Transcript Highlights:

• Sometimes we call those are CTE certificates.
• And that 3rd column, these are CTE certificates that our state issued certificates for the various CTE
• Certification includes individuals who hold National Board certification be CTE, American board certification
• Our schools and districts can also issue our some of our CTE certificate.

Transcript Highlights:

• Um, let's just touch on CTEs. Very popular.
• CTE programs um and CTE programs um and there's<00:35:30.040> going<00:35:30.160> to<00
• And in terms of CTE, I for the question.
• I believe you asked about CTE programs.
• Um some of the CTE programs, Senator.

Keywords: 1191, senate, all

Transcript Highlights:

• As I also noted in the analysis, and you also talked about just the work and efforts around CTE, workforce
• As I also noted in the analysis, and you also talked about just the working efforts around CTE, workforce
• Colleges to provide recommendations to the State Board of Education on the California State Plan for CTE
• State Plan, and other K-14 CTE issues and programs.

Summary: The Assembly Higher Education Committee met in a special hearing and took up SB 638 by Senator Padilla, a workforce development bill aimed at creating a coordinating entity called the Middle Class Pipeline Project. The bill would streamline interagency education and workforce programs, improve career technical education and career pathways, and direct resources toward high-unemployment, low-income regions through changes to the CTE incentive grant program. Supporters, including the Association of Independent California Colleges and Universities, the California Edge Coalition, National University, Long Beach City College, and United Ways of California, argued that California needs a statewide coordinating body to reduce silos, improve access to high-quality jobs, and better align education with labor market needs. Committee members focused heavily on whether the proposed entity would duplicate existing bodies such as the California Workforce Development Board and other education/workforce agencies, and whether its broad duties could be carried out with the $1.5 million budget allocation. The author said the bill is intended to move an operational coordinating entity into broader tri-party negotiations with legislative leadership and the Governor, and that the final structure and staffing would depend on those talks. Some members supported the concept but raised concerns about scope, duplication, and whether the bill should be delayed or audited; one member opposed it as too broad and underfunded. The committee ultimately voted to pass SB 638 to the Assembly Appropriations Committee on a courtesy vote. The roll call showed five ayes and three noes, with one member not voting, and the chair later allowed additional members to add on, including an additional aye from Assemblymember Haney. The hearing then adjourned with the chair noting that further conversations would continue on the coordinating entity and its responsibilities.

Transcript Highlights:

• He says he paid minister CTE exact that I've seen them in the summer in these dog covered up and dust
• We're also looking at programs because CTE, performance, everything you can imagine.
• You mentioned that the system superintendent and I'd minister CTE test and I look at that as I get to
• administer CTE tests.
• And we want to really use a CTE pace to get going.

Keywords: 999, senate, all

Transcript Highlights:

• They oversaw the workforce education programs in CTE, adult education— incredible references.
• With the increase in our FTE instructional positions, we have also been able to increase our CTE program
• CTE enrollment has also increased by 51 percent, and our industry certifications and credentials earned
• We are currently conducting a deep dive to ensure that our CTE programs that we offer are aligned with
• CTE programs that we offer are aligned with regional workforce needs and lead to high-demand careers

Summary: The Justice Budget Committee heard detailed presentations from the Department of Juvenile Justice and the Department of Corrections on staffing, services, and budget needs. DJJ Secretary Hall emphasized that the agency’s main public safety strategy is education, along with prevention and recidivism reduction. He described major staffing improvements after pay increases for probation, detention, residential care, and prevention workers, and outlined DJJ’s mental health, aftercare, and education continuum, including the Florida Scholars Academy and Florida Youth College. He said the new statewide education model is showing early gains in progress monitoring, high school graduation, and postsecondary enrollment, while also noting ongoing operational issues such as IT connectivity, rural staffing gaps, and the need for geographic pay adjustments for teachers. He also discussed detention center replacement plans in Hillsborough, Broward, and Palm Beach, and said DJJ would transition the Broward JAC to a security contractor after the sheriff’s office pulls sworn officers from the site. Members asked about campus performance differences, teacher pay, detention education quality, and concerns about the rollout and leadership of the Scholars Academy. Hall said some campuses face rural access and infrastructure problems, but the blended learning model provides continuity when internet or staffing issues arise. He defended the superintendent’s qualifications and said early problems with inappropriate online content were addressed. Representative Porras raised concerns about educational quality and the superintendent’s past disciplinary history, while Representative Barrera urged more mentorship and fatherhood-focused programming in juvenile facilities. DOC Secretary Dixon said the prison system is under pressure from rising inmate populations, staffing shortages, and overtime costs. He argued that the system needs funded posts for every functioning housing unit, noting that the department has added housing units without enough staff and now relies heavily on overtime, mobile officer deployments, and shift conversions to keep facilities operating safely. He highlighted that many officers are new, that outside-hospital transports have risen sharply, and that mental health units require additional staffing. DOC’s mental health chief described a large and growing treatment system with outpatient, inpatient, intensive outpatient, and court-ordered services, saying about a quarter of the prison population has a diagnosed mental illness. Community corrections staff described treatment programs, employment specialists, mobile probation and reentry units, and a new mental health first aid training initiative. Reentry staff reported expanded substance abuse, education, CTE, chaplaincy, and digital learning programs, including Edovo and a forthcoming Work Bay platform. No votes were taken.

Transcript Highlights:

• ... ...that had to do with CTE teachers, ensuring that we had at least the number that we had before,
• Yeah, and Representative Bear, I'll get to the CTE percentage.
• To Representative Bear’s point, the CTE...
• of teacher resources at the high school level for those students enrolled in approved CTE courses.
• the consultants, and it provides a minimum of $28,672 per school with approved CTE teachers.

Keywords: 916, all

Transcript Highlights:

• CTE, funding only for students in career. technical etc etc etc so when you when you get an all-in picture
• Elementary PE, then it looks in high school CTE, then it looks in seventh grade math.
• From some of our CTE folks that are really impacting kids' lives where they could participate as well
• years including a tiered funding infrastructure . . . so that higher level CTE courses generate more
• This is just a high-level overview of a whole lot of law that y'all have done in CTE.

Keywords: 1184, house, all

Transcript Highlights:

• I stand before you today not as just a volunteer, but as a living testimony to the power of CTE education
• I stand before you today not as just a volunteer, but as a living testimony to the power of CTE education
• I stand before you today not as just a volunteer, but as a living testimony to the power of CTE education
• I stand before you today not as just a volunteer, but as a living testimony to the power of CTE education
• I stand before you today not as just a volunteer, but as a living testimony to the power of CTE education

Keywords: 1183, house

Transcript Highlights:

• I think a couple of things that I would echo already from my colleagues, um, CTE in particular, community
• The other thing, of course, is CTE and apprenticeship programs, always, uh, and as far as locations go
• ties into maybe not just for healthcare but other areas, pipelines for students that uh is tied into CTE
• And I will end with CTE.

Transcript Highlights:

• COLLEGE READINESS, EXAMPLES OF OUR WORK INCLUDE 100 PARTICIPATION RATE FOR HIGH SCHOOL STUDENTS EARNING CTE
• NURSING ASSISTANTS, 98 PERCENT PASS RATE FOR NATIONAL REGISTRY, CONTINUED INCREASING ENROLLMENT IN CTE
• SYSTEMS, BUT TO ADVANCE FLORIDA'S RANK IN THE ATTRACTION SCORE THAT CHANCELLOR MENTIONED LAST WEEK ON CTE
• THE FLORIDA DEPARTMENT OF EDUCATION, COMMUNITY ORGANIZATIONS TO PROVIDE COURSES IN CTE, DUAL ENROLLMENT

Keywords: 999, senate, all

Transcript Highlights:

• So, this is not going to go for CTE educators, just for CTE education, and then from there it'll be a
• > for<02:50:58.080> CTE<02:50:58.920> education, CTE educators, just for CTE education
• , CTE educators, just for CTE education, and<02:50:59.680> then<02:50:59.880> from<02:51
• governor's recommendation for CTE governor's recommendation for CTE funding,<02:51:22.600> that
• maintained for CTE funding within that. maintained for CTE funding within that.

Keywords: 916, all

Transcript Highlights:

• We need these skills in our CTE centers.
• centers, be it right here at the Concord CTE center.
• centers, be it right here at the Concord CTE center.
• It's a concept that we have long heard about from our automotive CTE instructors.
• Thank you. allowing uh the CTE schools to acquire allowing uh the CTE schools to acquire talent<00:26

Keywords: 1191, senate, all

Transcript Highlights:

• We were in the school in Mascaro, and I was shocked at some of the space that they built in for CTE for
• in-person students across K-12, you're really dealing with only a handful of high school students for CTE
• It's like the use of the CTE facilities and for a combination school.
• Middle school students are also partaking in CTE, but your point is very well taken.

Transcript Highlights:

• CTE agreements to include an access program for full- and part-time students.
• CTE agreements to include an access program for full- and part-time students.
• program and fulfill their non-CTE academic requirements at their sending school.
• > non<04:46:27.440> CTE<04:46:28.200> academic fulfill their non CTE academic fulfill
• So it says if you're closer to another CTE, you can go to that one.

Keywords: 1191, senate, all

Transcript Highlights:

• But if the Commonwealth is making investments into CTE education, does the administration have a plan
• We know that Massachusetts has some of the most successful CTE programs in the country, thanks in large
• as well as programs that meet both regional and state labor market needs and that expand access to CTE
• We know that Massachusetts has some of the most successful CTE programs in the country, thanks in large
• as well as programs that meet both regional and state labor market needs and that expand access to CTE

Keywords: 995, all

Summary: The hearing focused on House Bill 55, the governor’s FY25 supplemental budget proposal to spend about $1.3 billion in surplus Fair Share revenue. House and Senate chairs framed the bill as a one-time opportunity to invest fairly in education and transportation, while also noting the need to protect the state’s long-term fiscal balance. Administration officials said the proposal should be considered alongside the FY26 budget and related bills, since the governor’s broader Fair Share plan aims for roughly an even split between education and transportation over time. Secretary of Administration and Finance Matthew Gorzkowicz, Transportation Secretary Monica Tibbits-Nutt, and Education Secretary Patrick Tutwiler outlined the administration’s priorities. Transportation funding would go mainly to the MBTA and related reserves, including money for the Federal Transit Administration reserve, MBTA stabilization reserve, low-income fares, winter resilience, RTA workforce support, MassDOT workforce and project delivery, and micro-transit grants. Education funding would support universal preschool expansion, early education and care capacity, early literacy tutoring, adult basic education and ESOL, early college and career technical education, MyCAP expansion, and special education circuit breaker funding. The administration emphasized that many of these investments are one-time or multi-year measures designed to address current needs without creating unsustainable recurring costs. Committee members raised concerns about regional equity, especially the large share of transportation money going to the MBTA versus regional transit authorities and rural areas. Several members asked for more detail on how the proposal would benefit Western Massachusetts and other non-MBTA regions, and whether micro-transit and Chapter 90-related investments would be sufficient. Education questions focused on special education reimbursement shortfalls, federal funding cuts to school districts, and how CTE and vocational investments would align students with workforce needs. The administration said it would provide additional data on MBTA versus RTA investment and explained that the special education circuit breaker and transportation reimbursement changes were intended to improve predictability and relief for districts. After the administration panel, Jessica Tang of AFT Massachusetts testified in support of using Fair Share funds to protect public education amid federal uncertainty and cuts. She argued that schools are facing a fiscal cliff, that vulnerable students would be hit hardest by funding losses, and that the Fair Share revenue should be used to preserve services and support students’ needs.

Transcript Highlights:

• You know, there's so many areas that I work on, whether it's the CTE or other things, that if we had
• You know, there's so many areas that I work on, whether it's the CTE or other things, that if we had
• You know, there's so many areas that I work on, whether it's the CTE or other things, that if we had
• You know, there's so many areas that I work on, whether it's the CTE or other things, that if we had
• You know, there's so many areas that I work on, whether it's the CTE or other things, that if we had

Keywords: 1191, senate, all

Transcript Highlights:

• Pre-apprenticeship-aligned CTE programs connect classroom instruction with structured work-based learning
• Allison mentioned, again, 34 apprenticeship tracks with related supplemental instruction aligned to CTE
• VFX, games, post-production, virtual production, and live entertainment, each aligned to California CTE
• These tracks with related supplemental instruction aligned to CTE standards are more than just making
• VFX, games, post-production, virtual production, and live entertainment, each aligned to California CTE

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future Is Creative,” developed under AB 127 and related legislation. Chair Allen framed the plan as a response to California’s large but vulnerable creative economy, citing workforce losses, federal funding headwinds, and the need to support artists, cultural organizations, public media, museums, cultural districts, and film/TV production. He also highlighted budget asks including support for California Humanities, museums, public media, cultural districts, a post-production incentive proposal (AB 2319), and funding to implement the strategic plan. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and CWDB’s Michael Weoff described the planning process, which included a 30-plus-member work group, interagency coordination, and a phased approach from framework development to implementation and evaluation. They identified major forces shaping the sector over the next decade, including AI, climate disruption, affordability, access to capital, and social cohesion, and outlined six action areas: workforce preparation, business stabilization, cultural identity/tourism, cross-sector incentives, ROI/data tracking, and state capacity/infrastructure. Members and panelists repeatedly emphasized that the plan must be resourced and integrated across agencies rather than left siloed. A second panel of practitioners and advocates focused on workforce pathways and local implementation. Ricarlo Handy described the Handy Foundation’s registered apprenticeship pipeline into film and TV jobs and argued that current data systems undercount gig, 1099, and LLC-based creative work. Joanna Reynolds discussed Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030, while Alejandro Gutierrez Chavez urged embedding artists in health, aging, and behavioral health systems as community problem-solvers. Roxanne Messina Kaptur spoke about the need to normalize arts careers and expand residency and school-based models. Senator Rubio, who joined later, shared her own arts and teaching background, supported arts access in schools and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 statewide town halls with more than 1,100 attendees, which confirmed support for the plan but also highlighted needs for better information access, new financial models, stronger definitions and data, and more partnerships. Julie Baker of California for the Arts and California Arts Advocates urged sustained public funding, saying the plan is actionable only if the Legislature and administration provide resources, including increased California Arts Council funding and support for implementation. No formal votes were taken; the hearing was informational and concluded with calls for continued legislative and cross-agency collaboration.

Transcript Highlights:

• Currently, we have a CTE work group who's looking at the CTE rules and regulations.
• CTE work group who's looking at the CTE CTE work group who's looking at the CTE rules<00:34:22.240
• So we look at stakeholder groups for, like, CTE work groups, which is going on right now.
• We look at a practicing teacher that's in the CTE field for quite a while.
• We look at educator preparation programs who can recommend in the CTE fields.

Keywords: 910, house, all

Transcript Highlights:

• task force also found that many high schools face significant costs when creating curriculum for their CTE
• directing TEA to make available high-quality instructional materials for health-related courses and CTE
• Communities or smaller school districts who have not pursued this as a CTE opportunity for their students
• These CTE courses give Texas students the opportunity to gain valuable skills and earn credentials.
• investments to address that: one, it ensures districts have access to high-quality curriculum for health care CTE

Bills: HB295, HB824, HB1579, HB1581, HB2189, HB295

Keywords: bullying, antisemitism, school policies, school discipline, education, education policy, Texas Education Code, hate speech, student rights, civics education, high school curriculum, government, voting process, elected officials, Texas Seal of Biliteracy, biliteracy, bilingual education, multilingual, language proficiency, high school diploma

Transcript Highlights:

• But the change is now health career classrooms, CTE programs, right? Like all other CTE programs.
• We've also served on this advisory committee to the CTE program.
• In Santa Rosa, we had 62 students out of 200 that participated in the CTE program.
• Now, with the inclusion of CTE Pathways, I just looked briefly at health science, health informatics,
• Preceptor credit, CTE addressing faculty shortages. Where do we go from here?