Bills: HR1299 , HB5317 , HB4544 , HB3234 , HB1993 , HB3726 , HB2954 , SB2393 , HB3482 , HR1352 , HB4684 , HB2252 , HB6506 , HB7432 , SB4530

Keywords: housing, affordable housing, homeownership, rental assistance, HUD, Department of Housing and Urban Development, zoning reform, land use, building codes, single-stair buildings, point-access block, infill development, housing supply, housing affordability, HOME Investment Partnerships, CDBG, Community Development Block Grant, FHA, Federal Housing Administration, small-dollar mortgage

Transcript Highlights:

• adding disaster relief protections for our borrowers, and requiring lenders to offer free financial literacy
• It also expands financial literacy components to the constituency here, which is something that we do

Bills: HB489 , HB545 , HB555 , HB583 , HB670 , HB672 , HB797 , HB814 , HB913 , HB952

Committees: House Commerce , House Commerce, Consumer Protection, and International Affairs

Keywords: transfer on death, TOD, beneficiary designation, investment accounts, brokerage accounts, securities, nonprobate transfer, estate planning, succession, probate, community property, forced heirship, financial advisor, broker-dealer, custodian, transfer agent, banking, wealth transfer, inheritance, Louisiana Revised Statutes

Transcript Highlights:

• <00:25:12.159><c> health</c> it to reduction, wellness, health it to reduction, wellness, health literacy
• 13.440><c> rid</c><00:25:13.600><c> of</c><00:25:13.760><c> prevention</c><00:25:14.240><c> and</c> literacy
• We got rid of prevention and literacy.

Bills: HF3521 , HF3563 , HF82 , HF2689 , HF1794 , HF3544 , HF3516 , HF1752

Committee: House Health Finance and Policy

Keywords: hospital moratorium, hospital construction, bed capacity, hospital expansion, health care facilities, hospital licensing, safety-net hospital, level I trauma center, Ramsey County, Minnesota health law, hospital beds, new hospital exception, certificate of need, inpatient capacity, emergency care, trauma services, health system regulation, state moratorium, hospital modernization, health infrastructure

Bills: HB1937 , HB2210 , HB2398 , HB3021 , HB3129 , HB3312 , HB3557 , HB4358

Committee: House Education Oversight

Keywords: HB1937, Oklahoma schools, student communications, electronic communication, digital communication, parent notification, legal guardian, school personnel, teachers, coaches, administrators, charter schools, public schools, administrative leave, corroborated report, investigation, employee file, discipline, termination, school board

Transcript Highlights:

• Foundational mathematics learning is as important as literacy, but it often doesn't get as much attention

Bills: HF1966 , HF54 , HF2043 , HF1171 , HF2741

Committee: House Education Finance

Keywords: HF1966, Minnesota Association of Alternative Programs, STARS program, alternative education, alternative programs, education finance, general fund appropriation, student support services, career readiness, employment skills, academic skills, social skills, student conferences, training grants, Minnesota Department of Education, specialized education, at-risk students, nontraditional education, HF54, Silver Lake

Transcript Highlights:

• Students' use of AI must be transparent, and they must give proper citations to AI when used.
• has to have no direct AI input.
• assigned AI level of two.
• But this scale, because AI is rapidly evolving, a level six could mean something like completely AI,
• AI, no co-creator whatsoever. ...could mean something like completely AI, no co-creator whatsoever.

Summary: The joint Senate and Assembly Education Committee hearing featured opening remarks from legislators welcoming students from the California Association of Student Councils and SABLE, with members emphasizing student voice and noting that several past student proposals had become law. The hearing then moved through multiple student panels presenting policy ideas, with members responding in a mix of support, technical questions, and cautions about cost, implementation, and tradeoffs in instructional time. The first panel proposed an annual civic engagement day for grades 7-12 to increase civic literacy and participation through flexible school-based activities. Members asked about costs, flexibility for sixth grade, voter registration, and how the proposal would fit within existing curriculum and standards. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added motioning rights and training on budgeting and LCAPs; members raised concerns about mandate costs, board size, and the scope of motioning authority. The third panel proposed middle school financial literacy instruction, potentially embedded in existing classes like math, with a 10-year phase-in for teacher training and curriculum updates; members questioned whether the state should wait for the already-approved high school financial literacy course to be implemented first. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice materials in discipline processes; members discussed prior legislation, confidentiality in expulsion hearings, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12, but members expressed skepticism that brief classroom sessions could meaningfully address mental health needs and suggested wellness centers or student-led awareness efforts instead. The hearing then began panel six on AI implementation in classrooms, with students arguing that districts need clearer guidance on AI use and that education must adapt rather than ignore the technology.

Transcript Highlights:

• You've heard a little bit about generative AI and AI, and we know that classrooms are changing just as
• AI in planning, differentiation, and accessibility, but they also learn the limits of AI.
• , such as the Vandal Early Literacy Symposium, and the College the science of reading and early literacy
• You've heard a little bit about generative You've heard a little bit about generative AI and AI, and
• AI is embedded in our courses across our teacher education programs and our candidates learn to use AI

Committee: Senate Education

Transcript Highlights:

• Students' use of AI must be transparent, and they must give proper citations to AI when used.
• A level one being the least AI allowed, a level five meaning the most. a level one being the least AI
• Students' use of AI must be transparent, and they must give proper citations to AI when used.
• has to have no direct AI input.
• assigned AI level of 2.

Summary: The Senate and Assembly Education Committees held their annual joint hearing with the California Association of Student Councils and SABLE, where student delegates presented policy ideas developed over two days. Committee members repeatedly praised student voice and noted that several past student proposals had become law. The hearing began with opening remarks from legislators and student organizers, who emphasized the importance of civic participation and the value of hearing directly from students. The chair also reviewed hearing rules and explained that the panels would be treated as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for grades 7-12, with flexible activities such as mock elections, civic fairs, Socratic seminars, and public comment practice. Members asked about costs, grade-level flexibility, voter registration, and how the proposal would fit within existing curriculum time. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with expanded training and motion rights. Legislators supported the concept but raised technical concerns about fiscal impact, the need for odd-numbered boards, the scope of motioning authority, and whether districts would need reimbursement if the mandate became statewide. A third panel proposed adding middle school financial literacy instruction by embedding it into existing classes, with curriculum and teacher training developed over time by state agencies. Members questioned how it would fit into adopted materials and whether the state should wait until the new high school financial literacy course is fully implemented before designing middle school instruction. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials in discipline processes. Senators discussed prior legislation, confidentiality concerns in closed-session hearings, and the fiscal cost of a state task force, while expressing support for stronger restorative practices. The final panel proposed more active mental health education through short, twice-semester classroom sessions for grades 7-12 focused on coping skills, time management, and awareness of resources. Assemblymember Castillo and Senator Cortese questioned whether teachers and counselors could effectively deliver the program, whether it would duplicate or overburden existing efforts, and whether wellness centers or student-led awareness efforts might be more effective. Committee members generally agreed the topic was important but were skeptical that another curriculum mandate was the best solution, and no votes or formal actions were taken during the hearing.

Transcript Highlights:

• A level one being the least AI allowed, a level five meaning the most. a level one being the least AI
• Students' use of AI must be transparent, and they must give proper citations to AI when used.
• has to have no direct AI input.
• AI level of two.
• But this scale, because AI is rapidly evolving, a level six could mean something like completely AI,

Transcript Highlights:

• Financial literacy program or not.
• Students' use of AI must be transparent, and they must give proper citations to AI when used.
• has to have no direct AI input.
• AI level of two.
• AI, no co-creator whatsoever.

Transcript Highlights:

• A level one being the least AI allowed, a level five meaning the most. a level one being the least AI
• Students' use of AI must be transparent, and they must give proper citations to AI when used.
• has to have no direct AI input.
• assigned AI level of two.
• AI, no co-creator whatsoever.

Summary: The annual joint Senate and Assembly Education Committee hearing featured student proposals from the California Association of Student Councils and SABLE, with opening remarks from legislators emphasizing student voice and the value of hearing youth ideas. Committee members noted the hearing was being streamed and that they would review the testimony even though some members could not attend because of fog-related travel issues. The first panel proposed an annual civic engagement day for grades 7-12, with flexible school-led activities such as discussions, mock elections, and voter registration-related events. Members generally praised the idea but raised concerns about costs, instructional time tradeoffs, how to evaluate effectiveness, and whether the proposal should better connect to existing civics standards and local curriculum. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added training and the right to make motions. Legislators supported student representation in principle but questioned whether the proposal should require one or two student members to avoid board tie issues, why some districts do not already have student trustees, and how the mandate would be funded if it became a state requirement. They also raised technical concerns about the scope of motioning power and the fiscal impact of converting a voluntary local practice into a statewide mandate. Later panels proposed adding middle school financial literacy instruction, expanding restorative justice practices, and creating more structured mental health education time. On financial literacy, students suggested integrating finance into existing middle school classes and teacher training over time; members worried about curriculum overload and suggested aligning the idea with the already-approved high school finance course. On restorative justice, students proposed a CDE task force and training for PPS-certified staff; legislators discussed prior related bills, confidentiality concerns in discipline hearings, and the likely cost of a state task force. On mental health, students proposed short, twice-semester classroom sessions focused on coping skills and awareness of resources, but members questioned whether such brief lessons could be effective and suggested that wellness centers, student-led awareness, and outside referrals might be more practical. No votes were taken; the hearing was informational and ended with encouragement for students to refine their proposals and follow up with legislators.

Transcript Highlights:

• AI literacy, critical engagement, and empowered ethics.
• , aligning with the newly launched human-centered AI certificate, our AI literacy course, and the AI
• , aligning with the newly launched human-centered AI certificate, our AI literacy course, and the AI
• This summer, at orientation, we launched a new AI literacy program on campus called AI Literacy Essentials
• And just to follow up on that, I mentioned the AI student ambassadors, AI literacy training.

Summary: The hearing focused on the California State University’s AI Empowered Initiative, including the systemwide rollout of ChatGPT EDU, the CSU Generative AI Committee, the AI Commons training hub, and the AI Workforce Acceleration Board. CSU officials said the initiative was designed to expand equitable access, avoid a digital divide, and prepare students for an AI-driven workforce. They described systemwide licensing, privacy protections, no use of CSU prompts or data to train models, voluntary faculty participation, professional development offerings, and a $3 million faculty grant program supporting AI-related teaching and curriculum projects across campuses, including San Jose State’s AI-focused programs and student orientation training. Committee members pressed CSU leaders and OpenAI’s representative on bias, privacy, data retention, liability, environmental impact, student mental health, sycophancy, and whether training should be required before access. CSU officials said training materials address ethical use, bias, and critical thinking, that interactions are treated like private email, and that users can report problematic outputs through the tool. They also said the system is separate from the federal preservation order affecting public ChatGPT data. Several members urged more uniform, systemwide training and stronger safeguards, especially for students and vulnerable users. Faculty, staff, and student representatives offered a more cautious view. The Academic Senate and Faculty Association said they had long pushed CSU to study AI and support faculty development, but criticized the rollout as too fast, insufficiently consultative, and too focused on vendor partnerships and spending. They raised concerns about intellectual property, surveillance, bias, environmental costs, workload, and the need for bargaining and transparency. The staff union called for worker councils, negotiated guardrails, and protections against job displacement. The student representative supported broader access and AI literacy but asked for clearer campus policies, more consistent training, better privacy explanations, and stronger student input. No formal votes were taken during the hearing.

Transcript Highlights:

• And AI literacy is essential to...
• AI literacy, critical engagement, and empowered ethics.
• , aligning with the newly launched human-centered AI certificate, our AI literacy course, and the AI
• This summer, at orientation, we launched a new AI literacy program on campus called AI Literacy Essentials
• And just to follow up on that, I mentioned the AI student ambassadors and AI literacy training.

Summary: The Assembly Committee on Higher Education and the Assembly Privacy and Consumer Protection Committee held an oversight hearing on the California State University’s AI-empowered initiative, including the systemwide rollout of ChatGPT EDU and broader AI integration across CSU campuses. Opening remarks emphasized both the promise of AI for student success, workforce preparation, and access, and the need to address risks such as bias, privacy, misinformation, environmental impacts, and mental health harms. CSU representatives said the initiative grew out of Academic Senate recommendations and a systemwide generative AI committee, and that the goal was to provide equitable access, training, governance, and workforce alignment across the 23-campus system. CSU officials described systemwide contracts for AI tools, the AI Commons training hub, and faculty grant programs supporting AI-related curriculum innovation. They said more than 93,000 ChatGPT EDU accounts had been activated, over 4,300 faculty had taken voluntary training, and $3 million had been awarded to 63 faculty-led projects from more than 400 submissions. San Jose State University highlighted its own AI-focused programs, courses, orientation training, faculty fellows, student ambassadors, and interdisciplinary efforts to build AI literacy and responsible use into instruction and co-curricular programs. CSU also said it was tracking metrics on adoption, academic outcomes, workforce outcomes, and environmental impacts. Faculty, staff, and student representatives welcomed the educational potential of AI but raised concerns about the rollout, saying it had moved quickly and without enough consultation or consistent systemwide policy. They urged stronger protections for academic freedom, intellectual property, privacy, equity, and worker input, and warned about bias, surveillance, job displacement, and the environmental cost of AI. Legislators pressed CSU and OpenAI representatives on training requirements, data privacy, bias reporting, discipline for misuse, liability, sycophancy, and safeguards against harmful uses such as non-consensual imagery or self-harm-related interactions. CSU said interactions in the licensed tool are private, data are not used to train models, and campuses retain their own conduct processes; members also asked CSU to follow up on systemwide training, policy consistency, and additional safeguards.

Transcript Highlights:

• And so we start with what we call AI literacy.
• literacy and AI readiness into teacher preparation courses.
• But I think this part of the AI literacy and AI readiness that's really important is the kind of conversations
• And so that's part of the AI literacy work that we're working on. Oh, thank you.
• And so we have a whole pathway on how we teach AI literacy to our students.

Committee: Senate Education Pre-K - 12

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• And so all of those pieces fit into and literacy both we're working with teachers and one for literacy
• I just want to underscore Danny's. >> Great points around AI literacy in particular.
• So it's really important that we're all focused on AI literacy at an early stage.
• AI literacy and what are you know a lot.
• So is there actual AI coursework that teaches you how to learn AI and actual AI coursework that teaches

Transcript Highlights:

• And so we start with what we call AI literacy.
• And so we start with what we call AI literacy.
• literacy and AI readiness into teacher preparation courses.
• But I think this part of the AI literacy and AI readiness that's really important is the kind of conversations
• And so we have a whole pathway on how we teach AI literacy to our students.

Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.

Transcript Highlights:

• We most recently developed a statewide equivalency framework for AI literacy, which is a lot of...
• literacy which is a lot of Developed a statewide equivalency framework for AI literacy, which is aligned
• Both are AI literacy courses. We have two new CIP codes that we have adopted.
• And then as they develop toward middle school, we're really thinking more about AI literacy with the
• Peninsula is building a nimble, scalable model that pairs AI literacy with real career pathways.

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

Transcript Highlights:

• One of the projects that we did was a little bit of AI literacy, right?
• </c><00:19:26.720><c> literacy</c><00:19:27.240><c> right</c><00:19:27.360><c> just</c> bit of the AI
• literacy right just bit of the AI literacy right just teaching<00:19:27.919><c> them</c><00:19:28.159
• </c><00:43:45.800><c> literacy</c> our teachers and that's the AI literacy our teachers and that's the
• AI literacy in-person<00:43:47.119><c> training</c><00:43:48.119><c> handout</c><00:43:48.920><c> so

Transcript Highlights:

• structured literacy.
• It is a literacy piece and training teachers on how to understand the whys behind literacy and why it's
• You know, so enough said about, about the balanced literacy versus structured literacy.
• I, my concern here is that I think AI, um, with AI agents coming out, uh, you can basically they can
• For the last 4 years, we have put money specifically in the budget for early literacy, structured literacy

Transcript Highlights:

• We most recently developed a statewide equivalency framework for AI literacy, which is a lot of...
• Developed a statewide equivalency framework for AI literacy, which is aligned with social studies credit
• Both are AI literacy courses. We have two new SIP codes that we have adopted.
• And then as they develop toward middle school, we're really thinking more about AI literacy, with the
• Peninsula is building a nimble, scalable model that pairs AI literacy with real career pathways.

Committee: Senate Early Learning & K-12 Education

Summary: The committee first received an overview of Washington’s Alternative Learning Experience (ALE) programs from OSPI. Staff explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional school setting, and that it can take the form of online, site-based, or remote courses. OSPI said ALE is still basic education, with the same student rights and district responsibilities as other public school programs, and that the agency provides technical assistance, annual reporting review, and program reviews. Members asked for more detailed statewide data on demographics, outcomes, and post-graduation tracking, which OSPI said it would follow up on. Representatives from several ALE programs then described their models and student populations. Washington Virtual Academies, Columbia Virtual Academy, Pearl, and River Home Link each said they serve students through different combinations of online, remote, or site-based learning, with families choosing these programs for reasons such as medical needs, athletics, travel, homeschooling preferences, religious or political concerns, bullying, or the need for more individualized instruction. The presenters emphasized that they provide certificated teachers, special education and multilingual services, assessments, clubs, field trips, and other supports, while also noting funding and capacity limits. Senators asked about for-profit versus district-run structures, transportation, meals, early learning, CTE access, vaccination requirements, and how students socialize and transition to high school. Several presenters said they would provide follow-up information on demographics, language access, and funding details. The committee then shifted to an update on artificial intelligence in schools. OSPI described its AI guidance, which centers on human input, AI output, and human evaluation, and said it has issued practical documents for classroom use and ethics, revised standards to emphasize critical thinking, digital literacy, media literacy, and data literacy, and supported statewide professional development. OSPI also highlighted an AI innovation summit, educator training courses, and new AI-related course codes and equivalency frameworks. District presenters from Quincy and Peninsula described local AI integration efforts, including board policies, classroom guidance, teacher professional learning, custom support tools, and career-connected programs such as drone certification. They stressed that AI should be introduced in a human-centered way and asked for state support for innovation, equity, workforce partnerships, and clear governance standards.