Transcript Highlights:

• It was 2014 that they added Class 5 roads and Class 4 roads, and it was 2017 that they added Class 1
• 5 and Class 6 roads.
• 5 and Class 6 roads.
• 5 and Class 6 roads.
• It's the confluence of several class six roads and a class five road.

Keywords: 928, house, all

Summary: The committee took up several bills in executive session, beginning with HB 568 on subdivision regulations concerning water supply. Representative Donnelly moved ITL, arguing the bill would create costly studies, that towns already have jurisdiction over needed studies, and that the issue was not widespread. The committee voted ITL 9-7. HB 582, dealing with safety requirements for personal watercraft, was also moved ITL on the grounds that existing law already covers the issue and the bill was unnecessary after recent action on personal flotation devices. Representative Derby opposed the ITL, saying the bill was a common-sense safety measure and would restore a misdemeanor penalty, but the committee voted ITL 9-7. The committee then retained HB 595, relative to coastal resilience zones, after members said the bill was important but needed more work and time because of its complexity. Members noted it should be revisited later, and the motion to retain passed 16-0. HB 607, funding the Hampton Beach Area Commission and making appropriations, received an ought-to-pass recommendation 15-1, with support from members who described Hampton Beach as an important economic driver and one dissenting member saying the state should not bear the full cost. The committee also adopted Amendment 2025-3 on HB 624, establishing a local river management advisory committee grant program, by a 16-0 vote; the amendment shifted funding decisions to the Department of Environmental Services based on demonstrated need and a first-come, first-served process. The bill as amended then received an ought-to-pass recommendation 16-0 and was placed on consent. Later, the committee retained HB 629, funding the operation, maintenance, and repair of state dams, after members said the dams need attention but the bill required more work because suggested amendments had just been received. That motion passed 16-0. HB 644, concerning drones in state parks, was ITL’d because the Department of Parks and Recreation is already working through rulemaking on UAS use in remote areas, and the committee voted 16-0 for ITL. HB 657, the short notice booking act access for New Hampshire residents to state parks, was also ITL’d at the request of the prime sponsor, passing 16-0. The committee then adjourned and announced a later hearing on HB 663, which would allow the Division of Historical Resources to use a portion of Moose plate funds for administering its grant program; testimony from the sponsor and the division supported the bill as clarifying existing authority, and no final vote on HB 663 was included in the transcript excerpt.

Transcript Highlights:

• A person convicted of fentanyl trafficking under this threshold faces a class two felony.
• This is a class one felony. So if this law were to pass, then it becomes a class two felony, right?
• In that case, it would be a class two felony.
• against a minor under 15 years old or a class 3 felony in all other cases.
• And it will be a class four felony for a kid to do this.

Bills: HB2043, HB2046, HB2126, HB2131, HB2132, HB2133, HB2223, HB2265, HB2411, HB2666

Keywords: felony murder, unborn child, homicide, Arizona Revised Statutes, life imprisonment, death penalty, education, funding, school districts, state aid, education reform, venue, employee conflict, superior court, legal proceedings, workplace disputes, weapons, explosives, trafficking, firearm regulations

Transcript Highlights:

• Even though you want to be in a class, even though you're willing to do it, you can.
• And then at the end we'll have a class.
• If you get a P on that, that'll tell me you're ready to take the class.
• So what you're ready to take the class.
• So, with that class will be up to you.

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met for its first meeting of the session, reviewed basic committee rules, and took attendance before considering two bills. The chair emphasized civility, no signs in the room, and deadlines for committee substitutes and amendments. House Bill 416, sponsored by Representative Clines, would change teacher-preparation admissions by replacing an entrance test score requirement with a formative assessment approach while retaining exit examinations for teacher certification. KDE witnesses said the bill would reduce barriers, provide programs with data to support students, and not lower standards. Members asked about content-specific preparation, whether the bill would water down standards, and available data on current entry-test barriers. Several members spoke in support, citing the teacher shortage and the value of giving more candidates a path into education. The committee approved HB 416 unanimously and sent it to the House floor with a favorable expression of opinion. House Bill 389, sponsored by Representative Hein, would define dysgraphia, require KDE to annually update the dyslexia toolkit, support district professional development and coaching, require local boards to develop screener/diagnostic processes, and require postsecondary teacher programs to include dyslexia instruction. A committee substitute made technical changes, including an IDEA citation and removal of specific three-cueing language in favor of evidence-based practices. Testimony stressed that dyslexia is not the same as special education eligibility and that early identification and intervention are needed. Members discussed the low number of districts with related policies, the quality of approved screeners, and the need for more local and regional support services. The committee approved HB 389 with the committee substitute attached and sent it to the House floor with a favorable expression of opinion.

Transcript Highlights:

• This started with our current sophomore class and will continue being built in.
• The class of 2028 is where we're into full implementation for all students.
• Well, if we look a little further, the former scholarship allowed two classes a semester.
• They can be an AP scholar and take a certain number of AP classes to get there.
• I'm thinking like with concurrent credit classes.

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:

• So she called and offered to create a beginner's Tai Chi class.
• If our folks take a class, they take a class with everyone. They attend a pottery class.
• They attend a class that is a community-based class.
• If our folks take a class, they take a class with everyone. They attend a pottery class.
• They attend a class that is a community-based class.

Summary: The meeting focused on integrated employment and related services for people with intellectual and developmental disabilities, with testimony from several provider agencies and state officials. Robin Arder and Belinda Stevens of ThinkAbility described how their organization supports people through residential services and self-created businesses because community employers often are not ready to hire people with disabilities. They said rigid service rules, difficulty fitting individuals into existing job definitions, and reimbursement requirements can prevent person-centered employment supports. They also reported that, in their experience, employees had not lost benefits when work was coordinated carefully with Social Security and benefits management. Tina Hannah of South Central Industries described a broad business model that includes manufacturing, janitorial and highway contracts, state-use products, a food truck, and an entertainment trailer, along with an adult day program and residential services. She said the organization uses a temp-service style model to make employers more comfortable and noted barriers such as employer concerns about productivity, lack of awareness of tax credits and accessibility resources, and the need for consistent job coaches. Miranda Figueroa of A New Leaf said her agency is moving toward a more person-centered model, including a Transition Academy for young adults that combines independent living instruction, community college classes, internships, and follow-along support; she said the program has an 85% placement rate but is expensive and not eligible for traditional student aid because it is not accredited. She also cited barriers including dual diagnoses, workforce readiness, and low reimbursement rates. Angela Decker and Deborah Copeland of DRTC described their long-running enclave contracts and a new Community Skills and Connection program that uses interest-based cohorts, community exploration, and volunteer experiences to build skills and networks tied to employment. They said the agency is phasing out its 14(c) subminimum wage certificate by the end of the year and is trying to expand community-based opportunities. DRTC and other providers emphasized the need to blend DDS and DRS services more effectively, reduce restrictive rules such as line-of-sight requirements, and better support people in congregate living settings. DRS representatives said the agency does provide school-based transition services, employer accommodations, and job carving support, and noted federal reporting requirements tied to wage outcomes. Members also discussed safety concerns, employer education, data collection, ABLE accounts, and the role of schools in preparing students for work and community life. The co-chairs proposed organizing the task force into three working groups: in-school/transition services, program support and service blending, and community integration/employer engagement. No votes were taken, and the meeting ended with plans for further working-group discussion and follow-up on data and policy ideas.

Transcript Highlights:

• <00:04:40.039> A is a class A is a class A misdemeanor<00:04:42.360> what<00:04:42.520
• And stalking behavior when there is a protective order is a Class D felony on the first offense.
• And stalking behavior when there is a protective order is a Class D felony on the first offense.
• And stalking behavior when there is a protective order is a Class D felony on the first offense.
• And stalking behavior when there is a protective order is a Class D felony on the first offense.

Keywords: 958, all

Summary: The House Judiciary Committee met for its first meeting, established a quorum, welcomed new members and guests, and announced that committee rules would be sent out later. The committee then took up House Bill 38, sponsored by Representative Tipton, which would increase the penalty for repeated violations of an order of protection. Under the committee substitute, a third violation of the same protective order could be charged as a Class D felony instead of a Class A misdemeanor. The substitute was adopted by voice vote. Representative Tipton said the bill was prompted by a constituent’s experience with repeated abuse and violations of protective orders, and he argued the change was needed to better protect the public. Maryanne Pratt testified in support of the bill, describing a long history of domestic violence, repeated violations of protective orders, stalking through calls and social media, and her fear for her safety. Several members expressed support and praised her courage. Questions focused on whether the bill would cover social media contact and on the committee substitute’s language requiring the same victim and same order. Representative Burke raised concern that the same-victim language could allow an abuser to victimize multiple partners without triggering the felony provision. Tipton said the original bill was broader, that the change was added because of concerns about reverse protective orders, and that the issue might be revisited in the Senate. Scott West, speaking for the Kentucky Association of Criminal Defense Lawyers, said the bill addressed some concerns but warned that the third-offense trigger could be based on technical contempt findings rather than violent conduct, and he noted that stalking already can be charged as a felony in some cases. The discussion continued on those concerns, but no final action on the bill beyond adoption of the committee substitute was taken in the portion provided.

Transcript Highlights:

• the same rigor as every other class.
• from people about rigor and whether those classes are calibrated correctly.
• because they can finish more quickly and may be less rigorous than in-person classes.
• <00:56:36.720> I<00:56:36.960> learned saying this was a good class.
• I learned saying this was a good class.

Keywords: 1187, senate, all

Transcript Highlights:

• She went to all her classes. She was a straight-A student.
• Unfortunately, I've had class, so I can't attend in person.
• It's very difficult, I think, to maintain a 3.0 when you fail the class. It gets tricky.
• Degree, you do not get that one class, which is a technicality.
• He also cannot do the refresher class. So he is carrying and knowing very well.

Transcript Highlights:

• If you do get convicted of it as a class one misdemeanor, Drones flying over sporting venues.
• If you do get convicted of it as a class one misdemeanor, Same protection.
• If you do get convicted of it as a class one misdemeanor, so it's just more of a public safety thing
• The difference is that one’s a class five felony and one’s a class three felony, and very often the class
• It's a class six felony.

Bills: SB1049, SB1053, SB1058, SB1093, SB1160, SB1211

Keywords: spousal maintenance, court guidelines, self-sufficiency, financial support, marriage dissolution, concealed carry, gun permits, firearms training, public safety, criminal history checks, local recognition, firearms, merchant codes, financial privacy, Second Amendment, data protection, riot, planning, racketeering, criminal conspiracy

Transcript Highlights:

• Our average classes are about 15 to 20 people.
• Our average classes are about 15 to 20 people.
• Our average classes are about 15 to 20 people.
• Our average classes are about 15 to 20 people.
• <00:51:26.799> at uh our classes are really great at uh our classes are really great at preparing

Keywords: 1183, house

Transcript Highlights:

• But in this public policy class, we talk about so many issues.
• I teach two classes on elections and conservatism that each have about 100 students, and some other classes
• When she had the courage to share this piece in her class, no one said anything.
• When she had the courage to share this piece in her class, no one said anything.
• And I sometimes take positions that I don't agree with in class.

Keywords: 995, all

Summary: The meeting opened with approval of the July 9, 2025 minutes and a roll call confirming quorum. DESE Commissioner Pedro Martinez gave his first official testimony, affirming the department’s commitment to preventing antisemitism and societal bias in schools, saying DESE supports the commission’s recommendations and will add staff resources to help develop and disseminate guidance and instructional materials. He said DESE’s rubric and guidance for identifying effective curricula and resources should be finalized in late fall, and commissioners welcomed the partnership and asked about the ongoing Section 98A work. The commission then heard from Professor Eitan Hirsch of Tufts, who presented research on antisemitism and campus climate. He described survey findings showing sharply different Jewish and non-Jewish views on Israel, increasing social pressure on Jewish students, and a growing tendency for Jewish students to hide their identity or feel penalized for participating in Jewish life. He argued that colleges need to do more to teach students how to handle dissent and build cultures of viewpoint diversity, and commissioners asked about best practices, regional differences, and the role of campus climate surveys. Rabbi Fine of UMass Amherst Hillel and student Sky Landau testified about antisemitism at UMass, especially since October 7. Fine described both a thriving Jewish student community and serious incidents including harassment, vandalism, classroom issues, protests, and students hiding Jewish identity; he said the university is working with Hillel and DEI leadership on goals and strategy for Jewish inclusion, and he urged more training and structured dialogue. Landau described antisemitic incidents she experienced or witnessed, including hostile BDS meetings, exclusion of Zionist students, Holocaust denial, threats, and social ostracism, and said Hillel was the only consistently safe space for her. Commissioners discussed reporting pathways, affinity groups, mental health supports, and ways to distinguish criticism of Israel from antisemitism. Later, the commission moved to its recommendations and made several edits before voting, including deleting offensive wording in a footnote, adding a citation to recent FBI hate crime data, and restoring language tied to an existing DESE regulation, 603 CMR 26.05, on classroom neutrality and fact-based instruction. Commissioners also reiterated that criticism of Israel’s government is not inherently antisemitic. The meeting included a brief interruption by a protester, after which the commission recessed and then resumed its work on the draft recommendations.

Transcript Highlights:

• just real quick, I've worked with Senator Sullivan before about an interview for our school media class
• In my cost accounting class, we have a project once a semester where we have to do a case study, and
• class.
• Do you talk to people in your classes that are like some of the teachers, Matt, that you may?
• We also tell them one special thing: if you want to make all A's in your classes, whatever class you're

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• So it allows for a class B felony and a class A felony option if there is either the potential for serious
• incidents we see um so it it allows for incidents we see um so it it allows for a<00:35:37.520> class
• <00:35:38.880> a<00:35:39.079> felony a class B felony and a class a felony a class
• B felony and a class a felony option<00:35:40.920> um<00:35:41.240> if<00:35:41.440>
• B felony um at the bottom of be a class B felony um at the bottom of my<00:36:19.400> testimony

Keywords: 1191, senate, all

Transcript Highlights:

• If they have 30 minutes, do you think that would be unfair to the other kids inside the class that are
• I think someone else made the point that how long does it take for a child to go from class down the
• I have an... and go to their class.
• class for PE credit.
• A straight, cisgender, middle-class woman married for 42 years.

Bills: SB211, HB96, SB215, SB257, SB13, SB13

Keywords: school safety, local law enforcement, superintendent, complaints, school bus regulations, National Signing Day, athletic scholarships, military enlistment, postsecondary education, apprenticeship programs, high school students, educational commitments, education intervention, State Superintendent, local boards, provisional release, subpoena authority, compliance, educational operation control, fundraising

Transcript Highlights:

• You're on the hook for a class C felony. >> Class C felony, correct. >> Five years in prison, $10,000
• You're on the hook for a class C felony. >> Class C felony, correct. >> Five years in prison, $10,000
• You're on the hook for a class C felony. >> Class C felony, correct. >> Five years in prison, $10,000
• class class >> that's<00:39:21.359> a<00:39:21.440> class<00:39:21.599> C
• <00:39:21.839> felony >> that's a class C felony >> that's a class C felony >>

Keywords: 912, senate, all

Transcript Highlights:

• What is taught in the class aligns with the course description.
• Or being free-speeched out of their ability to learn or get to class or take a test?
• This is where students are walking back and forth to class every day.
• If you look at the class of 24, the class of 24 was denied in 2020 their ability to graduate from high
• Students work hard, pay tuition, and trust that every class class will deliver on that promise, providing

Keywords: 1185, senate, all

Transcript Highlights:

• That were doing odd outside of the cities of the first class.
• What's the rationale behind exempting first-class cities from this particular legislation?
• in the city of the first class, and there were special regulations related to that.
• You know, you mentioned special statutes that first-class cities tend to have.
• Keep missing math class. But if the home doesn't know that, they can't lean into it.

Transcript Highlights:

• maximum of 12 course work, 12 classes maximum of 12 course work, 12 classes for<00:23:06.159>
• enrolled in those dual credit classes. enrolled in those dual credit classes.
• that's a possible of 12 free classes that's a possible of 12 free classes paid<00:42:08.560>
• So, so the give them extra classes.
• many classes as as possible. Correct. many classes as as possible. Correct.

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:

• But anyway, starting on the left of the table here, we will see the description of the asset classes
• were as of February 28th in all these asset classes, we were well within the range.
• asset class had been a drag on the health insurance trust and that year it was not in favor.
• that asset class was not.
• that asset class was not.

Keywords: Meeting Start: 00:00:01 Attendance Roll Call: 00:01:26 Approval of Minutes: 00:02:27 Investment, Cash Flow, and Legislative Update: Bo Cracraft – Judicial Form Retirement System: 00:03:12 Ryan Barrow – Kentucky Public Pensions Authority: 00:21:52 Beau Barnes – Teachers’ Retirement System: 00:34:31 Adjournment: 01:07:25, 958, all

Summary: The meeting opened with the Pledge of Allegiance and prayer, followed by a roll call confirming a quorum and approval of the prior minutes. A special guest, Dave Eager, was welcomed before the committee moved to presentations from retirement system officials. Bo Craycraft, executive director of the Judicial Form Retirement System, gave a quarterly update on investment performance, asset allocation, and cash flow. He said the plans had held up well amid market volatility, with fiscal year-to-date returns above benchmark and long-term returns remaining strong. He explained that the plans are targeted to a 70% equity/30% fixed-income allocation, that some cash is being held for cash-flow management, and that negative cash flow is expected because of funding and contribution levels. He also said Senate Bill 183, dealing with proxy voting and economic analysis for certain votes, was not expected to materially affect the plans because of their small number of holdings and Bear Trust’s long-term investment approach. Ryan Barrow and Erin Surrod then presented for the Kentucky Pension Authority. They reported positive quarterly performance across the retirement and insurance funds, though results varied by period and remained tied to broader market conditions. They said recent asset-allocation changes had been completed and the funds were now within target ranges. On cash flow, they noted some plans remained negative or near zero, with one plan benefiting from a large appropriation. In the legislative update, they described House Bill 30 as codifying an exclusion from pension-spiking calculations for across-the-board raises, and Senate Bill 10 as increasing retiree health insurance subsidies and changing employee health insurance contribution rules for certain CERS members beginning in 2026. They also said Senate Bill 183 would likely have limited impact, though the agency would review voting policies and incorporate any required economic-analysis procedures.

Transcript Highlights:

• <00:07:29.160> of approximately 40% of Hawaii's class of approximately 40% of Hawaii's class
• There's also, um, there may be a misunderstanding that I'm a middle-class or an upper-middle-class family
• So that's why we decided to elevate our complaints into a class action lawsuit.
• one of four plaintiffs in the class one of four plaintiffs in the class action<00:38:38.560>
• So that's why we decided to elevate our complaints into a class action lawsuit.

Keywords: 910, house, all

Summary: The House Committee on Education met on February 6 at 2:00 p.m. and heard testimony on a series of education-related bills. HB 1200, which would codify teacher ratios in statute, drew support from the Department of Education, the Democratic Party of the Education Caucus, and 11 individuals; no opposition was noted and the committee moved on without questions. HB 1344, concerning mandatory FAFSA completion, received testimony from the Department of Education, Hawaii P20, and a University of Hawaiʻi student who cited unclaimed Pell Grant funds and low FAFSA completion rates as reasons to support the bill. Committee members asked about current outreach efforts, and DOE and P20 described FAFSA tracking data, hotlines, email support, school-based FAFSA nights, and coordination with counselors; members also raised concerns about federal education funding and Pell Grants. The committee then heard HB 1499, which would authorize staff and volunteers to administer certain medications. The Department of Education, Department of Health, University of Hawaiʻi nursing leadership, and the Hawaii State Center for Nursing all testified in support, along with several individuals and the Democratic Party Environmental Caucus. The next measure, HB 902 on the Public Safety Power Shutoff program, was supported by DOE, the Public Utilities Commission, and Hawaiian Electric, but it prompted extensive questioning from the Vice Chair about whether taxpayers should fund a study to help schools remain open during shutoffs. Hawaiian Electric said the bill would help DOE assess impacts in wildfire-risk areas and noted its wildfire safety strategy, outreach efforts, and potential community resource centers, while the Vice Chair argued the utility should bear more of the cost. The committee also heard HB 961, a bill on school libraries and a CASS pilot program, with DOE offering comments and HSTA and the Hawaii Library Association strongly supporting it. HSTA argued certified librarians are important for literacy, research, and digital literacy, and said many schools lack them because of cost; the association and 14 individuals testified in support. HB 962, a related bill on DOE libraries and the system, also drew support from DOE, HSTA, and the Hawaii Library Association, with 15 individuals in support. Finally, HB 730, concerning the Civil Rights Compliance Branch, received support from DOE, White Children’s Action Network, AAW of Hawaiʻi, and many individuals. Testifiers said the branch needs more resources and training and handles more than Title IX, including Title VI, Title VII, and ADA matters. A student plaintiff in a Title IX lawsuit described unequal treatment in athletics and facilities, and another supporter said the bill would help ensure compliance with federal civil rights laws. No votes were taken during the portion of the meeting provided.