Transcript Highlights:

• Essentially, what the data tracker does is at the user level, so at the school site teacher level, it
• So, we can go from high level, like what you see on the screen, and drill down to the individual level
• Our course completion tracker. And again, this is the very high-level district data.
• So, the high-level data that you see here, of course, follows our typical color scheme, where we have
• career readiness course.

Transcript Highlights:

• That's like upper-level math courses if you're going to be a math teacher.
• , course offerings, and course content.
• We have two 3-hour courses that are methods courses specifically about how to teach math.
• program, to lower-level courses and that upper-level coursework needs to be synchronous or in person
• I'll say that we did not go down to the level of reviewing course syllabi and assignments for example

Transcript Highlights:

• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.
• courses, those upper level courses that they needed for their program.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education opened its first meeting with roll call, member introductions, and introductions of numerous interns from Kentucky colleges and universities. The chair reviewed committee rules for the 2026 session, including witness oaths, sign-up procedures, limits on testimony, and the deadline for submitting committee substitutes and amendments. The committee then took up House Bill 96, sponsored by Chair Tipton, which would revise the membership and timing of the performance-based funding work group. Tipton said the bill would expand legislative participation from one House and one Senate member to five from each chamber, keep university and KCTCS presidents on the group, make the CPE president a nonvoting chair, and change the work group’s schedule from a fiscal year to a calendar year. He argued the changes would build institutional knowledge, allow university leaders to meet without creating quorum/open-meeting issues, and help the group develop recommendations for the next General Assembly. Members raised concerns about politicization and the even-numbered membership, while Tipton said he wanted consensus rather than a tied vote. The committee approved HB 96 on a roll call vote, with most members voting yes and Representative Willner voting no but saying she might change her vote later on the House floor. The committee also heard House Bill 94 for discussion only, so no vote was taken. Representative Vanessa Gracel and CPE counsel Travis Pal described the bill as a transfer-pathways measure aimed at making two-year-to-four-year and four-year-to-four-year transfers more seamless in high-demand programs. They said the proposal would require CPE, public universities, and KCTCS to collaborate on statewide transfer pathways based on student and workforce demand, with institutions able to opt in or out of specific pathways but required to disclose nontransferable courses for transparency. Gracel argued the bill would reduce credit loss, lower time and cost to degree, improve completion rates, and help students and families understand transfer options; she also criticized some universities for not engaging in the process. No action was taken on HB 94 at this meeting.

Transcript Highlights:

• The recommended annual appropriation level is 787.5 million.
• Dual credit by contrast places students directly into actual college level courses, and the credit earned
• Of course, scholarship programs also help retain talent in Texas for students from all income levels,
• courses.
• Everything from the UHN 4 program to course redesign programs where we're looking at courses where students

Transcript Highlights:

• mandate enforced at a Statewide level mandate enforced at a Statewide level so<00:35:52.520>
• courses.
• The courses that you have available are pretty much what I would refer to as core courses.
• are are college level courses so there are are college level courses so there are um<00:51:39.920
• <00:52:25.400> and courses a year they get 12 courses and courses a year they get 12 courses

Keywords: 1191, senate, all

Transcript Highlights:

• Of course, competing recommendations.
• And then, of course, synthetic media in that space. ...and then, of course, synthetic media.
• Push back against what's happening at a legislative level at the federal government level.
• But that said, a lot of great things happen at the state level that are then adopted at a federal level
• Things are happening at a federal level.

Keywords: Technology and Science, Joint Commission on, 976, house, all

Transcript Highlights:

• I take a 200-level, second-year biology course on my way to obtaining my associate degree, and then I
• They let me transfer, and my credits transfer, but they say that 200-level biology course that you took
• You're going to need to take our 100-level biology course instead in order to use that to transfer.
• level uh second-year level I take a 200 level uh second-year level biology<00:07:38.560> course
• uh biology course know that 200 level uh biology course that<00:07:52.159> you<00:07:52.319><

Keywords: 958, all

Summary: The committee first heard House Bill 305, which would clarify and expand a healthcare workforce bill to explicitly include physician assistants and dietitians in efforts to address shortages, especially in rural areas. Rep. Fleming said the change was intended to help with Medicaid-related needs such as diabetes care and noted a decline in dietitian internship applications. Rep. Roarx supported the bill, emphasizing the value of dietitians in helping patients make practical nutrition changes. The bill received a unanimous favorable expression, 14-0, and was reported to the House floor. The committee then considered House Bill 427, which would create statewide 60-credit-hour transfer pathways for high-demand bachelor’s degree programs under the Council on Postsecondary Education. Rep. Grossl explained the bill is meant to prevent students from losing major credit when transferring between KCTCS and four-year institutions, using nursing as an example. Questions focused on rigor, dual credit, how high-demand programs would be selected, and the July 1, 2026 implementation date; the sponsor said CPE and faculty would map curricula and align standards. The Kentucky Student Rights Coalition testified in support, saying the bill would help students complete degrees faster and make credits count toward majors. HB 427 also passed unanimously, 14-0, with favorable expression. The committee then took up House Bill 424, as amended by a committee substitute. Rep. Tipton said the substitute removed language allowing up to six-year contracts and instead set up a process for four-year contracts and periodic performance reviews for faculty, including presidents, at public postsecondary institutions. He said the bill is intended to give universities clearer authority to remove underperforming employees and be more efficient with taxpayer dollars. Several faculty witnesses opposed the bill, arguing it would erode tenure protections, create arbitrary performance standards, and harm recruitment, retention, and academic freedom. The committee adopted the substitute and heard testimony, but no final vote on HB 424 is shown in the transcript excerpt.

Transcript Highlights:

• THEM ON GRADE LEVEL, WE HAVE TO THINK ABOUT ADVANCED COURSES ALL THE TIME AND START MAKING THAT INVESTMENT
• WE WANT TO SEE THEM IN 10TH GRADE IN ADVANCED COURSES.
• YOU TALKED ABOUT THE ADVANCED COURSES AND STUDENTS THAT NEED ATTENTION.
• HE ALSO REVIEWS HEALTH INSURANCE ISSUES THAT WE HAVE FROM A COUNTY LEVEL.
• THERE IS A DIRECT CONNECTION WITH ALL LEVELS OF INFORMANTS ABOUT THE DISTRICTS.

Keywords: 999, senate, all

Transcript Highlights:

• You know, that level of things. We have got Professional, you know, that level of things.
• And we show, of course, this is from basically We- And we show, of course, this is basically from 2025
• , you know, just as, of course, are required.
• Of course, magnets and rare earths are key.
• And then, of course, another project, Muck to Graphite, that's finding And then, of course, another project

Keywords: 908, all

Transcript Highlights:

• understanding of dual credit, if they were going to teach a high-level English course, a dual-credit
• So whether they take an AP course or a dual credit course, because... Transferability.
• So whether they take an AP course or a dual credit course, it is a little more on the guidance side on
• But they could sure take their statistics courses. They could take their math courses.
• It is about advisement when you get to those higher-level dual credit or AP courses.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• Do we have any avenue for somebody who's just like one course away?
• It is five pedagogical courses.
• I think we only had two pedagogy courses, to be honest.
• We identified courses within our program We identified courses within our program that are more applied
• Like, I guess I would call it these pedagogy courses.

Keywords: 959, house, all

Transcript Highlights:

• So eight out of level of usage as well.
• <00:10:41.519> of Now, we can contrast this high level of Now, we can contrast this high level
• Um uh junior level software development.
• on the level of debt that people have. on the level of debt that people have.
• That legacy is needed now more than ever. requires a level of human judgment, requires a level of human

Keywords: 1187, senate, all

Transcript Highlights:

• One, they're completing pathways, which means they're taking a series of courses, at least three courses
• The former scholarship provided $125 per course, and the majority of courses that are taken concurrently
• are typically three-hour courses.
• or the math course.
• a national level.

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.

Transcript Highlights:

• Above 20% is your high enriched uranium levels.
• You know, that level of things. We have got...
• And we show, of course, this is from basically We— And we show, of course, this is basically from 2025
• Of course, magnets and rare earths are key.
• Of course, magnets and rare earths are key.

Summary: The meeting opened with remarks about the value of public engagement and the quality of questions from the group, followed by a series of technical presentations from Idaho National Laboratory staff. Joe Renovitz described recent nuclear regulatory changes tied to presidential executive orders, including NRC Part 53 for advanced reactors, the forthcoming Part 57 for very small reactors, and DOE updates to reactor authorization standards. He emphasized efforts to align DOE and NRC processes, use risk-informed and performance-based licensing, support reactor deployment for AI/data centers and national security, and use AI to speed communications and crosswalks between DOE and NRC requirements. In response to questions, he said there was no plan to merge agencies, but rather to improve coordination and public outreach through groups like GAIN and NEI. David Tolman then discussed the nuclear fuel cycle, including uranium mining, conversion, enrichment, fuel fabrication, spent fuel storage, transportation, disposal, and reprocessing. He explained high-assay low-enriched uranium (HALEU), why it is needed for advanced reactors, and DOE’s HALEU Availability Program and related investments in enrichment, transportation, deconversion, and supply chain development. He also covered spent fuel management, the possibility of centralized storage or a fuel-cycle campus, the Center for Used Fuel Research, and ongoing work on high-burnup cask testing and reprocessing technologies. Tolman described aqueous, pyrochemical, and fluoride-volatility reprocessing approaches, noting the advantages and waste characteristics of each, and said several companies are working with INL on these technologies. Ashley Shields presented INL’s AI and nuclear work, focusing on the Genesis initiative and the Prometheus effort to use AI to design, license, build, and operate reactors with far less human intervention. She described INL’s broad use of generative AI tools, the need to manage large volumes of legacy technical data, and applications in reactor design, materials discovery, autonomous laboratories, and digital twins. Shields said AI is being used to reduce the enormous documentation burden in nuclear licensing and to support autonomous or remotely operated reactor demonstrations, while stressing that humans remain in supervisory roles. In discussion, she addressed data security, model access, and the continued need for software engineers. The session then recessed briefly and resumed with Mitch Kerman beginning a presentation on critical minerals and materials.

Transcript Highlights:

• Of course, at the local level, the school district level, we should be doing that anyway.
• Courses.
• course.
• They now test with 50 other eighth graders on. on-level course.
• that they would have taken, the on-level math course, into this Algebraic Reasoning, this remedial math

Keywords: 1184, house, all

Transcript Highlights:

• We can change the reading-level adjustments.
• So a teacher, in giving a lesson, can say level one: no AI.
• So from our high school courses, middle school courses, the growth is there, and now we’re seeing students
• Of course they can.
• So all of our courses have an AI component.

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:

• above grade level that time and about 1,600 below grade level.
• And so on grade level to start with. And so on grade level to start with.
• level one, that's the lowest level in 23 to 13% in 24.
• in level one, more kids in levels three and four.
• one, the graders um that are in level one, the graders um that are in level one, the lowest level.

Bills: SB199, HB142, SB86, HB152, HB297, SB1, SB1

Keywords: parental leave, state employees, local education agencies, adoption, work-life balance, family support, portable benefits, portable benefit account, independent contractor, gig worker, 1099 worker, freelancer, app-based worker, rideshare, delivery driver, worker benefits, health insurance, retirement benefits, life insurance, income replacement insurance

Transcript Highlights:

• courses, and refer students who do not meet minimum requirements for the new English course to an adult
• to accredited courses.
• to develop new credit bearing courses to develop new credit bearing English<00:00:43.680> courses
• <00:01:13.600> Chair, to uh accredited courses. Uh Mr. Chair, to uh accredited courses.
• level credit. level credit.

Keywords: 1187, senate, all

Transcript Highlights:

• and the program systems level as a whole.
• The coursework requirement, of course, you have to meet 16 core college preparatory level courses.
• The coursework requirement, of course, you have to meet 16 core college preparatory level courses.
• enrollment courses to prepare themselves for college and to be to take these AP courses and dual enrollment
• And in there, we have programs at both the secondary level and the post-secondary level, which creates

Summary: The Higher Education Budget Subcommittee met for an introductory overview of the higher education programs under its jurisdiction. After roll call and member introductions, Chair Busatta outlined that the subcommittee oversees programs in the Department of Education and the State University System, including vocational rehabilitation, blind services, private postsecondary licensure, student financial aid, career and adult education, the Florida College System, and the Board of Governors. The chair and staff also noted that these areas represent roughly $9 billion in current-year funding. Officials from the Department of Education presented on several programs. Vocational Rehabilitation Director Kelly Rogers described services for adults and youth with disabilities, including pre-employment transition services, job coaching, assistive technology, and employer support; she said the program served more than 55,000 people last year, has no wait list, and reported a return of $7.61 to the economy for every $1 invested. Division of Blind Services Director Robert Doyle explained services from birth through older adulthood, including early intervention, school-age support, vocational rehabilitation, independent living, the Business Enterprise Program for blind vendors, and the Braille and Talking Book Library; he said the division serves about 12,000 people annually and also has no wait list, though some community rehab providers may have one. Tiffany Hurst of the Commission for Independent Education described licensure and consumer protection for independent postsecondary institutions, reporting oversight of about 1,100 institutions and 721 non-degree schools, along with enforcement actions against unlicensed operators. Sean Haskin of Student Financial Assistance reviewed 22 scholarship and grant programs totaling about $1 billion for more than 200,000 students, including Bright Futures, Benacquisto, need-based grants, EASE, EASE Plus, veterans’ scholarships, dual enrollment reimbursement, first responder scholarships, and the Ocoee and Rosewood scholarships. Members asked about surplus funds, marketing, Bright Futures eligibility requirements, and whether EASE awards had changed; Haskin said any unused funds are reverted to the Legislature, that the department markets through schools and the Florida Lottery, and that EASE remained at $3,500 per FTE for the last two fiscal years. Several members raised concerns that students and parents may not learn about aid programs early enough, especially in economically disadvantaged communities. Chancellor Kevin O’Farrell then presented on Career and Adult Education, highlighting record participation in career and technical education, adult education, and apprenticeship. He said about 800,000 secondary students and 480,000 postsecondary students are in CTE, adult education serves about 183,000 learners, and apprenticeship/pre-apprenticeship programs include more than 22,000 participants. He also described the workforce development fund, Perkins, WIOA Title II, the Pathways to Career Opportunities Grant, workforce capitalization grants, CAPE performance funding, and the Pipeline nursing initiative, noting strong NCLEX outcomes and expanded outreach through the Get There, Your Way, Future of Work Florida, and Zello platforms. Kathy Hebda began the Florida College System presentation by emphasizing open access, workforce preparation, statewide reach, and strong enrollment and completion growth, including more than 672,000 students, over 131,000 degrees and certificates, and significant dual enrollment savings for students and families.

Transcript Highlights:

• That statistics course transfers in at the college level. It transfers in at the university level.
• We don't want to have a leveled course.
• <01:46:06.360> course<01:46:07.159> um want to have a leveled course um want to have
• at the college level because they'll have completed this college-level course in high school.
• course in high this college level course in high school<01:57:48.040> just<01:57:48.199> a

Keywords: 928, house, all

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.