Transcript Highlights:

• . $550,000 for the Elmore County School CTE program. $35,000 for Fairfield High Preparatory School. $100,000
• Thomasville High Schools. $200,000 for Thomasville Middle School Cafeteria. $140,000 for Tuscaloosa County CTE
• :32:17.200> for<00:32:17.440> Tuscaloosa<00:32:18.000> County<00:32:18.399> CTE
• $140,000 for Tuscaloosa County CTE $140,000 for Tuscaloosa County CTE program,<00:32:20.320>

Bills: HB235, HB236, HB565, HB237, HB238, HB239, HB240, HB241, HB242, HB235, HB236, HB565, HB237, HB238, HB239, HB240, HB241, HB242

Keywords: social media, age verification, minors, under 16, children online safety, online privacy, platform regulation, deceptive trade practice, Attorney General, civil penalties, punitive damages, consumer protection, account creation, algorithmic feeds, internet safety, youth social media, HB236, Baldwin County, Board of Equalization, per diem

Transcript Highlights:

• We had a CTE director, a couple CTE directors.
• We had a CTE director, a couple CTE directors. And he sat and trained us for an entire day.
• One way of addressing it was to look at regionalizing level D and looking more at that CTE model of funding

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• And some examples of those appropriations are literacy, ed fellows, and CTE.
• On row 88, we have $40 million for CTE, which includes a CTE pilot project, work-based learning, and
• On row 88, we have $40 million for CTE, which includes a CTE pilot project, work-based learning, innovation

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• Other school districts have used contingency to meet surprise bills from regional CTE centers and health
• and health regional CTE centers and health insurance<00:45:41.560> risk<00:45:41.800> pools
• maintain<01:06:07.520> a<01:06:07.600> list<01:06:07.880> of<01:06:08.000> CTE
• <01:06:08.520> events<01:06:08.920> that maintain a list of CTE events that maintain
• a list of CTE events that administrators<01:06:09.840> can<01:06:10.080> use<01:06:10.720

Keywords: 1189, house, all

Transcript Highlights:

• adding the seventh and eighth grade CTE. adding the seventh and eighth grade CTE.
• I think it's a great way for both in the CTE arena and the special education arena for us to fill the
• I think it's a great way for both in the CTE arena and the special education arena for us to fill the
• <02:09:36.400> programs<02:09:36.800> is those comprehensive CTE programs is those
• comprehensive CTE programs is particularly<02:09:37.679> difficult<02:09:38.239> and<02

Keywords: Education - Room 216, 22 January, 2026; 10:30 AM, 925, all

Summary: The committee took up several education-related bills. Senate Bill 2071 would allow school boards to vote on providing health insurance to board members and their dependents using local, not state, funds; it was advanced after Senator Brian objected that it could create an incentive for people to seek school board seats for the insurance benefit. Senate Bill 2072 would move the deadline for teacher supply cards earlier, from August to July, using EF funds, and it was reported. Senate Bill 2103 would require school boards to adopt policies banning or restricting student cell phone use during school and class time, and it was also reported. Senate Bill 21103 would remove a requirement that school counselors follow the National Association of School Counselors’ code of ethics and instead align them with the Mississippi teacher code of ethics; it passed without opposition. Senate Bill 2236 would authorize the use of LifeVac choking devices in schools, with the sponsor saying the devices are inexpensive and could be provided free to districts; it passed as well. The committee then spent most of its time on Senate Bill 2242, the Mississippi Math Act, which would create a statewide math improvement initiative within the Department of Education. The bill would deploy math instructional coaches, require K-5 universal math screeners three times a year, create individual math plans for students below benchmark, support algebra readiness, protect data under FERPA, and establish a fund for grants and other deposits. Senator Boyd said the bill is modeled on efforts in other states, especially Alabama, and is intended to build on Mississippi’s literacy reforms by focusing on support, intervention, and professional development rather than retention or punishment. Members raised concerns about cost, the proposed anti-lapsing language for the fund, and whether the bill should require high-quality instructional materials statewide rather than leaving curriculum choices to local districts. Senator Hopson estimated the program could cost about $3.5 million and suggested the anti-lapsing language might be removed or handled through appropriations. Senators Blunt, Hill, and Wiggins argued that the success of literacy reforms came from requiring standardized, high-quality instructional materials and accountability, not home rule alone. Senator Wiggins offered an amendment to require high-quality instructional materials for math statewide, and Senator Boyd said he was supportive of that as a friendly amendment. The discussion ended with the amendment still being worked through and the bill not yet finally disposed of in the excerpt.

Transcript Highlights:

• fell off a ladder and had life-threatening injuries while he was working at school, basically with a CTE
• c><00:20:47.720> basically<00:20:48.200> with<00:20:48.360> a<00:20:48.400> CTE
• <00:20:49.560> program, at school, basically with a CTE program, at school, basically with
• a CTE program, and<00:20:51.200> had<00:20:51.360> to<00:20:51.440> have<00:20:

Keywords: 1191, senate, all

Transcript Highlights:

• I just want you to understand that this is more than CTE.
• 00:30:06.080> than to understand that this is more than to understand that this is more than CTE
• :07.679> than<00:30:07.919> just<00:30:08.559> being<00:30:08.880> able CTE
• This is more than just being able CTE.

Keywords: 1183, house

Transcript Highlights:

• provide, from registered apprenticeship programs to industry-recognized apprenticeship programs, to CTE
• dollars for training, where we've identified, even with industry-based certifications, which fall back to CTE-type

Bills: HB431, HB648, HB 1006, HB1926, HB2037, HB2468, HB2788, HB2791, HB3255, HB3260

Keywords: HB 431, Texas Property Code, Property Code Chapter 202, solar roof tiles, solar shingles, solar energy device, homeowners association, HOA, property owners' association, POA, renewable energy, residential solar, distributed solar, roof-mounted solar, homeowner rights, architectural control, restrictive covenants, real estate, subdivision regulations, multi-zoned subdivisions

Transcript Highlights:

• We're very big on CTE.
• Your chairman is as probably as big on CTE as anybody in this building, and it's something that we've

Transcript Highlights:

• a different CTE program, which had the same funding formula as being proposed in this.
• a different CTE program, which had the same funding formula as being proposed in this.
• a different CTE program, which had the same funding formula as being proposed in this.
• a different CTE program, which had the same funding formula as being proposed in this.
• a different CTE program, which had the same funding formula as being proposed in this.

Keywords: 1191, senate, all

Transcript Highlights:

• If we keep CTE as a permanent program, we lose $10 million from the feds.
• There was $7 million in CTE at PED that was unspent from last year, and so we added another $10,000.
• CTE at PED that was unspent from last year.

Keywords: 996, all

Transcript Highlights:

• So they could be on any of Ross's CTE pathways, even if they weren't one of the H-2 pathways listed here
• And even if they were not a CTE completer, if they took four concurrent credit courses or concurrent
• And we've seen huge increases in CTE.

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:

• , regional coordination for career education and training budget change proposal or better known as CTE
• One of the things that I think is coming up with CTE, and I did ask for some of this before the hearing
• And this is not unique to CTE.

Keywords: 988, house, all

Transcript Highlights:

• CTE plays a big part in the programming.
• I really want to focus on CTE and how we work with our rural economic development agencies, our comprehensive
• My director of personnel is also my director of CTE, is also my director of secondary schools, is also

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and first heard a Department of Education program review on three district support programs: assistance to low-performing schools, the Florida Partnership program, and regional literacy teams (RAISE). Dr. Paul Burns described how the Bureau of School Improvement supports schools with D/F grades through regional teams, classroom observations, professional learning, and targeted funding, noting that 104 of 168 low-performing schools improved after 2022-23 and that the share of failing schools fell from 6% to 4%. He also outlined the Florida Partnership’s $4 million annual appropriation for advanced-course teacher training and student access, and the RAISE literacy program’s $5 million funding, universal/targeted/intensive supports, and progress monitoring results. Senators asked about rural participation, post-COVID reading data, parent support, and how long schools remain under monitoring after improving; Burns said rural districts can participate statewide, parents can access school and department support, and schools continue to receive monitoring after exiting low-performing status to prevent recidivism. The committee then received a presentation on the school district education foundation matching grants program from Suzanne Pridgen, who explained that the Consortium of the Florida Education Foundations administers the grants, which require private matching funds and support tutoring, literacy, STEM, career education, professional learning, books, and supplies. She said the program leverages about $1.44 in private support for every state dollar. The committee then moved to the regional education consortia, where representatives from PAEC, NEFEC, and Heartland, along with several rural superintendents, described the consortia as member-led organizations that provide economies of scale, professional learning, HR, risk management, purchasing, legal and operational support, crisis assistance, and leadership development for small and fiscally constrained districts. Superintendents from Lafayette, Holmes, Calhoun, Union, DeSoto, and Hendry counties testified that the consortia are essential because rural districts often have very small staffs, multiple-duty administrators, and limited in-house expertise. They cited support with insurance and hurricane recovery, training for new finance and HR staff, instructional coaching, CTE and leadership programs, and help with turnaround schools. Members emphasized that these districts can be high-performing despite limited resources, and several senators praised the consortia’s value. Senator Gaetz asked about additional back-office collaboration, possible regulatory relief, and FEFP issues tied to scholarship-related enrollment swings; rural superintendents responded that more local control would help. The meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• testified and determined that we were not able to do this because of bsing and also because of our CTE
• testified and determined that we were not able to do this because of bsing and also because of our CTE
• testified and determined that we were not able to do this because of bsing and also because of our CTE
• testified and determined that we were not able to do this because of bsing and also because of our CTE
• testified and determined that we were not able to do this because of bsing and also because of our CTE

Keywords: 928, house, all

Summary: The committee opened with House Bill 184, which would create a committee to study changing school start times. Members discussed Amendment 0394, which made the study committee’s duties more investigative and adjusted reporting recipients, including the Governor. Several members raised questions about whether the committee should review evidence-based studies, local district decisions, and existing district reports; supporters said the amendment would better allow the committee to gather information and recognize local control. The amendment passed 17-0, and the bill as amended also passed 17-0. Representative Litchfield noted that no one had testified in opposition and encouraged the future study committee to review an Oyster River School District report on school start times. The committee then took up House Bill 394, concerning cooperative school district budget committees and board member representatives. Amendment 0476 was adopted 17-0 after discussion that it clarified the bill’s language and reflected work with the School Boards Association. The committee then voted OTPA on the bill, which also passed 17-0. House Bill 738, requiring background checks for employees and volunteers at certain non-public schools or education service providers receiving public funds, was moved inexpedient to legislate. Supporters said the bill would create practical and legal problems for private citizens and homeschooling families, and the motion passed 15-2 with no minority report, placing the bill on consent. The committee next considered House Bill 235, which would amend the educator code of ethics and conduct to add responsibilities to parents. Supporters argued parents should be explicitly included in the code, while opponents said parents were already covered in existing ethics language and statute. The bill passed narrowly, 9-8. The committee then returned to House Bill 532 on alternate dispute resolution and individualized education plan team meeting facilitation. Amendment 0480H clarified that different rules would apply separately to neutral conference, mediation, and IEP facilitation; it passed 17-0, and the bill as amended also passed 17-0. Finally, the committee moved to House Bill 564, concerning adoption of school administrative unit budgets, and voted to retain the bill for further review because members said there was still confusion about how it would apply to single-district and multi-district SAUs.

Transcript Highlights:

• beyond, we have met regularly with the Department of Commerce and Division of Higher Ed, including CTE
• beyond, we have met regularly with the Department of Commerce and Division of Higher Ed, including CTE
• So you want to go over CTE as well? A little bit. I'm sure Ross does.
• So you want to go over CTE as well? A little bit. I'm sure Ross does.

Keywords: 1204, all

Transcript Highlights:

• questions to you are going to be about your request for K-12 collaboration and engagement... ...in these CTE
• These programs include NextGen CTE, Summer Internships, and Innovation Zones.
• FY27, the Public Education Department is requesting to more than double its FY26 budget. for NextGen CTE
• flag this as a potential area of concern because only 22% of students eligible to complete the NextGen CTE

Keywords: 996, all

Transcript Highlights:

• And some examples of those appropriations are literacy, ed fellows, and CTE.
• If you go to page 3, Row 87, we have $40 million for CTE, including the CTE pilot project, work-based
• The same amount as FY26, so no change for CTE.

Transcript Highlights:

• Public and private partnerships are the way to go, whether it's educating our kids in the CTE schools
• the<00:09:50.480> in<00:09:50.800> the<00:09:51.680> the<00:09:52.160> CTE
• <00:09:52.800> schools our kids in the in the the CTE schools our kids in the in the the CTE

Keywords: 928, house, all

Summary: The public hearing focused on Senate Bill 153, a proposal to speed up Department of Transportation driveway/entrance permitting for larger residential developments, generally 20 units or more. Senator Mark McConkey, the prime sponsor, said long permit delays can stall financing and housing construction, and explained that the bill creates a second, expedited permitting lane funded by a per-door fee. He said the original 90-day mandate was replaced with a more workable process developed with DOT and the New Hampshire Homebuilders Association, and noted that the fiscal note had been removed. Committee members asked about the fee structure, timing, whether the bill applied to 20 doors/units, and whether it affected income-restricted housing; McConkey said it does not include income-based incentives and does not change zoning or local planning requirements, only the DOT permit timeline. Industry witnesses strongly supported the bill. Matt Mayberry of the New Hampshire Homebuilders Association said the proposal is a public-private partnership the industry requested, that time delays can jeopardize financing, and that builders are willing to pay for faster review as long as safety remains the top priority. Joshua Reap of Associated Builders and Contractors gave similar support, saying DOT bottlenecks have long slowed projects and that the bill would help move approved developments forward without burdening taxpayers. Questions from members focused on whether the expedited lane would pressure DOT to approve unsafe projects, whether consultants would already be vetted, and how the process would work alongside local approvals; witnesses said DOT would still retain final sign-off and that the process would be transparent and safety-focused. Alan Hanscom of DOT then explained the department’s role in more detail. He said the bill would require DOT to issue permits within 60 business days after approval of the traffic impact study for qualifying residential projects, and would create a $120 per-unit fee to fund a dedicated liaison position and software upgrades. He said the applicant would also pay for third-party consultant engineer review under DOT oversight, with the consultant costs passed through at no DOT markup and any unused funds returned to the applicant. Hanscom said DOT has been working with the sponsor and builders to clarify the process and improve transparency, and estimated the fee would support a position that coordinates between applicants, districts, consultants, and DOT bureaus to reduce dead time in the review process.

Transcript Highlights:

• It's not just about the workforce in CTE, but making sure that as they graduate, those students, those
• Is there CTE alignment? Third is infrastructure.
• Straight to accomplishment. workforce<00:02:24.400> development,<00:02:25.040> CTE<00:02
• It's not just about the workforce in<00:02:32.239> CTE,<00:02:32.800> but<00:02:33.120>
• , but making sure that as they in CTE, but making sure that as they graduate<00:02:34.959> that

Keywords: 912, senate, all