Transcript Highlights:

• The loan program does not encourage or discourage charter schools.
• The loan program does engage and whether a charter school should exist. Excuse me, does not.
• The charter school revolving loan program is an existing line item in the budget. who we have here picture
• If we want students to come to school with a high school diploma, we need to make sure We need to make
• If we want students to come to school with a high school diploma, we need to make sure we have a high

Keywords: 988, house, all

Transcript Highlights:

• > from<00:04:36.080> the high school graduating students from the high school graduating
• high school graduating classes previous high school graduating classes classes<00:04:57.120> and<
• high school or a coming straight out of high school or a student<00:12:51.920> like<00:12:52.079
• > not is that our high school diploma is not is that our high school diploma is not designed<00:14
• of they go through high school, and some of they go through high school, and some of them<00:14:

Keywords: 1187, senate, all

Transcript Highlights:

• So, this bipartisan bill ensures that every public high school participates in the program so that more
• Talk to any prospective or current students from a high school who enrolled in this program and they
• My high school opted into the direct admissions program, and I received an email detailing all the colleges
• program, and, you know, of course, we encourage students to consider all options after high school,
• <00:52:09.520> high elementary school, middle school, high elementary school, middle school

Keywords: 1187, senate, all

Transcript Highlights:

• to every high school student headed into the workforce after high school.
• This bill creates a grant program for comprehensive high schools to build, lease, or renovate vocational
• annexes and classrooms co-located at comprehensive high school campuses.
• We build new technical programs and classrooms without building new schools, and we stabilize local schools
• school teacher in Lowell at Lowell High School.

Keywords: 995, all

Summary: The Senate took up Senate House No. 4010, a fiscal year 2025 supplemental appropriations bill funded largely by surplus Fair Share revenues. The Ways and Means chair described the bill as a $1.28 billion package, with major investments in education and transportation, including special education circuit breaker aid, higher education deferred maintenance, career technical education capital grants, school construction relief, high-dosage tutoring, English language learning grants, MBTA reserve replenishment and safety training, commuter rail maintenance, Chapter 90 local road aid, regional transit authority support, ferry and micro-transit funding, and a small World Cup transportation appropriation. Members from both parties generally praised the bill’s one-time, regionally balanced approach while emphasizing fiscal discipline and the limited, surplus-based funding source. The minority leader and others questioned the fund balances and the use of the education and transportation innovation and capital fund, the Student Opportunity Act trust fund, and the transitional escrow account; the chair said the bill would zero out the innovation and capital fund, leave about $430 million in the SOA trust, and about $200 million in the escrow account. Several members highlighted specific priorities. Senator Cronin and Senator Feeney strongly supported the $100 million career technical education investment, arguing it would expand vocational opportunities in comprehensive high schools and help meet workforce needs. Senator Feeney also emphasized MBTA funding, special education, local road repairs, English language learning tied to workforce needs, and World Cup preparations in Foxborough. Senator Comerford praised the bill’s regional equity, higher education maintenance funding, special education support, and transportation investments, while also noting the need for broader future work on Chapter 70 and school finance. Senator Tarr supported the bill but repeatedly stressed that the spending was a unique one-time opportunity and that the Commonwealth should preserve fiscal reserves and continue to address school funding inequities and MBTA finances more broadly. The chamber then considered numerous amendments. Amendment 1 on tariff pricing transparency was withdrawn after brief remarks, and Amendment 14, proposing a DESE study on educational outcomes for young men and boys, was rejected. Amendment 182, funding Worcester Regional Transit Authority capital expenses, was adopted. Amendment 228, adding $500,000 for Free Period to expand access to menstrual products in schools, was adopted. Amendment 257, funding Springfield Public Schools communication and safety systems, was also adopted. Other amendments, including Tarr amendments on supplemental district aid, MBTA reporting, and the Foundation Budget Review Commission, were rejected. Amendment 308 concerning MBTA Communities and Milton was withdrawn, after which Senator Driscoll began a presentation arguing Milton was being misclassified under the MBTA Communities Act and should be treated fairly under the law.

Transcript Highlights:

• Our students join our program in their junior year of high school.
• Specifically, you all may know about College Possible because of our robust high school program, but
• Our students join our program in their junior year of high school.
• Specifically, you all may know about College Possible because of our robust high school program, but
• member supporting the same program at Camden High School that helped me get into and graduate from St

Keywords: 1187, senate, all

Transcript Highlights:

• Our students have worked with these counselors over the course of their high school careers.
• Those are the ones families are filling out when they're in high school.
• we receive data on where all those high school seniors are enrolled in their senior year.
• It's a friendly competition among our high schools, which also spurs some focus.
• GPA requirements for community college students, remove age and time out of high school.

Keywords: 988, house, all

Transcript Highlights:

• Also, he began taking interest early in high school, and he worked for C.S.
• their high school today.
• She graduated from Gadsden High School last May.
• She plans on going to Goddard High School and would like to get involved in activities in her other schools
• She plans on attending early college high school there in Roswell.

Keywords: 996, all

Transcript Highlights:

• If we can broaden this and make it available so that someone in a Career Tech type program in high school
• So I have Tyler Adams paging with us this week from U Park Crossing High School.
• Grayson is a junior at Athens High School, and today he is getting to see our... ...today he is getting
• get you high."
• high-dose products.

Bills: HB441, HB445, HB477, HB441, HB445

Keywords: speech-language pathology, licensure, clinical supervision, educational qualifications, healthcare assistant, hemp-derived cannabinoids, CBD, THC, delta-8, delta-9, delta-10, consumable hemp products, psychoactive cannabinoids, cannabinoid regulation, hemp licensing, ABC Board, Alcoholic Beverage Control Board, retail hemp sales, wholesale hemp distribution, hemp tax

Transcript Highlights:

• There are people who exit the scholarship program to attend their area high schools, as you know.
• the private schools score high.
• the private schools score high.
• high school."
• high school."

Keywords: 928, house, all

Summary: The Finance Division 2 work session first took up HB 506, a bill dealing with the return of seized firearms. Members discussed how the measure would shift background-check processing for firearm returns through the Department of Safety, while the physical firearms would still remain with local police unless State Police had taken custody. The department said the bill would change which cases come to it, and members clarified that the bill concerns the background-check decision rather than possession of the firearms. The committee then voted OTP on HB 506 FN by a 7-0 roll call. The committee next discussed HB 671, establishing a kindergarten literacy readiness program. Department of Education staff explained that the bill grew out of a COVID-era Waterford contract that provided home-based early literacy support for families using federal relief funds, at a cost of about $600,000 per year, but that the program ended when those funds expired. Members raised concerns that the bill’s $1 appropriation was not realistic, that the prior program lacked sufficient outcome data, and that the references to ESSA tier-one benchmarks were unclear. The department said it was conducting a broader literacy needs assessment and updating the state literacy plan, including data from the zero-to-five range, K-5, and dyslexia-related work. Waterford representatives described the program as an early-literacy, pre-K readiness service for children ages zero to five, originally designed to work in homes with computers and internet provided where needed, and later expanded in some settings such as daycares and pre-K classrooms. They said the program used assessments at the beginning and end, had served hundreds of children, and was intended to support family engagement and kindergarten readiness. Despite that testimony, members remained concerned about funding and the lack of clear results, and one member moved to retain the bill for more information. The discussion ended with the bill retained rather than advanced.

Transcript Highlights:

• and advisers in high school for years and advisers in high school for years and years<00:40:06.880
• > cost<00:41:57.800> High programs intact including high cost High programs intact including
• Today, most high schools that have opted into this program are in the Twin Cities metro, creating an
• c> in<00:53:32.520> the high schools who participate in the high schools who participate in
• schools for our schools today most high schools for our schools today most high schools that<00:53

Keywords: 1187, senate, all

Summary: The committee heard informational testimony from student and advocacy groups focused on higher education affordability and support programs. Representatives of the Minnesota Association of Private College Students urged full funding for the Minnesota State Grant, describing it as essential for low- and moderate-income students and noting prior successes such as increased support for hunger-free campuses. Two student witnesses, including one first-generation college student and one refugee student, said the grant made college possible for them and warned that underfunding or cuts would limit students’ ability to choose the right school, especially at private colleges not covered by North Star Promise. Members asked questions about the students’ schools, majors, and why they chose their institutions. The witnesses emphasized scholarship opportunities, campus community, faith-based support, and the importance of financial aid in making college accessible. No votes or formal actions were taken during this portion of the hearing. The committee then heard from Vivian Dudley of Foster Advocates, who testified in support of the Foster Independence Grant. She described how the grant allowed her to begin college, stabilize housing and basic needs, and continue toward a social work degree, while warning that aging out of eligibility leaves foster youth facing renewed financial barriers. Members responded with supportive comments and asked about her educational path and work with youth; she said she wants to use her education to help others and to educate campuses on better supporting foster students. Finally, Shay Hornik of the University of Minnesota student government testified in support of North Star Promise, arguing that the program reduces financial burdens and signals that higher education should be accessible regardless of family income. Hornik cited student financial stress, rising living costs, and public opinion favoring greater investment in higher education, and urged expansion of North Star Promise to help middle-class families. No committee action was taken in the transcript.

Transcript Highlights:

• at every single one of our schools, in addition to SROs at our middle school, as well as at our high
• There are a few after-school enrichment programs.
• The average age of our schools is 50 years. We have the oldest high school in all of Arizona.
• Parents are looking for before- and after-school programs.
• We don't have a high school within our boundaries.

Keywords: 1182, all

Summary: The committee first heard the January 2026 follow-up to the special audit of the Arizona State Board of Chiropractic Examiners. The auditor’s contractor reported that the board had implemented or was in the process of implementing most of the 28 recommendations from the 2024 audit, but three remained unimplemented: resolving complaints within 180 days and two open meeting law recommendations. The follow-up also identified new concerns about outdated or incomplete public disciplinary records and the lack of a complete public records request log and response procedures. Committee members pressed the board on open meeting compliance, complaint delays, transparency, and lobbying activities, while the executive director said the board had adopted new policies, added staff and investigators, created an intake committee, improved complaint prioritization, and was transitioning to a new licensing platform. She also said the board had ended broad subpoenas, improved conflict-of-interest tracking, and was working to formalize its practices in rule. The committee did not take a vote or other formal action in the transcript provided. The committee then received the Arizona school district financial risk analysis for January 2026. The Auditor General’s office reported that the number of highest-risk districts increased from two to nine, and districts approaching the highest-risk category increased from seven to nine. The presentation explained the financial risk measures used, common risk patterns among the highest-risk districts, and the district action plans posted on the report website. Tucson Unified School District was used as an example of a highest-risk district, and Scottsdale Unified as an approaching-highest-risk district. Members asked about declining enrollment, reserve balances, negative fund balances, and the use of capital monies for operations. Sierra Vista Unified School District then presented its response to being identified as financially at risk. The superintendent said she had recently taken over and was implementing a turnaround plan that included a school closure, staffing reductions through attrition, spending freezes, tighter purchase controls, a three-year sustainable spending plan, and efforts to stabilize enrollment through outreach, customer-service changes, and alternative program offerings. She also said the district was redirecting some capital assistance to operations, renegotiating contracts, and improving communication with families and staff. Committee members questioned the district about declining enrollment, instructional spending, school safety, academic performance, and whether the action plan adequately addressed those issues. No formal vote or action was taken on the school district item in the transcript provided.

Transcript Highlights:

• schools, and junior highs, with some of those employers down in your district.
• And if we have any plans to go down through the high schools and through the junior highs?”
• We have over 400 local high school graduates from the Casa Grande Union High School District that are
• So a person is hired from the high school to Lucid.
• Let’s say we get a high school graduate from Casa Grande Union High School or Vista Grande High School

Bills: HB2107, HB2588, HB2946, HB2950

Keywords: SNAP, nutrition assistance, fast food, vitamins, waiver, food policy, municipal planning, homeowner association, building permits, single-family home, property rights, design standards, development fees, municipalities, infrastructure, public services, annual reporting, property development, tourism improvement area, TIA

Summary: The Rural Economic Development Committee first took up HB 2950, which would allow governing bodies to approve tourism improvement areas to promote lodging and tourism as an economic development tool. Supporters from the Arizona Lodging and Tourism Association, Visit Yuma, and Visit Phoenix said tourism is a major economic driver, especially in rural communities, and argued the bill would give local areas a voluntary, industry-led way to market themselves, attract visitors, and support jobs without raising taxes on residents. Members discussed tourism in places such as Yuma and other rural destinations, and the committee voted 7-0 to give HB 2950 a do pass recommendation. The committee then heard a presentation on rural economic development centered on Lucid Motors’ investment in Pinal County and its partnership with Central Arizona College. Speakers from the Arizona Commerce Authority, Central Arizona College, and Lucid described workforce training programs, including the Drive48 accelerator, which they said has helped train workers for advanced manufacturing jobs and raised local incomes. The committee read proclamations recognizing both Lucid Motors and Central Arizona College for their contributions to job creation, workforce development, and economic growth in rural Arizona. Finally, the committee considered HB 2946, which would revise development fee requirements, including changes affecting the timing and administration of fees and a prohibition on charging development fees for accessory dwelling units. The sponsor and housing advocates said the bill was intended to help address housing affordability and give developers more predictable costs, while city and league representatives opposed it, arguing it would shift costs from growth to existing taxpayers and interfere with local infrastructure planning. After adopting an amendment that removed county-related provisions and made clarifying changes, the committee passed HB 2946 on a 4-1 vote with two members present, and the meeting adjourned.

Transcript Highlights:

• I arrived at Merc as a high school senior through word of mouth from my friends.
• do you have more students who are seeking high school diplomas?
• and high school career day next year.
• and high students to our middle school and high school<00:23:53.600> career<00:23:54.000>
• especially as a high school student. especially as a high school student.

Keywords: 1187, senate, all

Transcript Highlights:

• teacher at Edina High School. teacher at Edina High School.
• high school levels in Minnesota high school levels in Minnesota classrooms. classrooms. classrooms
• > schools Districtwide, middle and high schools Districtwide, middle and high schools have<01:
• My name is Hannah Graham, and I'm a high school counselor at Roseville Area High School.
• I'm a high school teacher in a small St. Paul public school.

Keywords: 1183, house

Transcript Highlights:

• of the school nurse credential program at Sac State.
• There are conflicting references to relevant grades: primary, secondary, junior high school, high school
• There are conflicting references to relevant grades: primary, secondary, junior high school, high school
• Tanya Halverson, California Virtual Academies high school teacher, opposes.
• Special education high school teacher, and I oppose Senate Bill 414.

Summary: The Assembly Education Committee met without a quorum for much of the hearing and heard several bills out of order. SB 249 by Senator Umberg would move county board of education elections from the primary to the statewide general election. Supporters, including the League of Women Voters and many educators, argued the change would increase turnout and make the electorate more representative. The Orange County Board of Education opposed the bill, saying it would increase costs, reduce local control, and bury education races on crowded general-election ballots. The chair and members discussed turnout, cost, and representation, but the bill was held pending a quorum. Senator Grove presented SB 373, which adds safeguards for California students placed in out-of-state non-public schools through IEPs. The bill would require more robust LEA and CDE oversight, including annual site visits, student interviews, quarterly contact, stronger certification standards, and restrictions on prone, supine, and mechanical restraints. Testimony from a survivor of an out-of-state placement and from advocates emphasized abuse, neglect, and the need for stronger monitoring. There was broad support and no opposition testimony, but the measure was also held pending a quorum. Senator Ashby presented SB 568, the epinephrine in schools modernization act, to clarify and expand requirements for stocked epinephrine so they clearly apply to all public schools, including preschool programs. School nurses and medical experts said the bill would close gaps created by universal preschool and ensure life-saving treatment is available for anaphylaxis. The committee discussed dosing and implementation, and the bill was supported without opposition testimony. The committee also heard SB 414, the Charter School Accountability Act, which would strengthen fiscal oversight, audit standards, and transparency for charter schools and authorizers. Supporters said it responds to fraud and audit findings while preserving charter flexibility; opponents, including school employees and teachers, said it did not go far enough on authorizer accountability and small-district oversight. After discussion, the committee voted 7-0 to pass SB 414 as amended to Appropriations. The committee also briefly heard SB 743 by Senator Cortese, which would create an equalization reserve account to provide additional funding to underfunded school districts and reduce funding inequities tied to ZIP code. The author said the bill would support student achievement and teacher retention over time. The transcript cuts off before testimony or action on SB 743 was completed.

Transcript Highlights:

• If not, you're going to find high school young people going to different programs, gaining their ground
• <00:48:19.599> school that we're having with our high school that we're having with our high
• This is in high school.
• <01:16:05.840> school center to uh complete my high school center to uh complete my high school
• <01:20:39.600> school Jefferson County without a high school Jefferson County without a high

Keywords: Meeting Start 00:00:00 Call to Order and Roll Call 00:00:28 Kentucky Recovery Vocational: Workforce Reimagined 00:01:31 Update on College Athletics and 25RS SB 3 00:24:39 Goodwill Kentucky Excel Center 01:09:53, 958, all

Summary: The committee first heard a presentation from Kentucky Recovery Vocational Workforce and Re-entry Incorporated, led by Executive Director Jerick D'vor, on its vocational training model for people in recovery and formerly incarcerated individuals. He said the nonprofit operates in Russell Springs and serves students from across Kentucky, offering manufacturing and welding training tied to recovery services through Spark Recovery. D'vor emphasized that the program combines treatment, soft-skills coaching, job placement, and continued support after employment, arguing that training should begin around 90 days into recovery rather than earlier. He reported strong outcomes, including 292 students served, 259 certificates earned, and 250 job placements, with many participants placed in manufacturing jobs and 17 welders trained and placed through the new welding academy. Members praised the program but asked about funding, retention, and employability barriers. D'vor said the pilot was supported by opioid abatement grant funding, and the program now relies mainly on donor contributions and Spark Recovery’s investment in clients, with possible future support from additional opioid abatement funds or 1915(i) mechanisms. He said participants are not charged tuition and that the organization provides soft-skills training and job coaches. In response to questions about long-term outcomes, he said the program does not yet have a full alumni tracking system but is exploring technology options and continues to provide post-employment support for 90 days. After approving the committee minutes, members received an update on college athletics and Senate Bill 3 from University of Louisville Athletic Director Josh Heird and University of Kentucky Athletic Director Mitch Barnhart. They said Kentucky’s NIL framework and reporting requirements are working reasonably well and praised the state for not trying to create a competitive advantage in the evolving college sports environment. Heird reported that 521 student-athletes have signed up for NILGO and about 240 deals have been approved through the system, while noting the need to ensure NIL agreements are legitimate marketplace deals rather than artificial payments. The discussion also touched on the House settlement, the $600 approval threshold, and broader federal changes affecting college athletics.

Transcript Highlights:

• And my last question is just the existing high school program and junior college program.
• How many students are in high school?
• Remember, we have 4 grades of high school and then 2 grades of junior college.
• So our turnover obviously in junior college is twice the rate of the high school.
• We've been in the 700s, so about half of that 350 high school, 350 junior college.

Transcript Highlights:

• <00:40:59.440> school you know I I work with high school you know I I work with high school
• <00:41:31.040> school but um I have heard from high school but um I have heard from high school
• <01:00:42.160> On our Kentucky high school students.
• On our Kentucky high school students.
• Some begin with dual credits in high school, like I did.

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:

• PREVENTION SERVICES WHICH ARE PROGRAMS DESIGNED TO HELP HIGH RISK YOUTH AVOID GOING DEEPER INTO THE SYSTEM
• BUT IN OUR RESIDENTIAL PROGRAMS WE HAVE MODERATE RISK, HIGH RISK AND MAX RISK.
• IF WE HAVE PROGRAMS THEY IDENTIFY AS HIGH NEED THEY WILL GET VISITS WITH TECHNICAL ASSISTANCE EVERY MONTH
• SCHOOL DIPLOMA.
• WE APPROACHING 50 KIDS THAT HAVE GOTTEN A HIGH SCHOOL DIPLOMA.

Keywords: 999, senate, all

Transcript Highlights:

• <00:12:19.680> School students of Taylor County High School students of Taylor County High
• High School and saying, Taylor County High School and saying, "We<00:14:58.320> either<00:14:58.560
• So, I've been working at Taylor County High School for eight years.
• So, I've been working at Taylor County High School for eight years.
• It said, high school. I heard a motto.

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met and first considered House Bill 141, which would make type 1 diabetes information available to students through KDE, school district websites, and school locations such as youth service centers, front offices, and nursing stations. The sponsor explained that a committee substitute removed a requirement that districts distribute the information annually to students, in response to concerns about teacher workload. Members spoke in support, citing the value of helping schools recognize the signs of type 1 diabetes and the usefulness of the information for families. The committee adopted the substitute and passed the bill favorably with the substitute attached. The committee then heard House Bill 415, described as a cleanup measure to House Bill 300, the teacher due process law. The sponsor said the substitute would improve communication between the Education Professional Standards Board and superintendents, remove a requirement that teachers meet with EPSB when a complaint is filed, and move appeal hearings from EPSB to the Attorney General’s office effective July 1, 2027. Members discussed the changes and the bill passed favorably with the committee substitute attached. Finally, the committee took up House Bill 555, which would define student-based enterprises and allow local school boards to decide whether to permit them. The sponsor and a Taylor County High School business teacher described student-run businesses as hands-on learning opportunities that build workforce skills, generate funds for student scholarships and activities, and operate under local control. Members asked about red book compliance, tax and business issues, and how the enterprises relate to programs like DECA and Junior Achievement. The committee passed the bill favorably, and then adjourned.