Transcript Highlights:

• c> like<00:49:02.839> to It came from some further discussions with the directors of the CTE
• centers and then construction of CTE centers and then there's<00:50:51.200> other<00:50:51.440
• programs um Recruitment and CTE programs um Recruitment and Retention<00:51:51.799> of<00:51:
• 51.920> skilled<00:51:52.240> CTE<00:51:52.880> teachers<00:51:53.440> which<
• /c> Retention of skilled CTE teachers which Retention of skilled CTE teachers which has<00:51:54.000>

Keywords: 1191, senate, all

Transcript Highlights:

• We have a big proliferation of CTE programs across the state that cost a lot of money.
• It fits into a continuum of Career and Technical Education (CTE) funding.
• When you all created a pilot program on CTE in 2019, that was kind of taking into account.
• The program is called the Next Gen CTE Pilot Project. We've been operating it for a few years.

Transcript Highlights:

• We've talked about in the past because we want experienced trades and teaching in the CTE centers, so
• For the CTE, that is? Thank you for the question. That is currently the case.
• So, CTE teachers today can use an industry-recognized credential.
• <01:16:02.280> educator vocational educator CTE educator vocational educator CTE educator
• as well: Do CTE instructors teach any core classes such as language arts, math, science, etc.?

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• There's one in Hobbs that is a CTE (Career and Technical Education) training school that folks can re-engage
• students and inquire whether they want to enroll or re-enroll in some sort of educational program or CTE
• We know some folks may need opportunities in a CTE program as a community college grad and a UNM grad

Transcript Highlights:

• education teachers already providing CTE education teachers already providing CTE career<00:43:19.680
• statute requirement for CTE teachers. statute requirement for CTE teachers.
• Similar credit options are available in other areas of CTE.
• <01:26:19.040> courses<01:26:19.440> in that we do provide to CTE courses in that we
• do provide to CTE courses in things<01:26:19.920> like<01:26:20.159> agriculture<01:26

Keywords: 1183, house

Transcript Highlights:

• > activity in high schools is happening activity in high schools is happening with<00:19:07.360> CTE
• <00:19:08.120> Career<00:19:08.480> Technical<00:19:08.919> Education with CTE
• Career Technical Education with CTE Career Technical Education Centers<00:19:10.280> so<00:19
• I mentioned earlier about 30% of the students participating are enrolled in CTE centers.
• start because I know you've got CTE start because I know you've got CTE involved<01:24:11.760>

Keywords: 1189, house, all

Summary: The Public Higher Education Study Committee held an organizational meeting and received an update from the university and community college systems on implementation of recommendations from the governor’s higher education task force. The systems said the task force report contained about 40 recommendations, and they have focused first on operational items while continuing to work on larger policy issues, including better alignment of public higher education with workforce and economic development needs. The committee also discussed reporting requirements under the amended law and whether quarterly reports are required or whether annual updates are sufficient unless the committee requests more. A major topic was expanding Early College and dual-enrollment opportunities. The chancellors reported strong growth in Early College participation, significant student and family savings, and state scholarship support that they described as producing a strong return on investment. They said the goal is to build clearer pathways so students can earn college credit, reduce debt, and stay in New Hampshire for postsecondary education. They also noted ongoing work to simplify admissions and transfer processes, including about 100 transfer pathways between the systems, direct-admit efforts for community college and university students, and continued development of transfer equivalency tools. Members pressed the systems and the Department of Education on direct outreach to high school students, especially juniors, so students would know they are eligible for direct admission and other opportunities. The main obstacle discussed was access to student contact information, with officials saying the issue may involve contract limits with the College Board and possibly statutory constraints on sharing data. Department of Education staff said they are meeting with the systems and vendors to determine what changes are needed. Committee members urged faster action so students and families can receive letters or other notices about in-state options, affordability programs such as Granite Guarantee, and pathways to community college and university enrollment.

Transcript Highlights:

• and they've been working since the summer to weave together, making sure that they have mapped the CTE
• things that we've been talking about with the last domestic violence task force was looking at the CTE
• We don't fund any CTE programs directly, and my understanding is there's a pretty healthy balance in
• the CTE funds that probably could go towards that through PED.
• CTE funds that probably could go towards that through PED. Thank you.

Transcript Highlights:

• And when you take into account AP courses, some of those CTE courses, then compared to your general,
• We offer a lot of CTE classes, and so with the 1 to 25 in Cheyenne, we are looking at possibly losing
• We offer a lot of CTE classes, and so with the 1 to 25 in Cheyenne, we are looking at possibly losing
• We offer a lot of CTE classes, and so with the 1 to 25 in Cheyenne, we are looking at possibly losing
• And expanding CTE funding and equipment to middle school grades, not just high school.

Bills: SF0059, SF0053

Keywords: language proficiency, literacy education, reading interventions, dyslexia support, Montessori methods, individualized reading plans, amateur status, high school athletics, student eligibility, sports regulation, monetary compensation, 916, all

Transcript Highlights:

• They'd like to go back to the polls with a reduced-scope project for CTE only, all in one vote, as to
• The CTE program is one of the highest priorities for public works over in the House, and it has been
• I<01:10:43.360> the<01:10:44.000> uh<01:10:44.239> the<01:10:44.480> CTE<
• The advancing CTE committee funding.
• <01:12:09.840> renovation different approach to CTE renovation different approach to CTE renovation

Keywords: 1191, senate, all

Transcript Highlights:

• When we're talking about allocating funds and we're talking about this, we're talking, that could be CTE
• And then we have one other type of coach, and those are our CTE program coaches. ...leaders.
• And then we have one other type of coach, and those are our CTE program coaches, who support our programs
• courses, working with Educators Rising, that has an active presence in our high schools, as well as the CTE
• courses working with educators rising that has an active presence in our high schools, as well as the CTE

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• Just maybe a follow-up, since BSC is unique about having a CTE facility right on campus. Yeah.
• versus non-CTE dual enrollment?
• Yeah, and I have a slide later, and I could tell you, so the CTE in the dual credit, I don't know if
• Our CTE programs go through the North Dakota CTE accreditation process because we're Perkins funded at
• So we've taken CTE, we call it kind of CTE on the road, so we are offering two certificates in operator

Keywords: 908, all

Summary: The committee first reviewed the 2024-25 tuition waiver report for the North Dakota University System. Staff explained that waivers were reported for degree-seeking students and broken out by residency, institution, and waiver type. Members asked about partial versus full waivers, institutional discretion, athletic waivers, and whether campuses have published guardrails or transparency requirements. Staff said most waivers are set by institutions, with some statutory and board-required categories, and that athletic waivers are a small share of total waiver dollars. The report showed total gross tuition of $354.5 million, tuition waived of $38.9 million, and 11,193 of 42,040 students receiving some waiver. Members also discussed how waivers affect net tuition revenue, housing and food collections, and whether campuses are using waivers strategically compared with scholarships and other funding sources. The committee then heard a presentation on tuition rates by campus and State Board policy. Staff explained the board’s tuition factors for resident, Minnesota reciprocity, contiguous-state/U.S. nonresident, and international students, and noted that campuses often seek exceptions based on program-specific competition and enrollment goals. Members asked whether rates are based on cost or competition, and staff said campuses typically bring forward estimates and market comparisons when requesting special rates. The presentation also reviewed general fund appropriations versus net tuition revenue by campus, and members discussed how local tuition decisions and waivers do not directly affect the state funding formula, though they do affect institutional revenue and reserves. Questions were also raised about the Higher Learning Commission’s financial composite indicator and how it differs from the more intuitive reserve and revenue figures. The committee next received a broad overview of non-higher-education entities affiliated with the State Board of Higher Education, beginning with NDSU agriculture-related units. Dr. Greg Lardy described the State Board of Agricultural Research and Education, the NDSU Extension Service, the Agricultural Experiment Station, and the branch research centers, emphasizing their statewide role in crop and livestock research, extension education, and county-based outreach. He outlined funding mixes for extension, the experiment station, and branch stations, noting that grants and contracts support both research and education, while the agronomy seed farm is self-funded through seed sales. Members asked about the new and vacant FTE pool, R1 research status, matching requirements for grants, and whether state appropriations count toward research expenditures. Dr. Lardy also highlighted major research impacts, including crop varieties, virtual fencing, AI-assisted weed control, and NDAWN weather data. The Northern Crops Institute and the Upper Great Plains Transportation Institute also presented. NCI described its role in market development, technical services, and education for regional agriculture, its governance through the Northern Crops Council, and its funding from state appropriations, other states, and earned revenue. Members asked about the source of out-of-state funding, intellectual property, and the institute’s international reach. UGPTI then outlined its transportation research, federal and state funding structure, and work on road and bridge condition assessments, travel demand modeling, and workforce training. No votes were taken during the portion of the meeting reflected in the transcript.

Transcript Highlights:

• The CTE pathways, even as schools align their CTE coursework, as there's other similar programs with
• Workforce Solutions helps to streamline those programs altogether towards a common goal of continuing CTE
• I think this makes clear that as we go to LSC, looking at all of the money that's been put into CTE internships

Bills: HB97, HB280, HB183, HB151, HB202

Keywords: Shaken Baby Syndrome, abusive head trauma, child safety, training and education, healthcare funding, youth internships, workforce development, education, grant funding, employment, drinking water, water quality, environment, public health, water filtration, private well testing, federal funding, childhood sexual abuse, time limitations, civil actions

Transcript Highlights:

• supports the recruitment and fair compensation of top talent in career and technology education, or CTE
• Career and Technology Education, or CTE.

Bills: HB1057

Keywords: teacher salary, retirement benefits, career education, work experience credit, Texas Education Code

Summary: The Senate committee met, established a quorum, and took up House Bill 1057, sponsored in the Senate by Senator Adam Hinojosa. Hinojosa explained that the bill would expand the amount of prior industry experience that can count toward TRS and salary step credit for career and technology education teachers, increasing the cap from two years to five years. He said the change is intended to help recruit and fairly compensate skilled professionals such as electricians, nurses, welders, and programmers, and to address teacher shortages beginning in the 2025-2026 school year. No members asked questions, and no one signed up to testify. The committee then voted to report HB 1057 favorably to the full Senate. The motion passed unanimously, 13 ayes and 0 nays, and the chair announced the committee would stand recessed subject to call.

Transcript Highlights:

• units in the SEG or $93.5 million in additional funding for grades 6-12, which can be flexibly used for CTE
• supporting secondary students, including the revision to the graduation requirements, the expansion of CTE
• And for the secondary factor, we'll be monitoring the number of Career and Technical Education (CTE)
• your increase to the secondary factor in that resulting funding should be for secondary students in CTE
• Is it a focus that is of interest to the student, whether it be CTE?

Transcript Highlights:

• be responsible for the teacher prep program and the last thing I'm gonna say is when we talk about CTE
• I would really like to see as far as teachers and educators being part of the CTE and how we can support
• short amount of time if we focus on very specific things including programs that we know that work like CTE
• initiative and this slide I won't go into detail because you all know the data and the impact that CTE
• Did not use CTE as the focus so much it's really about creating a plan for their students that is rooted

Transcript Highlights:

• But right now we’re recognizing, with all the issues that are facing us, CTE, technical education, and
• <01:12:08.880> but<01:12:09.159> also grades 10 11 12 in the CTE but also grades 10
• 11 12 in the CTE but also Manchester<01:12:10.040> has<01:12:10.199> at<01:12:10.360><
• although students who enroll at CTE although students who enroll at CTE centers<01:53:21.119>
• <01:56:57.560> centers found among students in CTE centers found among students in CTE centers

Keywords: 928, house, all

Summary: The meeting was the first session of a newly created House Education Funding Committee, which also handles career technical education and higher education legislation. The chair explained that the committee was split off from the larger education committee because of the high volume of bills in the prior biennium, and said its focus would be on education funding policy and related fiscal issues. He noted that the committee had already reviewed major topics with the Department of Education, including the foundation formula, building aid, career technical education, special education aid, catastrophic aid, and higher education funding, and that chancellors from the university and community college systems were scheduled to appear later that morning. The bulk of the meeting was an orientation on committee procedures and decorum. The chair reviewed attendance and replacement rules, hearing procedures, time limits for testimony, and how the committee would handle crowded hearings, early bills, and fiscal notes. He emphasized that hearings are not debates, that sponsors and co-sponsors may present but should not use their position to dominate questioning, and that the chair controls whether additional technical questions are asked of witnesses. He also stressed neutrality, saying members should not display buttons or placards or engage in running debates with testifiers, and that the committee should treat all testimony respectfully regardless of party or viewpoint. Additional housekeeping guidance covered security procedures, use of cell phones and computers during hearings, breaks and hydration in the dry hearing rooms, and courtesy toward the clerk and other staff. The chair also asked members to notify leadership in advance of absences and explained that some bills may require larger rooms or overflow arrangements. No votes were taken and no bills were acted on during this portion of the meeting.

Transcript Highlights:

• He's a CTE teacher, and he's the CTE teacher of the year for 2026. Fantastic. Welcome to the House.
• Senate side and didn't want to miss the opportunity for us to talk up the educators that we have from a CTE
• talk. side and didn't want to miss the opportunity for us to talk up the educators that we have from a CTE

Bills: HM3, HM11, HM14, HM15, HM21

Keywords: nurses, health care workers, healthcare workers, frontline workers, hospital staff, clinicians, allied health professionals, support staff, public health, workforce shortage, nursing shortage, safe staffing, patient safety, rural health care, frontier communities, behavioral health, mental health, substance use disorder, substance abuse, health care memorial

Transcript Highlights:

• Education subjects, including computer science, media production, and STEM, while also serving as the CTE
• <00:16:35.759> serving<00:16:36.199> as<00:16:36.279> the<00:16:36.440> CTE
• stem while also serving as the CTE stem while also serving as the CTE coordinator<00:16:37.839><

Keywords: 910, house, all

Transcript Highlights:

• Okay, all our CTE programs have a minimum sequence. Most kids take more than those three courses.
• Also, we have CTE middle school summer camps to give kids exposure with our center, well, with our Workforce
• But, across the board, we have law and also the fine arts at, before manufacturing, and CTE now more

Keywords: 924, joint, all

Transcript Highlights:

• This is capital outlay funds to support CTE, maintenance, and and and security.
• My next question is regarding CTE and security because sitting on the LSC like some of my colleagues,
• we see that funding for security and CTE.