Transcript Highlights:

• </c><00:04:19.440><c> development,</c> include exploration, skill development, include exploration, skill
• So, to me, we need to probably cross-train or maybe have some more continuing-ed type training for some
• </c><00:33:26.880><c> and</c> This is to help them gain skills and This is to help them gain skills and
• Our secret critical STEM skill sets.
• </c><00:40:36.400><c> a</c> that environment and training a that environment and training a workforce

Committee: Senate Jobs and Economic Development

Keywords: 1187, senate, all

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 cull that eligible training provider list to make sure that we're not training
• and when we are spending on training we're running people through ITAs with a big eligible 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 testimony from Nick Moore, Acting Assistant Secretary of the Office of Career and Technical Education, on efforts to better align workforce, education, and human services programs. Moore argued that WIOA, Perkins, and ESSA were designed to function as an integrated talent system, but that federal and state bureaucracy has kept them siloed. He said the Department of Labor and OCTAE are working on more integrated state plan guidance, including a 2026 plan modification timeline, combined Perkins/WIOA plans, and greater use of labor market information to align training with in-demand jobs and Workforce Pell. Moore emphasized reducing overhead, cross-training staff, using common intake and integrated case management, and focusing on the “shadow labor force” of people facing benefit cliffs, child care barriers, or other obstacles to work. He repeatedly urged states to use waivers and flexibility where possible, to consolidate or streamline local workforce structures, and to hold programs accountable through measures such as labor force participation, training-related employment, retention, and cost per successful outcome. Members asked about the balance between flexibility and accountability, the role of employers versus postsecondary institutions, rural “training deserts,” state waivers, and data systems such as Mississippi Spark and Arkansas Launch. Moore said states should use technology and integrated intake to co-enroll eligible participants in multiple programs and better match people to jobs. In response to questions, Moore said some federal rules cannot be waived, but many reporting and administrative requirements can be streamlined, and he encouraged Arkansas to propose ideas for waivers or state-level integration. He also discussed the need for enhanced wage records and state longitudinal data systems to improve workforce planning and economic development. After Moore’s presentation, DHS Secretary Janet Mann and Director Jay Hill gave a brief update on reimbursement rates, saying the department had compiled more than 100 public comments, recommended holding the current rate, and was awaiting executive review; they estimated the process could take 30 to 60 days. The committee then adjourned, noting a later audit presentation scheduled for the afternoon.

Transcript Highlights:

• They start to build life skills.
• Then, in slide five, when you talk about workforce training Is this the type of training that fits into
• Yes, but it's not always in full-time training.
• training so they can get jobs that can't go away.
• We've provided a plethora of training.

Committee: House A&B Education Subcommittee

Keywords: 914, all

Transcript Highlights:

• and trained workforce that's trained when you're in these dangerous areas. ...that's a skilled and trained
• So it set up a procedure for them to use a skilled and trained workforce, pay prevailing wage, also a
• ... ...both the state's prevailing wage, the state's skilled and trained workforce requires it, and the
• They already do utilize a skilled and trained workforce because that's how we perpetuate the training
• Through our programs at EWDD, we help individuals find employment, expand their skills through training

Summary: The joint Senate and Assembly labor committees held a hearing on the Los Angeles wildfires and their impact on workers, employers, and recovery efforts. Chairs and members emphasized that rebuilding should prioritize worker safety, equity, local hiring, and strong labor standards rather than simply moving quickly or relying on the lowest bidder. They also stressed the need to learn from past disasters and to create a more coordinated state response for future emergencies. Worker advocates described how domestic workers, day laborers, firefighters, and other frontline workers were affected by the fires. Testimony focused on workers being trapped in evacuation zones, lacking timely information in Spanish, losing jobs and income, and facing exposure to toxic debris without adequate PPE. Speakers called for expanded outreach and education, stronger Cal/OSHA enforcement, broader occupational safety coverage for domestic workers and day laborers, recall and transfer rights, childcare and transportation support, and a centralized disaster relief system that can quickly deliver cash aid and equipment regardless of immigration status. Firefighter Derek Irwin said California firefighters face serious carcinogenic exposure and urged continued funding for the firefighter cancer prevention and research program, along with a long-term state health monitoring and research effort similar to the World Trade Center Health Program. Building trades and labor representatives argued that cleanup and rebuilding should be done through community workforce agreements, prevailing wage, apprenticeship requirements, and local hire provisions, and said the state already has trained workers available. They also said federal debris-removal work through the Army Corps has limited the state’s ability to impose some standards, but that state and local funding or subsidies should trigger labor requirements. Employer and business representatives described major losses to property, inventory, revenue, and jobs, especially in Altadena and nearby areas. The Altadena Chamber said it is coordinating recovery resources, while a construction business owner said small local firms are being shut out of disaster contracts and proposed a more accessible procurement process for local and minority businesses. LAEDC presented preliminary estimates of billions in property damage and business disruption, tens of thousands of potential job losses, and a recovery timeline of five to ten years, warning that low-income communities will be disproportionately affected and that workforce retraining and upskilling will be needed alongside the broader economic recovery.

Transcript Highlights:

• So all that training we did was lost.
• Are we making efforts to match their skills training and certifications with jobs available in the area
• How do we do career counseling, skills assessments?
• How do we do career counseling, skills assessments?
• But I was equipped with skills to enhance my employability, and I learned a whole bunch of life skills

Committee: House Administration of Criminal Justice

Keywords: 965, house, all

Transcript Highlights:

• Last year in Massachusetts, we trained more than 145,000 people in health and safety skills.
• Last year in Massachusetts, we trained more than 145,000 people in health and safety skills.
• Emergencies can happen anywhere, so the more people trained in these life-saving skills, the better the
• 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

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:

• Training, hands-on training.
• Training,<00:37:27.680><c> hands-on</c><00:37:28.240><c> training.
• I believe Training, hands-on training.
• capacity</c> skill training, hiring and capacity skill training, hiring and capacity building.<01:08
• </c> opportunity for skilled trades. opportunity for skilled trades.

Committee: Senate Jobs and Economic Development

Keywords: 1187, senate, all

Transcript Highlights:

• Sure, for skilled and trained, as the author stated, the skilled and trained workforce provisions were
• The bill doesn't require any school district to use skilled and trained, or not use skilled and trained
• and trained and can be on the job under the skilled and trained statute.
• Skilled and trained has largely been that as well.
• Especially where we've utilized skilled and trained requirements and the training requirements around

Committee: Senate Education

Keywords: 987, senate, all

Transcript Highlights:

• PLACEMENT IN MANY OF THE SKILLED TRADES.
• WHAT YOU WILL SEE IS THAT WE ARE LAUNCHING INNOVATIVE TRAINING PROGRAMS.
• THE OPEN DOOR GRANT WE WERE AWARDED ENABLED US TO TRAIN 64 GROUP LEADERS.
• RELATIVE TRAINING REGARDLESS OF THE STUDENT'S FINANCIAL BACKGROUND.
• WILL YOU TRAIN OUR PEOPLE? DO YOU HAVE TRAINED PEOPLE?

Keywords: 999, senate, all

Transcript Highlights:

• We invest money in training and to promote the unskilled through the ranks as they achieve a skill.
• What are we doing to find a way to touch people so we can get them trained and skilled?
• We're investing in that skills training and that workforce training, and we're investing in it at a higher
• So we've got to find way to get folks trained, and we got to make it easy to get them trained.
• We provide access to existing training programs. What the... ...training ourselves.

Committee: House Labor & Industrial Relations

Keywords: 965, house, all

Summary: The House Labor and Industrial Relations Committee met on April 9 and first took up Senate Bill 162, which would change the workers’ compensation medical treatment schedule appeal process. The bill, presented as a collaboration between the Attorney General’s office and trial lawyers, would require additional medical evidence submitted on appeal to be sent back to the medical director for review before court review continues. Members discussed the 30-day turnaround for the medical director and whether the process would delay injured workers’ cases. After testimony from injured workers’ representatives and support cards from several business and labor groups, the committee adopted the technical amendments and reported SB 162 favorably. The committee then heard House Bill 353, which would establish a state minimum wage beginning at $12 per hour in 2027, rising to $15 in 2029 and then indexed to inflation. Supporters, including the sponsor, Invest in Louisiana, the Workplace Justice Project, 10,000 Women Louisiana, the AFL-CIO, and a young witness from People’s Promise, argued that Louisiana’s wages have lagged behind costs of living, that many workers remain in poverty, and that the bill would help families, reduce reliance on public benefits, and improve economic stability. Opponents, including NFIB and small-business advocates, argued that the market should set wages, that the bill would raise labor costs, compress pay scales, reduce hours or hiring, and potentially increase prices. After extended debate, the committee voted and HB 353 failed. The committee next considered Senate Bill 383 on the incumbent worker training program. Senator Bass and Louisiana Works officials said the bill would expand and make the existing program more flexible, increase available funding, shorten the business eligibility period from three years to two, and allow unused funds to roll over. Members focused on how the program would reach workers, how businesses and employees would learn about training opportunities, and how it would support workforce development in growing regions. Support came from business and economic development groups, and the committee reported SB 383 favorably with amendments. Finally, the committee began Senate Bill 382, which would repeal the Workers’ Compensation Advisory Council, described as the Senate version of a bill the committee had already considered. The transcript cuts off during discussion of the prior vote on the similar House version, and no final action on SB 382 is shown in the excerpt.

Transcript Highlights:

• We need to look at the skills that they have because their skills might not fit what the needs are in
• The way we covered that was by entering ADOL training—job training—so you still get paid while you're
• training.
• Well, that is an option, is AD training?
• Sure, but somebody's got to be trained, and that's the component that's... ...trained, and that's the

Keywords: 1136, house, all

Transcript Highlights:

• We have really ensured that the clinicians not only have the heart for it but the skills and the training
• Ynn Morris, Chief Data Officer, so the youth agencies themselves coordinate those life skills training
• training.
• This can range from soft skills training all the way up to earning a college degree and anything in between
• How do they, how do you train them? Do you come to the county and train them?

Committee: House A&B Human Services Subcommittee

Keywords: 914, all

Transcript Highlights:

• And one of the things that is In creating, delivering trainings.
• But there's also what we call transferable skills.
• skills, the employers say, please do the transferable skills.
• If we had to choose, we will train on the technical skills.
• Unlimited immediately following that training.

Committee: Senate Education Postsecondary

Summary: The Committee on Education Postsecondary heard a presentation on Florida’s maritime and ocean economy from Florida Atlantic University, the College of the Florida Keys, and Star Center. Speakers emphasized the importance of maritime industries such as aquaculture, marine engineering, shipbuilding, transportation, coastal resilience, and offshore renewable energy, and described workforce programs, certifications, and partnerships designed to train students and workers for these fields. They also highlighted federal and state initiatives supporting ocean economy research and commercialization, including tech hubs and innovation programs. The committee then considered SB 312 relating to the Florida Institute of Human and Machine Cognition. Senator Gates explained that the bill would allow IHMC to create a subsidiary to commercialize research, similar to Moffitt Cancer Center. Senator Fine offered and the committee adopted a friendly amendment addressing board membership concerns tied to a University of West Florida trustee. However, after questions arose about whether the bill and analysis aligned on whether subsidiaries would be for-profit or not-for-profit, the bill was tabled. Finally, the committee took up SB 270 on the Bright Futures Scholarship Program. The bill would extend eligibility for students in certain military/public-service family situations, giving families more time to establish Florida residency after returning to the state. Senator Fine’s amendment was adopted to add AP Capstone Diploma students to the automatic Bright Futures eligibility provisions, alongside IB and Cambridge AICE students. The committee then reported the bill favorably as amended by a vote of 7-0, and adjourned.

Transcript Highlights:

• When accounting for productivity, training, and reduced rework, skilled and trained workforce complete
• We appreciate the inclusion of prevailing wage and skilled and trained workforce standards.
• The Chair and the Insurance Commissioner touched on many points about why utilizing a skilled and trained
• Importantly, skilled and trained requirements are not over-rigid.
• This is not a 100% skilled and trained statute.

Summary: The Assembly Labor and Employment Committee heard and advanced a series of bills, mostly on worker safety, wages, workforce training, and retirement savings. AB 2137 (Chen) would strengthen safety rules and certification for artificial stone fabrication shops to reduce silica exposure; AB 2499 (Gibson) would require Cal/OSHA to develop heat-illness protections for incarcerated workers and staff in correctional facilities; AB 2300 (Arambula) would streamline the disbursement of state and federal workforce funds; AB 2646 (Krell) would establish a minimum wage floor for certain agricultural workers; AB 2227 (Connolly) would tighten licensing and bond requirements for farm labor contractors and add default-judgment procedures for wage claims; AB 1869 (Haney) would create a reporting process for alleged REIT interference in hotel operations; AB 2650 (Pellerin) would expand CalSavers with emergency savings accounts and other updates; AB 2634 (Zbur) would prioritize labor-management partnerships in High Road Training Partnership grants; and AB 1888 would require skilled-and-trained workforce and prevailing wage standards for work under the Safe Home Grant Program. AB 1534 (Irwin) would create California’s approval process for short-term Pell-eligible workforce programs. The committee also took up several consent items, including AB 1904, AB 1980, AB 2550, AB 2078, and AB 2682. Most bills were described as aligning state programs with federal law or improving worker protections and program quality, while opponents generally raised concerns about costs, administrative burden, regulatory uncertainty, or reduced oversight. Testimony was largely split along labor and industry lines. Supporters included labor unions, legal aid groups, workforce boards, and affected workers or family members, who emphasized heat illness, wage theft, silica exposure, poor prison conditions, and the need for higher-quality training and retirement access. Opponents on several bills, especially those affecting agriculture, REITs, and workforce administration, argued the measures would increase costs, create uncertainty, or duplicate existing law. On AB 2227, committee members engaged in extended discussion about Labor Commissioner delays and whether the bill’s default-judgment and bond provisions would meaningfully help workers. On AB 1869, members and witnesses debated whether the bill created new standards or simply improved enforcement of existing REIT rules. The committee voted to pass all of the measures heard, generally with motions to do pass and re-refer to the Committee on Appropriations. Several bills were held open for absent members during the meeting, and later add-on roll calls recorded additional ayes, moving the bills out of committee. The meeting concluded after the consent calendar was approved and the committee adjourned.

Transcript Highlights:

• We invest money in training and to promote the unskilled through the ranks as they achieve a skill.
• program, to provide relative to the incumbent worker training account, to provide for the training of
• What are we doing to find a way to touch people so we can get them trained and skilled?
• So we've got to find a way to get folks trained, and we've got to make it easy to get them trained.
• We provide access to existing training programs. What the... ...training ourselves.

Summary: The committee first took up Senate Bill 162, which would change the workers’ compensation medical treatment schedule appeals process by allowing additional medical evidence submitted in court to be sent back to the medical director for review and a new opinion. The Attorney General’s office explained the bill, noting a 30-day deadline for the medical director to act before the case returns to court. The bill drew support from injured workers and several business and labor groups, and the committee adopted technical amendments and then reported the bill favorably without objection. House Bill 353, which would establish a state minimum wage starting at $12 in 2027, rising to $15 in 2029 and then indexed to inflation, prompted extensive testimony and debate. Supporters, including the sponsor, Invest in Louisiana, the Workplace Justice Project, 10,000 Women Louisiana, and the AFL-CIO, argued that Louisiana’s wages have lagged behind living costs, that many workers remain in poverty despite working, and that higher wages would help families and local economies. Opponents, including NFIB and several members, argued that the market is already setting wages above the federal minimum in many jobs, that a mandate would raise costs, compress pay scales, reduce hours or jobs, and hurt small businesses. After discussion, the committee voted on the bill and it failed on a roll call vote. The committee then reported Senate Bill 383 favorably with amendments. That bill expands the incumbent worker training program by increasing funding flexibility, shortening the business eligibility period from three years to two, and allowing unobligated funds to roll over. Members and the Louisiana Works secretary discussed workforce training, outreach, and how to connect workers to existing training programs and high-demand jobs. The committee also reported Senate Bill 382 favorably, which repeals the Workers’ Compensation Advisory Council, and began hearing House Bill 422, the “Behind-the-Counter Safety Act,” aimed at workplace violence protections for retail and food service workers, including signage, reporting, and enhanced penalties; the sponsor explained it was intended to address attacks on frontline workers and to give businesses a tool to warn against violence.

Transcript Highlights:

• They help create for nursing and give them skills and training for weeks, and for those people to become
• weeks</c> give them skills and training for weeks give them skills and training for weeks and<00:04:
• </c> benefit so we're hiring people training benefit so we're hiring people training them<00:18:41.440
• </c> flexibility and accelerated training flexibility and accelerated training programs<00:37:39.079>
• </c><00:40:25.800><c> nursing</c> other facilities like skilled nursing other facilities like skilled

Bills: HF110 , HF111 , HF263 , HF105

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

Keywords: HF110, Adrian Independent School District, Independent School District No. 511, school construction, sales tax exemption, use tax refund, refundable exemption, construction materials, capital improvements, school roofing, playground remodel, retaining walls, plumbing, bathroom remodel, locker room remodel, window replacements, local tax relief, general fund appropriation, Minnesota chapter 297A, retroactive tax refund

Transcript Highlights:

• We have training houses built in. I think Dr.
• We are also doing a lot of training with our staff.
• How long is that pre-service training in order to give them the skill set?
• It's a very different skill set to do this. Yes.
• You have classroom training.

Committee: Senate Children, Families, and Elder Affairs

Summary: The committee heard three presentations focused on child welfare workforce development and the needs of children in Florida’s dependency system. First, the Florida Institute for Child Welfare described its Grow Center and related initiatives, including academic curriculum enhancements, simulations, virtual reality training, coaching, on-demand learning, advanced certifications, and the planned Tallahassee learning lab opening in January 2026. Members asked about conflict resolution, domestic violence, addiction, and microcredentials; the presenter said the institute is expanding training in those areas and is working with DCF to align advanced certifications with the department’s career ladder. The Department of Children and Families then presented on the Continue the Mission initiative, which recruits veterans, military spouses, and former law enforcement officers into CPI, API, and case management roles. DCF said it has held more than 240 hiring events and hired 372 such workers since launch, while also improving recruitment and retention through higher starting pay, streamlined hiring, rebranding, wellness supports, and enhanced pre-service training. Senators asked about PTSD concerns, staffing levels, caseloads, hotline vacancies, and salaries; DCF said it had not seen direct PTSD issues from the hiring effort and provided figures including a $50,000 starting salary for CPIs, $37,000 for APIs, and average caseloads of 12 to 15 investigations for CPIs and about 10 for APIs. Finally, DCF discussed the increased acuity of children in the dependency system, explaining that fewer children are entering care overall but those who do often have more complex behavioral, mental health, developmental, or medical needs. The department highlighted a new Behavioral Qualified Residential Treatment Program (BQRTP) designed for youth who need more intensive support than traditional foster or group home settings but do not require inpatient psychiatric treatment; one facility is licensed with 12 of 14 beds filled, and DCF said it is seeking funding for placement for 230 youth total. Members pressed for details on licensure timelines, standards, funding, and the handling of crossover youth and lockouts, and DCF said it uses braided funding and works with DJJ, APD, and lead agencies through local and state review teams. A representative of the Florida Coalition for Children also testified, saying the issue is complex and multi-year, and that the coalition is working on possible legislative and programmatic solutions. The committee took no formal votes and adjourned after the presentations and discussion.

Transcript Highlights:

• and being able to teach the skills needed.
• Skills or help them pay for stuff.
• It's not training individuals with disabilities.
• We want to do vocational training.
• They are getting those soft skills and play job skills, and then we're making offers based off of that

Keywords: 914, all

Transcript Highlights:

• being trained to teach math, both at the elementary level and the secondary, it increases the number
• into grade-level skills.
• grade-level skills.
• , skilled trade, and STEM-related fields.
• to support growth in technical skilled trade and STEM-related fields building those skills early is

Bills: SB29 , SB64

Committee: Senate Senate Education

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention

Transcript Highlights:

• The training is invaluable.
• They are far less likely to graduate, far less likely to pursue higher education or skilled training,
• While all four of my boys were skilled readers, I watched my youngest, Of my boys were skilled readers
• Thank you. ...good vehicle for training teachers.
• This letters training takes two years.

Bills: SB29 , SB37

Committee: Senate Senate Education

Keywords: SB29, math requirements for teaching license, teacher licensure, teacher endorsement, mathematics methods, elementary education, secondary education, special education, early childhood education, reciprocity, Public Education Department, Mathematics and Science Education Act, mathematics instructional leadership framework, professional learning plan, K-3 screening, mathematics screening assessment, mathematics difficulty, support plan, multilevel support, intervention