Transcript Highlights:

• This section also provides school districts the opportunity to grant credit equivalency to CTE Health
• Similar credit options are already available in other CTE areas; this is just us setting ourselves up
• <00:07:59.000> teachers for CTE teachers for CTE teachers this<00:08:00.360> section
• credit equivalency to CTE Health Science courses<00:08:05.919> that<00:08:06.120> may<
• areas this is just us setting CTE areas this is just us setting ourselves<00:08:20.759> up<00

Keywords: 1187, senate, all

Transcript Highlights:

• Representative Freeman continued that, seeing as CTE instructors do not teach any core curriculum but
• for a full-time student going to that CTE Center.
• I'm covering regular public schools, and he's covering CTE centers, which I think is important.
• CTE CTE centers<05:53:42.320> so<05:53:42.600> you<05:53:42.718> can<05:53:42.958
• > Center centers so you can go to the CTE Center centers so you can go to the CTE Center of<05:53

Keywords: 928, house, all

Summary: The committee first took up HB 662, which would require discussion of abortion procedures and the viewing of certain videos in public school health education. Members argued the bill went too far by naming specific videos and involving the Attorney General in enforcement, and they said curriculum decisions should be left to educators. The committee voted ITL on HB 662 by a unanimous 18-0. The committee then considered HCR 6, a resolution calling for the removal of the superintendent of District 67. Members said the resolution targeted an individual and that the underlying dispute was already in court, so the matter should be left to the legal process. The motion to ITL passed 18-0. Next, HR 9, urging the Department of Education to emphasize STEM education, received broad support as a nonpartisan statement of priorities, and it also passed 18-0. HB 440, concerning educator licensing and shortages in Career and Technical Education, was amended to clarify that the bill applies to initial licensure only. After discussion about whether the amendment was necessary, the committee adopted Amendment 0188 unanimously and then voted OTPA on the bill as amended, 18-0. HB 222, which repealed the requirement for an MOU between charter schools and districts on services for students with disabilities, drew testimony that districts already provide substantial oversight through IEP processes and that the MOU requirement was burdensome and largely unenforced; the committee voted OTP 18-0. The committee then took up HB 719, which would repeal the right of first refusal for charter schools to purchase or lease unused district facilities. Supporters said the existing law had not generated complaints and could impede charter expansion, while opponents said the issue had not proven to be a problem and local control should be preserved. The committee voted ITL 17-1, with one member opposed and no minority report. The chair then postponed HB 184, a study committee bill on school start times, because it was scheduled for the next day, and the committee moved into a work session on bullying-related bills, discussing HB 108, HB 384, and HB 673 without taking final action in the portion provided.

Transcript Highlights:

• I've heard that impact any of the CTE.
• If not, doing this now deals with them. are three full CTE cosmetology to are three full CTE cosmetology
• , are what I I sort of referred to as CTE, are what I I sort of referred to as CTE, introduction<
• 1,200 hours would somehow be left out, but since they can go to another CTE school, he just wants to
• A speaker continued: We've the opposition seemed to be concerned that the CTE graduates would not be

Keywords: 928, house, all

Summary: The committee heard Senate Bill 254, which Senator David Roford described as a technical correction to controlled substance inventory law for pharmacies. He said the bill would remove outdated language requiring inventories to be done in an odd-numbered year, while keeping the existing requirement that pharmacies conduct a full controlled substance inventory every two years in line with federal law. Members asked several clarifying questions about whether the requirement is pharmacy-by-pharmacy, whether new pharmacies would be affected, and whether the change would alter scope or compliance; the sponsor and a representative of the New Hampshire Pharmacist Association said it would not, and that it mainly provides clarity for pharmacies and inspectors. The public hearing on SB 254 was then closed, and the committee also heard support from a representative of the pharmacist community, who said the association supports the bill. The committee then discussed a non-germane amendment to SB 254 dealing with FBI background checks for educational surrogate parents under the Department of Education. Representative Leyon explained that the amendment was requested by the Department of Education after the FBI rejected prior statutory language, and that the goal was to allow people serving as educational surrogate parents to complete FBI fingerprint-based background checks so they can perform their duties. Department of Education and Department of Safety staff testified that the amendment mirrors language that has worked in other education-related background check statutes, including provisions with specific disqualifying offenses tied to child safety, and that the FBI requires precise statutory language and direct transmission of records through the Department of Safety. Members questioned why the FBI’s approval was needed, whether individuals could simply provide their own records, and whether changing federal leadership could require future changes; witnesses said the state needs both state and national records, that records must come directly from the FBI through the Department of Safety, and that the language is intended to satisfy current federal requirements. During the discussion, some members expressed skepticism about the need for the amendment and about placing it on a bill about controlled substance inventories, but no vote was taken during the portion of the transcript provided. The committee also briefly discussed a separate bill on physician assistants/physician associates, with members noting that the proposed name change would not alter scope of practice and that some outside groups had raised concerns about transparency, but that discussion was interrupted and not concluded in the excerpt.

Transcript Highlights:

• Uh it sustains critical CTE think it is.
• , support of it because I believe in CTE, support of it because I believe in CTE, but<00:32:32.799
• month ago, I took our university CTE month ago, I took our university CTE program,<00:32:49.039>
• President. focus most of our CTE resources into our focus most of our CTE resources into our colleges
• at<00:34:26.560> our exceptional exceptional CTE at our exceptional exceptional CTE at our

Keywords: 916, all

Transcript Highlights:

• really the value proposition outside of customer service was promote STEAM, Sierra schools, robotics, CTE
• superintendent, while Pam Gonzalez serves as principal at Hayden High School and associate superintendent, CTE
• We do have mandatory CTE graduation requirements, and 10 of our high school students are enrolled in
• director and academic counselor we were there um CTE director and academic counselor we wear a number
• district and each of the schools was labeled as a B grade we are we do man man we do have mandatory CTE

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:

• on CTE standards. on CTE standards.
• They don't need a CTE. They don't need anything else.
• They don't need a CTE. They don't need anything else.
• They don't need a CTE. performing arts. They don't need a CTE.
• ,<03:17:45.920> then some kids are meant for CTE, then some kids are meant for CTE, then develop

Keywords: 916, all

Transcript Highlights:

• For those of you who are not familiar with the way the CTE renovations work, we have a list.
• For those of you who are not familiar with the way the CTE renovations work, we have a list.
• For those of you who are not familiar with the way the CTE renovations work, we have a list.
• <00:15:53.040> rebuild that is because uh to do a CTE rebuild that is because uh to do a CTE
• additional funds into uh CTE additional funds into uh CTE particularly<00:21:20.480> around

Keywords: 928, house, all

Summary: The Finance Division II committee heard a Department of Education budget presentation from Commissioner Frank Edelblut and CFO Tammy Valen-cour. The department outlined its organizational structure and emphasized that it functions largely as a flow-through agency for school funding. The commissioner reviewed general fund and Education Trust Fund items, including state aid, dropout prevention, special education, building aid, lease aid, charter schools, Education Freedom Accounts, and the district adequacy calculation. He also highlighted the public school infrastructure fund, saying the state has invested well over $50 million in school safety since 2018 for measures such as access controls, locks, and window film, and argued that safety spending should be ongoing rather than reactive. Members asked about the variability in the school infrastructure line, special education aid, and the Discovery Education learning platform. Edelblut explained that some safety funding had come from one-time surplus appropriations rather than the agency line, and said special education aid was underappropriated because districts submitted more invoices than expected; he said the governor added $16 million to address the shortfall. He also described CTE renovation funding, noting four projects were initially proposed but only Jaffrey and Milford were still moving forward, with local votes required and the state covering 75% of costs. He said Milford’s project was omitted from the governor’s budget by oversight. The department also reviewed enrollment trends, noting public school enrollment has fallen from about 230,000 students in 2002 to about 185,000 today. Edelblut clarified that charter students are not eligible for Education Freedom Accounts, while EFA students attending non-public schools are counted as EFA students. He described several one-time surplus-funded initiatives, including Student Clearinghouse, MTSSB work, civics curriculum development, computer science education, and adult education. He also discussed a $4 million CTE tuition and transportation grant, saying it was kept as a competitive grant rather than a formula grant to avoid creating an ongoing maintenance-of-effort commitment that could jeopardize federal Perkins funding. In the final portion, Edelblut identified prioritized needs in the department’s budget, especially funding for a state administrator for assessment to support the legislatively required civics assessment, and additional support for the Discovery Education platform. He said every school in the state is using the platform and cited more than 1.5 million educator engagements, while a member raised concerns about mixed reviews and uneven district awareness of the program. No votes or formal actions were taken during the presentation and question period.

Transcript Highlights:

• I guess my question really is on line 50, with the number of discussions regarding the CTE and the concern
• that they—that’s their right place, it could also be a consideration to put these into a different CTE
• raise that, but really building off of the committee’s strong consensus that continuing to invest in CTE
• and having clear standards— Continuing to invest in CTE and having clear standards and accountability
• okay, and Representative Pettigrew, thank you for the consideration with how our higher education, CTE

Keywords: 996, all

Transcript Highlights:

• And then on the CTE side, the students can have two per year in grades 9 through 12, so that's how we
• <00:22:58.720> the<00:22:58.880> students<00:22:59.200> can then on the CTE
• side the students can then on the CTE side the students can have<00:22:59.600> two<00:22:59.840
• It's also in the process of relating it to CTE programs that are in the high schools.
• the process of relating it to CTE the process of relating it to CTE programs<01:03:10.480> that

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met and approved the July 15, 2025 minutes before hearing a presentation from the Kentucky Higher Education Assistance Authority (KHEAA/KIA) on student financial aid ahead of the January biennial budget session. KHEAA outlined its role administering 17 state-funded grant and scholarship programs, 529 plans, and outreach services, and emphasized that net lottery proceeds after a $3 million literacy appropriation are statutorily dedicated to student aid. The agency focused on the major need-based programs—College Access Program (CAP), Kentucky Tuition Grant (KTG), and KEES—along with dual credit, Work Ready Kentucky, teacher scholarship, and National Guard tuition assistance. Officials said the new federal FAFSA methodology created a major increase in eligible students, especially for CAP, and thanked lawmakers for adding substantial funding this biennium to meet the higher demand. Staff explained that CAP is for Pell-eligible, low-income students, while KTG is a need-based grant for students at private Kentucky colleges; both use FAFSA data, but schools verify final eligibility. They said CAP awards are first-come, first-served and that the higher funding level allowed the program to last the full 21-month application cycle in FY 2024-2025, compared with much shorter periods in earlier years. KHEAA reported about $232 million spent on CAP for roughly 72,000 students last year, with current applications running about 10% ahead of the prior year. Members asked about the difference between applicants and recipients, the effect of lower lottery revenues, and whether recent federal legislation would affect state aid; KHEAA said it does not expect major impacts on grants and scholarships, though student loan changes could affect graduate students. The committee also discussed KEES and dual credit. KHEAA said KEES has been fully funded since its creation and that its forecast was within $76,000 of actual need last year. For dual credit, staff said a recent bill consolidated work-ready dual credit and career/technical education under one scholarship program, and KHEAA will seek growth funding because participation and costs continue to rise. The agency said FY 2025 dual credit spending reached $26.4 million across dual credit and work-ready funding, requiring transfers from Work Ready Kentucky to keep dual credit fully funded. Members asked about transferability of dual credit hours and whether the program reduces later college costs; KHEAA said it does not have hard data on every credit transfer, but it does see higher bachelor’s completion rates and lower student debt, suggesting positive effects. No votes were taken beyond approving the minutes.

Transcript Highlights:

• Chairman, we still have CTE, higher ed, commerce, and ethics. We did move out last night.
• We still have CTE, higher ed, commerce, and ethics. We did move out last night. Okay.
• Hopefully we get the CTE budget kind of wrapped up today, so that might be on your list.
• Hopefully we get the CTE budget kind of wrapped up today, so that might be on your list.

Keywords: 908, all

Summary: The committee began with roll call and a brief update on remaining work, then took up Senate Bill 2213, the “science of math” bill. Members clarified that the appropriation for the program was not included in the DPI budget and would remain attached to the policy bill for now. The committee adopted the amendment and then gave the bill a do pass recommendation, 21-2. The committee next considered Senate Bills 2036 and 2037, both juvenile justice/Human Services bills involving mental health and criminal responsibility evaluations for minors. Testimony explained that the bills create new processes and require DHS to contract with specialized providers, with appropriations of $500,000 in 2036 and $300,000 in 2037. Members debated whether the funding should come from existing DHS resources or remain as separate appropriations, and whether the programs were one-time or ongoing. The committee adopted amendments on both bills and then recommended both do pass, with 2036 passing 14-6 and 2037 passing 17-4. The committee then heard Senate Bill 2021, the Information Technology Department budget. Representative Bosch outlined major themes in the budget, including migration from PeopleSoft and the mainframe, onboarding/off-boarding automation, double-counting of IT spending, and the transition of education technology from PowerSchool to Infinite Campus. Members also discussed a study amendment related to a statewide enterprise resource planning system, and added language on grant management and compliance management. The committee adopted the amendments and gave the budget a do pass recommendation, 20-0-3. Finally, the committee heard Senate Bill 2011, the Highway Patrol budget. Representative Pyle explained the House changes, including shifting some one-time costs to the motor carrier electronic permit fund, funding for body armor, breath tests, road course resurfacing, fleet costs, handgun replacement, and carryover authority for federal technology funds. The committee adopted the amendment and then passed the budget 21-0-2. The committee then began Senate Bill 2399, a Human Services bill on Medicaid reimbursement for psychiatric residential treatment facilities, but deferred action after testimony from a facility representative and committee discussion about therapeutic leave days, reimbursement rates, and whether a cap on reimbursable days should be set in statute or rule. The chair said the committee would seek more information from DHS and take the bill up the next day.

Transcript Highlights:

• And then with North Dakota's stand-up of the 13 regional CTE centers, Minot has one here as well.
• going to, do you think these numbers could even be going worse because of the trade emphasis and the CTE
• And so obviously that's where the campuses to develop more CTE.
• And so if it's a CTE track, what CTE pathway would get you to the next, which college math course did
• But, you know, in the same breath, I also just heard a CTE board member say he had no idea that Career

Keywords: 908, all

Transcript Highlights:

• job of getting dual credit for CTE coursework in almost every CTE field.
• Are they combining that with the CTE experience that's also offered through your school district?
• Are they combining that with the CTE experience that's also offered through your school district?
• So we're seeing more and more of an increase in the CTE field in our dual credit enrollment.
• So we're seeing more and more of an increase in the CTE field in our dual credit enrollment.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• that sort of came up, I think, and this is in regard to something that we talk about all the time is CTE
• and uh the district wanting to potentially do some CTE work at the middle school, um, maybe also at
• Um, you know, there, I think there was some mention of the former CTE space at the high school, but I
• Do you have a distribution sheet yet for the 50,000 distribution for CTE safety? Mr.
• That, that reminds me of the distribution that I asked about earlier that money can go to maintenance, CTE

Transcript Highlights:

• be siloed and used specifically for CTE. be siloed and used specifically for CTE.
• CTE teachers. CTE teachers. >> Okay? >> Okay? >> Okay?
• , and we have the university that's there to teach the teachers of CTE.
• Back on the original amendment for a footnote restricting these funds for CTE purposes.
• um restricting these funds for CTE um restricting these funds for CTE purposes.<00:28:43.360>

Keywords: 916, all

Transcript Highlights:

• board, where this version does not address many of the concerns that were raised regarding satellite CTE
• programming, and will create a situation where EVIT has nearly unfettered access and discretion regarding all CTE
• Ultimately, this is about ensuring students have continued access to CTE programs without disruption.

Keywords: 1182, all

Summary: The House opened with prayer, the Pledge of Allegiance, guest introductions, and a proclamation honoring the future USS Arizona, SSN-803, and the USS Arizona Legacy Foundation. Members also announced committee assignments and several bills were read for first and second reading. The chamber then moved into Committee of the Whole to consider HB 4034, HB 2444, HB 2992, and HB 4027, with amendments adopted on each measure. HB 4034 drew comments about career and technical education funding and district disputes; HB 2992 prompted debate over a pilot sexual abuse prevention program, with supporters calling it a resource for students and opponents criticizing it as an opt-out pilot and a burden on classrooms; HB 4027 generated discussion about a highway naming amendment involving Charlie Kirk and Ed Pastor. All three bills were reported out as amended and sent to engrossing and third reading. On third reading, the House passed HB 293, HB 2502, HB 2750, HB 2999, and H.C.M. 2009. HB 293 dealt with school curricula and passed 31-22. HB 2502 related to the Arizona State Retirement System and passed 37-16. HB 2750, concerning mining and legislative department provisions, passed 44-9. HB 2999, creating special taxing districts tied to housing development, drew supportive remarks about affordability and private financing and passed 32-21. H.C.M. 2009 urged federal action to streamline access to minerals on federal land withdrawals and passed 31-22. HB 2229, relating to maternal services and funding for pregnancy resource centers, failed initially by a 26-27 vote after extended debate over abortion-related implications and taxpayer funding. Members then moved to reconsider that failure, and the motion to reconsider passed 27-21, placing the bill back on the calendar. The House also heard a proclamation for March as Sleep Apnea Awareness Month and a Women’s History Month reflection on Mexican-American and Mexican-Irish heritage. The chamber adjourned until 1:15 p.m. on Wednesday, March 18, 2026.

Transcript Highlights:

• Because STEM is CTE. Computer science is under CTE. Engineering is under CTE.

Transcript Highlights:

• The reach of CTE programs is vast.
• The solution is clear: we must continue to invest in CTE programs.
• CTE yesterday I introduced her CTE yesterday I introduced her resolution<00:12:46.120> celebrating
• <00:13:11.079> programs of Learners enrolled in CTE programs of Learners enrolled in CTE programs
• Readiness employers also report that CTE Readiness employers also report that CTE graduates<00:15:34.160

Keywords: U.S. House of Representatives Floor Proceedings on Thursday, February 6, 2025, 1012, house, all

Transcript Highlights:

• We had to limit updates and enhancements to our CTE spaces and equipment replacements, as well as some
• What we would accomplish by providing enhanced equipment and opportunities to our CTE spaces, as well
• What we would accomplish by providing enhanced equipment and opportunities to our CTE spaces, as well
• What we would accomplish by providing enhanced equipment and opportunities to our CTE spaces, as well
• What we would accomplish by providing enhanced equipment and opportunities to our CTE spaces, as well

Keywords: 1187, senate, all

Transcript Highlights:

• For clarification, are you talking CTE programs? Speaker: Sure.
• I think the CTE program is part of the public school programs that they offer.
• <00:23:06.800> think<00:23:07.000> it's<00:23:07.120> the<00:23:07.360> CTE
• I think it's the CTE program is needed.
• I think it's the CTE program is part<00:23:08.720> of<00:23:08.800> the part of the part

Keywords: 1189, house, all

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• When we're talking about allocating funds, and we're talking about this, we're talking that could be CTE
• bit about coaching and coaching our leaders, and then we have One type of coach, and those are our CTE
• And we've got multiple Ed Fellows that graduated from Belen High School in the CTE program in early childhood
• It has an active presence in our high schools, as well as the CTE courses—the Career and Technical Education
• instance, we had two young ladies that happened to graduate from Blend High School, and they already had CTE

Keywords: 996, all