Transcript Highlights:

• <00:08:37.519> a is trust is is there only one class a is trust is is there only one class
• They're Class A city. >> The Class A, the only Class A in the state. >> No, sir. No, sir.
• So, we didn't opt them out of the class.
• the class. >> Correct.
• >> What you change for the class applies to the class. >> Correct.

Keywords: 1136, house, all

Transcript Highlights:

• Our success rates for class completion, meaning a student passed a college credit class with either an
• These are college classes, not audit classes. And then they've completed 15 internships.
• What are the integrated classes?
• So our integrated classes...
• In their second year and third year, the majority of their classes, all but about one class, is integrated

Summary: The committee heard presentations on three Arkansas programs serving students and adults with autism and other developmental disabilities. University of Arkansas representatives described the Empower Program, a non-degree, four-year inclusive postsecondary program for young adults with mild intellectual disabilities, and the Autism Support Program, which provides intensive academic, peer, and career coaching for degree-seeking students with autism. They explained the programs’ person-centered planning, residential and employment supports, fee structure of $5,000 per semester for each program, and scholarship/fundraising efforts to offset costs. Members asked about dorm arrangements, mentoring, individualized plans, and how students move in and out of support services, and the presenters emphasized independence, integrated campus life, and transition planning. Pulaski Technical College staff then presented the 3D program, a three-year transition program in culinary, baking, and hospitality for students with intellectual and developmental disabilities. They outlined integrated classes, internships, job placement outcomes, and data showing strong completion and employment retention rates. Questions focused on how success is measured, tuition and financial aid, and the challenge of securing community partners for practicum and employment sites. The presenters said the program uses rubrics that include technical and professional skills, charges $5,700 per semester, and is pursuing accreditation through the Inclusive Higher Education Accreditation Council. The final presentation was from SLS Community, a Fayetteville nonprofit serving neurodivergent adults through residential supports, supported employment, and community initiatives. Leaders described their vision for a future mixed-use “live-work-play” development at Cato Springs, current residential and vocational services, and community events such as a 5K and a neurodiversity health care conference. Family members testified about the need for adult services, trained direct support professionals, and better reimbursement and behavioral health supports after age 21. No formal votes were taken beyond approving the prior meeting minutes, and members also announced upcoming autism-related events and requested future discussion on task force appointments and ABA-related issues.

Transcript Highlights:

• It modifies two definitions concerning class one. It removes class two.
• than Class 2 RECs.
• purchase class two certificates. purchase class two certificates.
• class one renewable energy certificates. class one renewable energy certificates.
• typically cheaper than class 2 bricks. typically cheaper than class 2 bricks.

Keywords: 928, house, all

Summary: The committee first took up House Bill 219, which would revise the renewable portfolio standard by changing several class definitions, eliminating Class 2, lowering the utility obligation for Class 1 thermal renewable energy certificates from 2.2% to 1.7%, and adjusting alternative compliance payments. Representative Vose said the bill would save ratepayers an estimated $5.7 million annually, arguing that Class 2 is already saturated and that the changes would not materially affect renewable energy development. Members questioned the fiscal impact, with an amended fiscal note cited as showing a $1.2 million reduction in general fund revenue, and some members raised concerns that the bill could weaken one of the remaining incentives for renewable investment. The committee also reviewed the bill’s history, including that it had been added to HB 2 and then removed in conference committee. No vote was taken in the work session. The committee then heard House Bill 164, concerning local records retention and the creation of a local records manager position. Secretary of State David Scanlan testified that the position has existed in statute for years but has never been funded, and said the need has grown as records management has become more digital and ADA accessibility has become more important. He described the bill as a way to help towns preserve and digitize records, especially for smaller communities with limited resources, while keeping records locally when possible. Members asked about the fiscal note, the potential cost of a public website and storage system, and whether the state could start by funding the position alone; the secretary said the staffing cost estimate remained accurate but that storage costs could rise over time. Several members expressed support and suggested further discussion with the Department of Information or other agencies. The work session was then closed without action. Finally, the committee opened House Bill 365, which would provide proof of U.S. citizenship assistance for indigent voters. Secretary Scanlan said the bill is intended to help voters comply with the new voter registration documentation requirements by allowing the state to verify eligibility through federal, private, and other state databases, and by providing vouchers to cover the cost of obtaining documents such as birth certificates. He compared the proposal to the earlier voter ID law, which he said was successfully implemented with accommodations for voters lacking acceptable ID. Members asked how “indigent” would be defined and how the process would work for out-of-state-born applicants; the secretary said indigency would likely be based on a voter’s statement of inability to pay and that the state would help identify where to obtain records and, if necessary, verify them through outside databases. The discussion continued as the transcript ended, with no vote recorded.

Transcript Highlights:

• Class 2 e-bikes.
• Tens of thousands of our customers today rely on legal Class 1, Class 2, and Class 3 e-bikes as safe,
• What we have, though, is we've getting Class 1 and Class 2 are being sold like they're just 750 watts
• 1 and Class 2 and would now be in a different class.
• 1 and Class 2 e-bikes.

Keywords: 988, house, all

Transcript Highlights:

• This is class warfare. It makes the poor poorer, the rich richer, and the middle class left behind.
• My priority is the working class because the working class raised me.
• What does exist is a bill that champions working-class families and strengthens the middle class and
• All of that is for working class, middle class, not billionaires.
• All of that is for working class, middle class, not billionaires.

Keywords: U.S. House of Representatives Floor Proceedings on Wednesday, May 21, 2025, 1012, house, all

Transcript Highlights:

• one of my favorite classes was metallurgy.
• The class was always fascinating to me.
• But then are you teaching high school classes, or are high school teachers teaching college classes?
• classes.
• But so then are you teaching high school classes or high school teachers teaching college classes?

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.

Transcript Highlights:

• They amended um class- size minimums.
• <00:03:35.120> size school is not compliant with class size school is not compliant with class
• <00:03:39.200> size school is not compliant with class size school is not compliant with class
• If the state with class size minimums.
• So for there to be a all classes.

Keywords: 926, house, all

Summary: The meeting was a high-level walkthrough of Act 73, with staff from Legislative Council and the Joint Fiscal Office summarizing major education policy, governance, tax, and fiscal changes. The presentation covered class-size minimums and related enforcement, creation of a state aid for school construction program, narrowed tuition eligibility for approved independent schools, changes to State Board of Education appointments, special education reporting and staffing, and a new report on standards for schools deemed small or sparse by necessity. It also noted that some provisions take effect immediately or in 2025, while the major funding and tax changes are contingent on new school districts being operational and a foundation formula report being received, with most of those changes targeted for July 1, 2028. The central fiscal change described was a move from the current locally voted budget and varying homestead tax system to a foundation formula. Under that model, districts would receive an educational opportunity payment based on a base amount per pupil, adjusted by student weights for factors such as pre-K, economic disadvantage, English learner status, and special education, with small-school and sparsity weights replaced by support grants. Districts could still seek limited supplemental district spending above the foundation amount, subject to a cap and a uniform method for raising the funds, with excess collections recaptured at the state level. The presenters also described transition mechanisms to phase in the new system over several years. The tax section explained that Act 73 would replace the current property tax credit with a homestead exemption and create a new non-homestead residential classification intended for second homes and short-term rentals, though further statutory or regulatory work would still be needed to implement it. The JFO presentation emphasized that the act also creates regional assessment districts for reappraisals and includes a transition to smooth changes in education tax rates. No committee vote or formal action was taken during the presentation; it was informational only.

Transcript Highlights:

• Same for programming classes, robotics, and engineering classes.
• One of the best classes I ever had in middle school was a cooking class, okay?
• I still use the skills I learned in that cooking class to this day. I remember that class.
• One of the best classes I ever had in middle school was a cooking class, okay?
• I still use the skills I learned in that cooking class to this day. I remember that class.

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• I had a $250 registration cost for the class.
• That will meet your road skills class. It's a 30-hour, it's a 10-hour class, I believe.
• > I'm<00:06:20.080> trying a 10hour uh class I believe I'm trying a 10hour uh class I believe
• Absolutely, our class schedule this time of year is three or four classes a month.
• online exam excuse me the online class online exam excuse me the online class and<00:59:32.799><

Keywords: 1191, senate, all

Transcript Highlights:

• <05:01:09.920> class one is the elimination of class class one is the elimination of class
• removing the class removing the class two<05:02:03.600> class<05:02:04.520> from<05
• Representative Harrington said that a lot of Class 2 RECs are now claimed in Class 1 because Class 1
• <05:28:33.638> two class what would have been class two class what would have been class two
• class two so since class one instead of class two so since class<05:28:46.080> two<05:28:46.360

Keywords: 1189, house, all

Transcript Highlights:

• within their previous retirement class. within their previous retirement class.
• and that class computing their salary would be in alignment with others in that class.
• <00:07:24.800> and to put them into a different class and to put them into a different class
• 00:07:28.000> their that class computating computing their that class computating computing their
• others in that class. others in that class.

Keywords: 912, senate, all

Summary: The joint hearing of the Senate Committees on Labor and Technology and Public Safety and Military Affairs considered three bills. SB 2141 would reclassify certain Department of Law Enforcement leadership and employees as Class A members for retirement purposes and adjust retirement benefit calculations. DLE supported the bill, saying it would address retirement classification without enhancing benefits, while the Employees’ Retirement System said it had no formal board position but wanted key provisions preserved. The Deputy Attorney General raised a potential title/subject issue and warned the bill could be vulnerable to challenge because the reclassification, contribution changes, and benefit calculations are in separate statutory sections. After questions about the number of affected employees and possible amendments, the committees deferred the bill. SB 2593 would exempt certain Law Enforcement Standards Board positions from civil service and collective bargaining. The board’s administrator said the positions would handle sensitive and confidential information and require specialized experience, and the board chair’s representative said the bill was important to meet certification deadlines. Opposition testimony from HGA argued exempt employees are at-will and suggested civil service protections should remain, with any staffing issues handled through reclassification or other personnel tools. Committee members questioned whether the positions could instead be civil service but excluded from bargaining, and staff explained the distinction between civil service exemption and collective bargaining exclusion. The committees ultimately recommended passing SB 2593 with amendments, including a deferred effective date of January 1, 2077, and the recommendation was adopted. SB 2824 would create a bribery-related reporting duty for public servants. Supporters, including Indivisible Hawaii, said it would establish a clear duty to report known or suspected bribery and strengthen public trust. The Office of the Public Defender opposed the bill, saying it would criminalize an affirmative duty to report another person’s misconduct. After limited discussion, both committees voted to pass SB 2824 with amendments, including a deferred effective date of July 1, 2050, and the recommendation was adopted. The meeting then adjourned.

Transcript Highlights:

• three-class system. three-class system.
• E-bikes, class<00:05:09.320> one, class one, class one, does<00:05:11.120> have<00:05:11.320
• So, it has to have a class 1, class 2, or class 3 label on it.
• or that class. or that class.
• So, it would be those class one, class two, class three, and not applying to motorized bicycles as far

Keywords: 1187, senate, all

Transcript Highlights:

• :53.520> South working-class family in South working-class family in South Baltimore.
• mean, you're just doing a class 6 roads. mean, you're just doing a class 6 roads.
• person or two people on a class 6 road. person or two people on a class 6 road.
• class six road and people are stranded. class six road and people are stranded.
• road, a class 6 road that now we class road, a class 6 road that now we just<04:13:45.680> allowed

Keywords: 1189, house, all

Transcript Highlights:

• Were you that student in the class that was gifted?
• He couldn't stop talking in class.
• They are not always a pleasure to have in class.
• They are not always a pleasure to have in class.
• There's a programming class, a curriculum class, and an assessment class.

Keywords: 959, house, all

Transcript Highlights:

• So, um, to clarify, um, we are currently at about 50% of our incoming class being top 10%.
• So of your current freshman class, how many of those students came out of private schools?
• Do you, in your opinion, does it change the makeup of your freshman class at all? Not for me.
• Sorry, does the top 10% rule change the makeup of the freshman class? Yes, most definitely.
• But the makeup of the class in any way, has it had an effect? by reducing the cap.

Bills: HB42, HB 125, HB 1233, HB2853, HB3148, HB3326, HB3701, HB4066, HB4361, HB4762, HB4909, HB4912, HB42, HB125

Keywords: higher education, funding, financial allocation, state budget, Texas A&M University, University of Houston, education funding, medical education, osteopathic medicine, healthcare workforce, Tarleton State University, industry-recognized credentials, workforce development, career opportunities, feasibility study, student fees, university funding, student union, education, UT El Paso

Transcript Highlights:

• So the next question that came to us was about CLASS transition.
• have completed their CLASS observations has grown.
• observation throughout the beginning of the transition into CLASS.
• So the next question that came to us was about class transition.
• that have completed their class observations has grown.

Summary: The committee first approved the prior meeting minutes, then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the report found that Arkansas moms want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing most mothers want full-time work, 69% identified child care costs as a barrier, and many said flexible hours were the most important workplace support. She also described county-level dashboard data, the high cost of infant and toddler care, and examples from working mothers about spending most or all of their paychecks on child care. Members asked questions about labor force participation trends, the meaning of the child care cost figures, and how flexibility could be implemented across industries. The presenter and members also discussed the broader economic-development impact of child care shortages and the need for public-private partnerships. The Department of Education then gave an update on early childhood programs. Officials said they are building internal dashboards to improve transparency and data access for school readiness assistance, including enrollment, application, and provider participation monitoring. They reported that the state is still moving forward with the CLASS transition and expects to release transition funding to providers in the coming weeks using Preschool Development Grant funds. They also clarified that OEP awards based on CLASS scores are separate from OEC’s work and that the data is FOIA-able. Officials warned providers about a temporary payment delay during the transition to a new system, saying payments will stop June 30 and resume around July 14, with any owed funds processed then. Members raised additional concerns about early childhood special education funding, overpayment recovery from a child care center, audit requirements for Head Start and SRA funds, the market rate survey, and the status of local leads after a recompete. Department staff said they would follow up on special education funding levels and audit rules, noted that the overpayment case is under appeal, and said the market rate survey is still in procurement. They also reported that 23 local leads will cover all counties starting July 1, with no major job-description changes, and described a new PDG Partners stakeholder group and an upcoming June 23 QRIS webinar to gather provider and parent input. The meeting ended with no further business and adjournment.

Transcript Highlights:

• So the next question that came to us was about CLASS transition.
• that have completed their CLASS observations has grown.
• And so we are currently still proceeding with the class.
• CLASS will be a part of it. ...about.
• CLASS will be a part of it. But I think that there's some...

Summary: The committee first approved the minutes and then heard a presentation from Maddie San Juan of the Women’s Foundation of Arkansas on the report “Holding It All Together: Working Moms and Child Care in Arkansas.” She said the research found Arkansas moms are working and want to work, but child care costs, inflexible schedules, inadequate paid leave, and the mental load of caregiving are major barriers. She cited survey and focus group findings showing flexible hours were the most requested workplace support, 69% of moms identified child care costs as a barrier, and many families spend a large share of income on care. Members asked about labor force trends, what flexibility means in practice, and the cost and age structure of child care assistance programs. The presenter also noted child care affects economic development and workforce recruitment, and mentioned a Department of Commerce option that may help pay child care for people seeking training. Department of Education and Office of Early Childhood staff then gave updates on internal dashboards for enrollment, applications, and provider participation in School Readiness Assistance (SRA), saying the tools are now live for internal use and should improve transparency and data access. They said CLASS transition funding from the PDG grant would be released soon to providers who completed observations, and clarified that OEP awards based on CLASS scores are separate from OEC’s work. They also warned providers about a payment interruption during the transition to a new system: June 26 would be the last day to submit SRA payments for processing, payments would stop June 30, and billing would continue without processing from July 1 to 13, with back payments expected when the system resumes around July 14. Members raised concerns about provider cash flow, early childhood special education funding, an overpayment appeal involving a child care center, and whether CLASS data would be public; staff said the data is FOIA-able but not used by the department to set current quality or rates. The department also said it is reviewing audit requirements tied to Head Start and SRA, that Early Head Start children remained in their facilities after a closure, and that a market rate survey/cost analysis is still in procurement. Staff reported that the QRIS process will begin with a June 23 webinar and that CLASS will be part of a broader quality system still being developed with provider and parent input. They also said the local lead network was re-competed and will cover all counties starting July 1 with 23 local leads, and that the PDG partner group has been formed to provide ongoing stakeholder feedback. The meeting ended with no further business and adjournment.

Transcript Highlights:

• The section six repealers also repeal outdated language related to that class B installer license.
• The section six repealers also repeal outdated language related to that class B installer license.
• The section six repealers also repeal outdated language related to that class B installer license.
• The section six repealers also repeal outdated language related to that class B installer license.
• The section six repealers also repeal outdated language related to that class B installer license.

Keywords: 1187, senate, all

Transcript Highlights:

• are involved in and the index returns of those asset classes.
• ,<00:17:44.960> you terminology for an asset class, you terminology for an asset class, you
• <00:18:44.240> as comparison of typical asset classes as comparison of typical asset classes
• So the the blue at the bottom classes.
• alternative asset classes. alternative asset classes.

Keywords: Meeting Start: 00:00 Attendance Roll Call: 01:02 Approval of Minutes: 02:03 Annual Investment Review: 04:10 Adjournment: 37:34, 958, all

Summary: The committee met with a quorum, approved the prior meeting minutes, welcomed new staff member Sean Parks, and announced that it would not meet in November. The next meeting was scheduled for December 8 at 10:00 a.m., with the chair noting that pension bills would be heard then and emphasizing that all pension bills must go through the full process and include actuarial analysis. Brad Gross of the Public Pension Oversight Board presented a detailed review of Kentucky retirement systems’ investments and funding. He said fiscal year 2025 ended with about $50.5 billion in pension assets and $12.52 billion in retiree health assets, both up from the prior year. He reported strong investment performance across the systems, with all Kentucky public pension funds exceeding their policy benchmarks and the median peer return of 10.4%. He also discussed long-term return trends, asset allocation differences among the systems, fee levels, and cash flow, noting that cash flow remains a key monitoring issue and that supplemental appropriations have improved the cash position of some funds, especially the Kentucky State Police and TRS systems. Gross also explained that assumed rates of return have generally fallen over time, which increases unfunded liabilities and required contributions, and said the systems’ current assumptions range from 5.25% to 7.1%. He noted that the committee’s materials included peer comparisons and historical charts, and that all asset classes were within target ranges. In response to a question from Senator Funky From, Gross was asked about pension spiking and whether supplemental general fund contributions could create a false sense of security in cash flow analysis; the question was raised but not resolved in the portion of the transcript provided.

Transcript Highlights:

• Some examples of the classes that have already been cut are a multitude of politics classes and a Latin
• history class.
• Some examples of the classes that have already been cut are a multitude of politics classes.
• Some examples of the classes that have already been cut are a multitude of politics classes in Latin
• history class.

Keywords: 995, all

Summary: The hearing focused primarily on H. 517/S. 314, a bill to provide a sustainable future for rural schools, and H. 697, a bill to require full funding of regional school transportation. Witnesses from rural districts, school committees, superintendents, students, and local officials described chronic underfunding, declining enrollment, high fixed costs, special education and transportation burdens, and the loss of programs, staff, and extracurriculars. Several speakers argued that rural aid should be funded at $60 million annually and made non-discretionary, while others emphasized that transportation reimbursement for regional districts has repeatedly fallen short of the state’s promise and is driving budget crises and overrides. A number of students testified in support of rural aid, describing cuts to classes, counselors, and activities, and the impact on their schools and communities. Committee members also discussed whether transportation policy should be revisited to address underlying cost drivers, including bus bidding practices and whether regional districts should have more flexibility in transportation requirements. The committee also heard H. 515, concerning Hancock Elementary School and a school choice-related exemption from a state requirement that has created a large financial burden for the district. Hancock’s superintendent and Rep. John Barrett explained that a decades-old regulation, recently enforced by DESE, would require Hancock to pay tuition for choice-in students through high school graduation even though the district only serves pre-K through grade 6 and sends its own students elsewhere for middle and high school. They said the rule creates a significant per-student shortfall and has forced Hancock to opt out of school choice. Committee members asked for clarification about how the arrangement works and how the costs fall on Hancock. Additional testimony supported related transportation bills for non-regional districts, especially Plymouth/Carver and North Middlesex, describing high and rising bus costs, special education and McKinney-Vento transportation expenses, and the strain on local budgets. Speakers repeatedly said that state reimbursement has not matched actual costs and that communities are being forced to choose between transportation and classroom services. No votes or final actions were taken in the hearing; the committee simply received testimony and closed the hearing on the bills discussed.