care Committee recommended concurrence, and the House agreed. H. 657, relating to Department for Children and Families programming, was also amended in small ways, including changes to language on Social Security benefits for youth in foster care, certification forms for unaccompanied youth, and an effective date; after debate about whether the bill could affect family separation, the House adopted the Senate changes by roll call vote, 133-2. The House next considered S. 202 on portable solar energy generation devices. The Senate’s changes narrowed landlord-related language and updated appliance efficiency standards; the House Energy Committee then proposed a further amendment striking the Senate’s addition of electric motors from the efficiency list, citing conflicting testimony, and the House concurred with that further amendment. Members also discussed notice procedures between tenants and landlords and the safety rationale for the bill. Finally, the House passed S. 208 on standards for law enforcement identification and S. 212 on potable water supply and wastewater system connections, both in concurrence with proposals of amendment. The House then recessed until 1:00 p.m.

Transcript Highlights:

• When I started teaching, When I started teaching, I thought I understood the importance of financial
• I went back to my alma mater, the University of Pennsylvania, and started teaching a course.
• Basically, I was teaching a younger version of me how to buy a house, how to buy a car, what's your 401
• on one thing, too, because I know there's a lot of times, again, being a guy who's played and is teaching
• So imagine as a coach you're trying to build culture and you're trying to teach life through sport, and

Summary: The committee held an informational hearing on name, image, and likeness (NIL) and financial literacy for student athletes, with members framing California as a national leader on NIL but emphasizing the need for stronger protections and more consistent education. The chair and witnesses discussed how NIL opportunities now include both third-party endorsement deals and school revenue-sharing arrangements, and how the current landscape varies widely by institution, leaving athletes with a patchwork of rules and support. Several witnesses argued that student athletes, especially younger ones and those from low-income or first-generation backgrounds, are vulnerable to predatory contracts, tax problems, and pressure from family, agents, or lenders. The first panel featured Tyree Dillingham and Brandon Copeland, who called for standardized financial literacy, better guardrails against predatory NIL advances, and a player-led association or similar collective voice for athletes. They described examples of athletes not understanding paychecks, taxes, or contract terms, and warned that some schools and collectives blur the line between education and marketing. Copeland also argued that college athletics now functions like a professional business and that athletes need representation and a standard contract structure to protect them. The second panel focused on lived experience, including testimony from attorney Anthony Coronae and student athlete Mikey Williams. Coronae described reviewing a contract that he said functioned like a predatory loan disguised as marketing support, with the company taking exclusive rights to Williams’ NIL and requiring repayment far beyond the advance. Williams testified that he signed without a lawyer, later lost endorsements, scholarship, and housing stability, and only later learned the contract’s consequences. He said a required financial literacy course at Sacramento State helped him begin to understand budgeting, taxes, and contracts, and he urged the legislature to require legal review or stronger safeguards for athletes. The third panel, from San Diego State University, highlighted a more structured institutional model. Athletic director Brendan Hill described a mandatory four-year life-skills program that includes financial literacy, resume workshops, internships, and branding education, while student athlete Sloan Benchoff said the program helped her manage money and prepare for post-college life. Witnesses agreed that support is uneven across schools, that some agents and lenders are exploiting athletes, and that California should consider standardized financial education and agent regulation while also being careful not to create rules that unintentionally restrict athlete rights. No formal vote or bill action was taken at the hearing.

Transcript Highlights:

• When I started teaching, When I started teaching, I thought I understood the importance of financial
• I went back to my alma mater, the University of Pennsylvania, and started teaching a course.
• on one thing, too, because I know there's a lot of times, again, being a guy who's played and is teaching
• So imagine as a coach you're trying to build culture and you're trying to teach life through sport, and
• So imagine as a coach you're trying to build culture and you're trying to teach life through sport, and

Keywords: 988, house, all

Summary: The committee held an informational hearing on name, image, and likeness (NIL) financial literacy programs and how NIL is affecting student athletes in California. The chair opened by noting California’s early leadership on NIL and the need to ensure athletes have the education and support to manage contracts, taxes, budgeting, and other financial decisions. Witnesses across the panels generally agreed that NIL has created new opportunities but also significant risks, especially for young athletes who may lack experience, legal advice, or consistent institutional support. Tyree Dillingham and Brandon Copeland described widespread financial vulnerability among student athletes, including confusion about pay, taxes, credit, and contract terms, and warned about predatory deals, cash advances, and conflicts of interest. They argued for standardized, mandatory financial literacy and stronger protections, including a players association model and limits on predatory practices. Mikey Williams and attorney Anthony Coronae gave a personal account of a NIL-related advance they said functioned like a payday loan, with terms they said were not fully understood and that left Williams owing money while his name and image were used to raise additional funds. They urged legal review, clearer rules, and guardrails to prevent similar exploitation. Adam Shore, athletic director at the University of the Pacific, and San Diego State representatives Brendan Hill and Sloan Benchoff offered an institutional perspective. Shore said college sports are in a chaotic transition, with transfer rules, revenue sharing, and NIL creating pressure on schools, but he also described existing support structures and suggested California consider adapting sports-agent registration rules and pursuing a national solution. Hill and Benchoff highlighted San Diego State’s mandatory multi-year life skills program, which includes financial literacy, internships, and career preparation, and said that model should be standardized statewide. No votes were taken; the hearing was informational and focused on testimony, questions, and policy ideas.

Transcript Highlights:

• We teach it to our kids. We expect it in our workplace, and kids learn fairness.
• I believe sport teaches discipline, teamwork, perseverance, and above all, fairness.
• I believe so sport teaches discipline that he just teamwork. It just perseverance.
• It's important, and I would hope that you would teach your child that.
• They teach discipline, perseverance, and teamwork.

Keywords: 1183, house

Transcript Highlights:

• I'll be short on time, but those other couple of provisions lean on employing non-degreed teachers to teach
• These courses did more than just teach history.
• This supports a more honest and proud understanding of our past. by teaching students how different groups
• the things that I think is most fruitful about an ethnic studies course in HB178 is being able to teach
• I'm sure somebody that teaches these programs would be able to answer that question.

Bills: HB178, HB178, HB1551, HB1939, HB2040, HB2354, HB2674, HB3029, HB3460, HB3631, HB3662, HB5201, HB5381

Keywords: efficiency audit, political subdivision, tax rate, fiscal management, government accountability, Texas education, public schools, curriculum, social studies, high school graduation requirements, State Board of Education, Education Code, ethnic studies, world history, world geography, U.S. history, government, economics, personal financial literacy, free enterprise

Transcript Highlights:

• Justice Scalia spent his life teaching lawyers to faithfully interpret the Constitution and laws according
• It teaches me that it is a duty to stand up for the rights of the defenseless.
• Throughout my 32-year legal career, I have honored this teaching through my legal work.
• I will respect the words of statutes and the teachings of the courts, even if I don't disagree with them
• My faith itself teaches first openness to all, respect for all, and protecting the defenseless.

Keywords: Department of Justice, nominations, Assistant Attorney General, civil rights, enforcement, committee discussion

Summary: The meeting covered important discussions surrounding key nominations in the Department of Justice, specifically for the roles of Assistant Attorney General for Civil Rights and the Office of Legal Policy. Various committee members took turns to express their views on the nominees, emphasizing the implications of their potential confirmation on civil rights enforcement in the country. Alongside the committee discussion, the nominees provided insights into their professional backgrounds and how their experiences align with the responsibilities of the positions for which they have been nominated.

Transcript Highlights:

• I'm the only superintendent in the history of Holmes County that's managed to give raises to my teaching
• because he has a family of five, one going into college next year, and just going over there and teaching
• the world are first-, second-, third-grade teachers, not high school teachers, because that’s who teaches
• You know, when I started back in my teaching career, buddy, my superintendent would put down what my
• salary was, and then what...” “...back in my teaching career, buddy, my superintendent would put down

Summary: The Senate Education Pre-K-12 Committee met to discuss the needs of rural school districts and the role of Florida’s three regional education consortia: the Panhandle Area Education Consortium, Northeast Florida Educational Consortium, and Heartland Educational Consortium. Executive directors and several rural superintendents described the consortia as member-led organizations that provide shared services, professional learning, leadership development, grant support, cooperative purchasing, risk management, IT/cybersecurity help, and back-office assistance that small districts could not afford to provide on their own. They emphasized that rural districts are often very small, have limited staff, and must still meet the same state reporting and compliance requirements as large urban systems. Testimony focused heavily on teacher recruitment and retention, alternative certification, and the difficulty of staffing specialized roles such as CFOs, MIS directors, IT staff, and content-area teachers. Superintendents said many new hires are career changers or alternatively certified teachers who need consortium-supported training, and several argued for more flexibility in funding so districts can raise salaries and compete with neighboring districts and nearby states. Members also asked about the impact of declining enrollment, homeschooling, and voucher-related school choice; superintendents said those trends are reducing FTE and creating budget instability, while also requiring districts to right-size staff and programs. Several speakers described the financial strain on rural districts, including rising insurance costs, transportation costs, and the challenge of forecasting budgets when enrollment changes after the school year begins. One superintendent recounted major hurricane damage and said consortium risk-management support was essential to recovery. Others said the consortia help districts pool resources for property and health insurance, payroll, student data systems, and procurement, and that this shared approach saves money and improves services. No votes or formal committee actions were taken during the meeting.

Transcript Highlights:

• may want to come back and teach math. may want to come back and teach math.
• I'm not going up to 80% to teach math.
• in the private school to go teach in the private school?
• They have been teaching CTE and workforce training.
• teaching CTE and workforce training. teaching CTE and workforce training.

Keywords: MS Senate Floor - 9 February, 2026; 2:00 PM, 925, all

Summary: The Senate convened with a quorum present, received an invocation from Dr. Pearl Huggin, and approved dispensing with the reading of the journal, committee reports, and bill titles. Several guests were introduced, including Dr. Huggin’s family, the doctor of the day, first-year medical students from the University of Mississippi Medical Center, and representatives from Mississippi hospitals and law enforcement. The chamber then moved to the calendar and took up multiple bills. Senate Bill 2911, concerning alternative return-to-work provisions for state retirees, was explained as shortening the required separation period from 90 days to 30 days and allowing retirees to return in certain positions at up to 80% of the salary for the job they are performing, with the employer paying both sides of retirement contributions. Supporters said it would help fill vacancies in education, public safety, corrections, and local government and could save money compared with contract labor; questions focused on work expectations, insurance, and how the bill would apply to teachers, bus drivers, and other retirees. The committee substitute was adopted, and the bill passed on the afternoon roll call. Senate Bill 2272, which would exempt certain agriculture and forestry items from the 1.5% sales tax, was explained as reducing the tax to 0% for qualifying commercial farmers and loggers and expanding covered items to include equipment and fencing supplies. A question clarified that the exemption applies to commercial operations, not individuals raising animals for personal use. The bill passed on the afternoon roll call. Senate Bill 2909, which lowers the years needed for unreduced retirement under tier five from 35 to 30, was also taken up; after adoption of the committee substitute, the bill was laid on the table subject to call of the chair because of a pending amendment. The Senate also tabled a motion to reconsider Senate Bill 2588 (the Shield Act codification) and heard Senate Bill 2260, which creates a government efficiency task force to study ways to streamline agency licensing and service delivery; that bill was explained as a preliminary study commission intended to recommend consolidation and a more one-stop approach to state services.

Transcript Highlights:

• So those are all topics that our small agricultural business management team teaches about.
• We teach about things that statewide.
• > planning<00:02:51.680> and also teach about business planning and also teach about business
• business management team teaches about. business management team teaches about.
• We teach about and bring to our efforts.

Keywords: 1187, senate, all

Transcript Highlights:

• Our after-school programs teach many of the same things as sports, such as teamwork and communication
• We have longitudinal evidence that our programs teach the exact same STEM skills that our future workers
• Our after-school programs teach many of the same things as sports, such as teamwork and communication
• Our after-school programs teach many of the same things as sports, such as teamwork and communication
• Our programs teach many of the same things as sports, such as teamwork and communication, but students

Keywords: 1187, senate, all

Transcript Highlights:

• teacher professional development, specifically to help teachers meet the minimum qualifications to teach
• teacher professional development, specifically to help teachers meet the minimum qualifications to teach
• And so we still have to meet the fundamental requirements for teaching.
• expansion as replacing high school courses or positions when teachers do not meet qualifications to teach
• Highlands maintained adult education teaching credentials.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• by faculty of the UCs, the CSUs, and the California Community Colleges to promote innovation in teaching
• Our faculty grantees develop innovative curriculum, teaching resources, and technology tools to improve
• Our faculty grantees develop innovative curriculum, teaching resources, and technology tools to improve
• These factors will continue to cause instability for investments into teaching and learning.
• MacArthur teaches writing at UC Davis and is a co-leader of a $1.5 million grant project that involves

Keywords: 988, house, all

Summary: The committee heard a lengthy presentation on San Mateo County’s request to restore in-lieu vehicle license fee (VLF) funding, which county officials said would otherwise leave the county and its cities facing major budget losses. Supervisors and local officials argued the 2004 VLF swap was intended to hold local governments harmless, but the formula no longer works for San Mateo because of its mix of basic-aid school districts and high property values. They said the loss would force deep cuts to homelessness services, rental assistance, mental health programs, libraries, parks, public safety, wildfire mitigation, and nonprofit partners, with examples including shelter closures, reduced police and fire staffing, and layoffs. The Department of Finance responded that the payments are not statutorily mandated, are discretionary, and are not sustainable in the current fiscal situation, noting the state has still provided more than $300 million since 2012. Members from both parties expressed sympathy, questioned the formula, and said the issue may need a permanent legislative fix; public commenters from cities, labor, nonprofits, and public safety organizations overwhelmingly supported full restoration. The committee ultimately held the item open and later took vote-only action to move two unrelated items on the agenda. The committee also received an update from the Department of General Services on state property redevelopment projects, including the Hillcrest DMV site in San Diego, the Fell Street DMV site in San Francisco, and other state-owned properties. DGS explained that Hillcrest is not yet an active project, while the Fell Street DMV proposal shifted from an integrated housing-and-DMV concept to a plan to relocate DMV into leased space so the site can proceed as housing. Officials said the leased-space option is significantly cheaper than building a new DMV on-site and would allow the housing project to move forward, though questions remained about timing, costs, and whether the partnership model can work. Members pressed DGS on the broader challenge of converting state buildings to housing, and DGS said adaptive reuse depends heavily on building type, floorplate depth, light, and risk from unknown conditions behind walls. The committee also briefly discussed Fairview Developmental Center and the Southern California Veterans Cemetery feasibility study, with DGS saying both are progressing. In Government Operations items, the California Education Learning Lab asked for permanent restoration of its $4 million annual funding and a move from the Office of Land Use and Climate Innovation to GovOps, arguing that the program supports intersegmental innovation in teaching and learning across UC, CSU, and community colleges, including AI-related work. The Legislative Analyst’s Office recommended rejecting the restoration and continuing the planned wind-down, citing the state’s projected deficit and suggesting the interagency council could pursue non-state-funded grant opportunities instead. The committee held that item open. The next item, on the California Education Interagency Council, was presented as a staffing request for four ongoing positions, with GovOps saying the council has already been set up administratively and an executive officer has been appointed.