Transcript Highlights:

• We also hold a community of practice, which is immersed in the approach of all learn, all teach.
• We currently have five e-learning modules for providers, starting with the standards of enhanced care
• So we also have in the e-learning, like navigating resources, to care.
• We also expanded on the e-learnings and focused on education.
• I learned a lot. I had no idea that MassHealth had a specialized unit.

Keywords: 995, all

Summary: The Permanent Commission on the Status of Persons with Disabilities equity subcommittee met, approved the prior minutes, and heard a presentation from the Massachusetts Department of Public Health’s Cater Center (Care Coordination Assistance, Training, Education, and Resources for Kids). Presenters Toria Haffey and Patty Loza explained that Cater provides training and technical assistance to MassHealth’s Cares for Kids providers serving children with medical complexity, with a focus on enhanced care coordination, family partnership, racial/cultural/linguistic equity, community resources, education systems, shared plans of care, and transition support. They described five e-learning modules, flexible one-on-one and group technical assistance, case review support, and informal virtual “cafes” for providers. They also noted the program has been operating for about two to three years and currently works with five hospital-based providers, including Boston Children’s, BMC, Tufts, NeighborHealth, and Baystate. Committee members asked about the number of families served, the relationship to MassHealth, and whether the model could be expanded beyond Boston-area providers. The presenters said Cater does not track enrollment numbers because that is handled by providers and MassHealth, and they agreed there is room to broaden reach and improve data collection. Members suggested connecting Cater with regional disability and case management networks, the Health Equity Compact, ACOs, and DDS-related contacts. Questions also focused on funding stability amid federal Medicaid cuts and workforce shortages in family engagement roles; Cater said the work remains a priority for MassHealth, though funding is a concern, and acknowledged staffing gaps, especially for family partners with lived experience. After the presentation, the committee discussed a NIH strategic plan for disability health research that had been circulated for future review. Because members had not yet read it, they agreed to place it on the agenda for the next meeting. The meeting then adjourned with no further business.

Transcript Highlights:

• lead-in to a much longer discussion that we probably don't have time for today on the work-based learning
• What kind of work-based learning? What kind of industry-based credentials can you get?
• So it's one of the things I'm looking forward to learning more about, is exactly how is that working
• One of the things I learned, I learned this from the Texas Workforce Commission in these conversations
• So if you can come by at any time, I'd love to learn more about it.

Keywords: 1184, house, all

Transcript Highlights:

• those who weren't had to learn from personal misfortunes.
• <00:05:37.039> from financially literate had learned from financially literate had learned
• Jackson, is a heck of a lot more beneficial to me than learning about the 60s through movies.
• Jackson, is a heck of a lot more beneficial to me than learning about the 60s through movies.
• Jackson, is a heck of a lot more beneficial to me than learning about the 60s through movies.

Keywords: 958, all

Summary: The committee heard House Bill 342, which would require all Kentucky students to complete a one-credit financial literacy course for graduation, with the credit able to count toward math, social studies, or an elective. Representative Meredith and student advocate Patrick Rovi argued the current financial literacy mandate is too weak without a credit requirement, citing low implementation across schools and the need for practical instruction in loans, credit, investing, and budgeting. Members generally supported the bill, while Representative Tipton raised concerns about adding credit requirements and limiting dual credit options, and Representative Willner questioned whether it would create an unfunded mandate. Supporters responded that the bill is designed to fit within existing graduation requirements and that free curriculum and professional development resources are available through groups like Next Generation Personal Finance. HB 342 passed the committee unanimously with an expression of opinion that it should pass. The committee next considered House Bill 661, a technical cleanup bill related to the previously enacted nine-passenger van option for school transportation. Representative Emily Callaway said the measure only adjusts regulations needed for KDE to implement the earlier law effectively. The bill passed without opposition. House Bill 208, sponsored by Representatives Josh Bray and James Tipton, would require school districts to adopt policies limiting cell phone use during the school day and, in the updated version, restrict social media access as well. Supporters said the bill is intended to improve student attention, reduce cyberbullying and mental health harms, and address concerns raised by school disruptions and social media use. Members asked about exemptions for students with medical needs, emergency access, and whether districts would need new software; sponsors said existing district technology and local discretion should handle those issues. The bill passed unanimously. The committee then began taking up House Bill 430, which would let certain small-transportation districts seek an exemption from the KDE requirement for four annual bus safety trainings, provided they adopt a local safety policy and submit it to KDE. A district superintendent testified that the current blanket requirement causes significant instructional disruption for districts with very limited daily transportation needs.

Transcript Highlights:

• A key part of the legacy of the YMCA's Youth and Government program empowers young people to learn how
• democracy works, and they're learning it right here, right now.
• A key part of the legacy of the YMCA's Youth and Government Programme empowers young people to learn
• how democracy works, and they're learning it right to. empowers young people to learn how democracy works
• , and they're learning it right here, right now.

Summary: The Senate convened with an opening prayer, the Pledge of Allegiance, and recognitions for the Doctor of the Day, Dr. Thomas Clem of Lakeland, and a large YMCA delegation visiting for the organization’s 175th anniversary. Senators highlighted the YMCA’s youth leadership programs and community service, and the chamber entered a proclamation recognizing the YMCA’s long service and its work in community support, youth development, and public health efforts. The chamber then took up several bills on the special order calendar. Senate Bill 100 adopted the 2026 Florida Statutes and the 2025 regular session’s statute materials; Senate Bill 102 removed repealed provisions from the statutes; and Senate Bill 104, the general reviser’s bill, deleted obsolete language, updated cross-references, and corrected drafting errors. Each of those bills was advanced to third reading and passed unanimously, 36-0. Senators also passed Senate Bill 7010, which authorizes Roth post-tax contributions in state and local deferred compensation plans, also by a 36-0 vote. Senate Bill 320, relating to administrative efficiency in public schools, drew the most substantive policy discussion. Its sponsor said the bill would reduce district-level mandates, expand teacher apprenticeship pathways, create longer-term teacher contracts and certificates, streamline salary supplements and assessments, increase flexibility in district finances and Title I use, adjust facility planning requirements, and shift oversight of district-run VPK programs. The sponsor emphasized reducing bureaucracy while preserving accountability and focusing resources on students; the bill passed 36-0. The Senate also withdrew Senate Bill 1720 from further consideration, waived rules to immediately certify all bills passed that day to the House, and adjourned until the next scheduled meeting.

Transcript Highlights:

• And not necessarily, that's a Black Caucus concern that the Black race will learn differently.
• Does that mean that Asians learn differently? White people learn differently?
• Some other races will learn differently?
• And obviously... ...or methodology they have learned.
• It allows students to focus on learning and instead on learning, It allows students to focus on learning

Keywords: 987, senate, all

Transcript Highlights:

• So he didn't learn that Jennifer wasn't dead.
• People like my job, instead, they learn from us, and they learn we worked hard, and they know we could
• But a lot of people from our job, they learn."
• "Yes, you can learn a lot from that.
• "I learned a lot from them and stuff.

Summary: The meeting was a 14(c) Task Force hearing focused on employment experiences of Oklahomans with disabilities and the state’s use of subminimum wage. Numerous self-advocates and workers testified about their jobs, accommodations, pay, transportation barriers, and the importance of community integration. Several speakers described positive experiences in competitive or community jobs, while others recounted being underused, fired without explanation, or paid by piece rate or minimum wage in sheltered or enclave settings. Many emphasized that fair pay, independence, ABLE accounts, and supportive employers matter to them, and several said they want future careers, promotions, or even to own businesses and help others with disabilities find work. Task force members discussed recurring themes from the testimony: transportation as a major barrier, the importance of community and self-advocacy, employer misconceptions and stigma, the need for better transition services from school to work, and the difficulty families face navigating benefits and employment systems. Members also raised concerns about people being fired without explanation and about the need for meaningful options for those not ready for competitive employment. Suggestions included more employer education, reverse job fairs, job coaching, benefits planning, better coordination between DDS and DRS, and stronger transition supports in schools and through programs like Project SEARCH. Staff then presented research on how other states have phased out or eliminated 14(c) certificates. Examples included Kansas, Illinois, Indiana, Oregon, Pennsylvania, and Washington, with common approaches such as phase-out timelines, technical assistance, provider transition plans, and support for competitive integrated employment. The presenters noted that Oklahoma still has 40 entities using 14(c), most of them DDS providers, but many providers are already moving away from it. Members discussed potential unintended consequences, the need for a clear timeline, the possibility of blending or braiding services, and whether Oklahoma should create a more one-stop, employer-friendly system. No votes were taken, and the group agreed to continue gathering information and return in June to begin shaping priorities and possible policy directions.

Transcript Highlights:

• California has made historic investments in expanded learning opportunities: over $4.6 billion annually
• through the Expanded Learning Opportunity Program and nearly $5.5 billion when combined with the ASES
• I think it points to why we need to make sure that we have these expanded learning opportunities.
• As someone who taught my children to speak and to write and read in Spanish first, and they've learned
• So it actually may be healthy to open up the robust conversation of what we've learned in our general

Keywords: 988, house, all

Summary: The Assembly Education Committee heard a full agenda of bills focused on school health, funding, expanded learning, special education, bilingual teacher pipelines, regional representation, and student mental health. AB 2651, by Assembly Member Bonta, would require schools to notify parents when school vaccination rates fall below herd immunity thresholds; supporters said it would give families timely, school-specific information, while opponents raised privacy, stigma, and administrative burden concerns. The bill passed the committee on a 7-1 vote after amendments. AB 2509 would add a five-year rolling average option for calculating funded average daily attendance; the author said it would stabilize school funding amid attendance declines, and the bill passed 7-2. AB 2430 would expand after-school and expanded learning access, especially for high school students, and passed 9-0 after testimony about youth mentorship and program gaps. AB 2526 would expand the low-incidence special education funding category to include students eligible for the California alternate assessment; supporters said it would better align funding with student need, and it passed 9-0. The committee also approved AB 2325, a bilingual teacher pipeline bill creating competitive grants for local partnerships among school districts, community colleges, and universities to recruit and train bilingual teachers. Supporters emphasized the shortage of bilingual educators and the value of multilingual instruction; the bill passed 9-0 after a vote change. AB 2460, presented by Assembly Member Pellerin for Assembly Member Celeste Rodriguez, would update school referral protocols to address student mental health needs related to immigration enforcement and family deportation trauma; the bill passed 9-0. The consent calendar, including AB 2324 and AB 2429, also passed unanimously. AB 2404, which would have required at least one Central Valley representative on several governor-appointed bodies including the State Board of Education, drew the most debate. Supporters argued the Central Valley is underrepresented on statewide boards and deserves a voice; opponents said the bill could create geographic quota problems and that board appointments should balance expertise and statewide representation. The committee did not advance the bill, and it failed on a 2-5 vote. Several bills were pulled or not heard, including AB 1644, AB 2362, and AB 2197.

Transcript Highlights:

• The requirement is a willingness to work and a willingness to learn and succeed. Thank you.
• And I wanted to—for one, it's a different way of learning, right?
• But what's really attractive to a lot of people is it's a different way of learning.
• And not everybody necessarily excels well in the other way of learning.
• But it's, you know, because we say we want to believe we're a state of lifelong learning.

Summary: The Careers and Workforce Subcommittee met to discuss apprenticeship education and workforce development, with panelists from Santa Fe College, the Florida Refrigeration and Air Conditioning Contractors Association, ABC East Coast/ABC Institute, and Piper Fire Protection. Members heard that apprenticeships are growing in Florida, with panelists emphasizing that these programs offer paid, tuition-free training, progressive wage increases, and strong job placement in high-demand fields such as HVAC, electrical, fire protection, and construction. Panelists also described efforts to expand into new areas like accounting, cybersecurity, network infrastructure, and surgical technology, while stressing the importance of aligning programs with employer demand. A major topic was funding and reimbursement. Panelists said the current model is complicated and often leaves providers with only a portion of the funds appropriated for apprentices, with one provider saying reimbursement can be as low as 44% and others describing caps, contract delays, and inconsistent CareerSource support. They argued that more of the money should reach training providers, that small businesses need more support to participate, and that transparency and contract reform could help expand enrollment and improve program quality. Several also raised barriers such as instructor approval rules, paperwork, and facility costs. Members asked about admission criteria, program costs, employer incentives, outreach to high school students, and whether apprenticeships should have greater access to other funding sources. Panelists said the main requirements are being employed and willing to work and learn, and that outreach through schools, career fairs, community partnerships, and public awareness campaigns is essential. They also discussed articulation agreements that can provide college credit for apprenticeship training and suggested statewide credit recognition and possible direct funding to providers as policy improvements. No votes were taken, and the meeting ended with the subcommittee adjourning.

Transcript Highlights:

• So, I'm learning lots about to children.
• Um we've also learned that the lines.
• :14.880> that<01:25:15.199> could any systemic learnings that could any systemic learnings
• So, to maintain learning as we go.
• a phase in period that promotes learning a phase in period that promotes learning and<01:55:38.239

Keywords: 1183, house

Transcript Highlights:

• So students who are learning to read cannot see their teacher's lips. They're learning phonics.
• Our students are learning how to read. They are doing math.
• Our students are learning how to read. They are doing math.
• So I'm not opposed to kids learning.
• So I'm not opposed to kids learning.

Summary: The Education and Employment Committee heard and passed HB 921, which adds cursive writing to required instruction for grades 2 through 5 and requires students to demonstrate proficiency by the end of fifth grade. The bill sponsor argued cursive is important for historical literacy, everyday signatures, and possible early identification of learning differences. Opponents and several members supported teaching cursive but objected to the testing/proficiency requirement, saying students and teachers are already overburdened and that reading cursive is not currently part of the standards. Some members also raised concerns about fairness to charter schools and the bill’s application only to public schools. Despite those concerns, the bill passed 21-0 and was reported favorable. The committee then took up PCS for HB 1405, a major rewrite of Florida’s juvenile prevention and truancy statutes in Chapter 984, covering children in need of services/families in need of services. The bill updates definitions and procedures, strengthens truancy intervention, requires earlier and more detailed school reporting, adds parent involvement through child study teams, allows virtual participation, and sets review timelines for shelter placement. Sponsors said the goal is prevention and family support rather than punishment, with court involvement only after school-based intervention. Members asked about school compliance, court capacity, parent accountability, and whether all counties have child study teams; the sponsors said the bill expects CSTs in every school and can escalate cases to court and, if needed, to prosecutors for noncompliant parents. Public testimony on the juvenile justice bill was supportive, including from the Department of Juvenile Justice, youth services groups, and juvenile justice advocates. In debate, members praised the modernization effort and the emphasis on early intervention and family participation, while also noting the bill’s size and suggesting further attention to attendance thresholds. The PCS for HB 1405 was then approved unanimously and reported favorable. The committee adjourned after completing its agenda.

Transcript Highlights:

• In each meeting, I am learning how underfunded and unappreciated this policy area has been and remains
• And this does highlight older adult learning.
• My local paper, the San Jose Mercury News, highlighted the importance of lifelong learning over this
• Continued learning is a public health strategy.
• I am learning about the area agencies on aging and the important work that they do in each area.

Summary: The Assembly Committee on Aging and Long-Term Care met without an initial quorum and heard four Senate bills focused on older adults and people with disabilities. SB 837 by Senator Reyes would require Aging and Disability Resource Connection programs to provide disaster and emergency preparedness education tailored to older adults and people with disabilities. Supporters, including the California Foundation for Independent Living Centers and the California Commission on Aging, cited recent wildfire deaths and the need for better evacuation planning and preparedness. The bill passed on a due pass motion and was re-referred to the Committee on Emergency Management. SB 971 by Senator Choi would create a Healthy Aging Community Partnerships Program to encourage voluntary local partnerships, including with community colleges and other entities, to support social connection, technology help, caregiver resources, and other healthy aging activities. Supporters said it would promote independence and prevent isolation at no mandated cost, while one member questioned whether the bill addressed a current legal gap and whether public health departments should be involved. The committee approved the bill on a due pass motion and re-referred it to the Committee on Health. SB 1261 by Senator Laird would allow Aging and Disability Resource Connections to continue operating for one to two years during transitions when an area agency on aging or independent living center operator changes, preventing service disruptions. Testimony from Access Central Coast and the California Association of Area Agencies on Aging emphasized the importance of continuity for thousands of clients. The committee passed the bill and re-referred it to the Committee on Appropriations. SB 991 by Senator Menjivar, presented by Assemblymember Gonzalez, would require the Department of Social Services to classify substantiated abuse in residential care facilities for the elderly by specific abuse type rather than a broad residents’ rights category. Ombudsman advocates argued this would improve transparency and accountability; members also discussed whether similar protections should extend to younger adults in other licensed settings. The bill passed on a due pass motion and was re-referred to the Committee on Human Services.

Transcript Highlights:

• In each meeting, I am learning how underfunded and unappreciated this policy area has been, and remains
• And this does highlight older adult learning.
• My local paper, the San Jose Mercury News, highlighted the importance of lifelong learning over this
• We need to be ever mindful of challenging the mind and how continued learning can help older adults be
• Continued learning is a public health strategy.

Keywords: 988, house, all

Transcript Highlights:

• What we learned as navigating the health care system to secure even basic needs is incredibly challenging
• 00:03:02.879> body<00:03:03.440> dementia<00:03:04.920> um<00:03:05.920> learning
• <00:03:06.400> for<00:03:06.720> for Louis body dementia um learning for for Louis
• body dementia um learning for for the<00:03:07.000> individual<00:03:07.440> with<00:03
• to understand it the um and learning to understand it the changes<00:03:23.159> in<00:03:23.360

Keywords: Roll Call – 00:14 Discussion on HB 479 – 00:49 Vote on HB 479 – 09:03 Review of 921 KAR 001:400 Proposed – 09:50 Notice of Half-Year Block Grant Status Reports – 10:08, 958, all

Summary: The committee met with a quorum, passed over House Bill 291, and took up House Bill 479, an act related to dementia training. Rep. Derek Lewis, joined by Rep. Adriel Camel and Mackenzie Wallace of the Alzheimer’s Association, explained that the bill would provide free dementia-specific training for Adult Protective Services workers and help them better recognize and respond to abuse, neglect, exploitation, and the needs of people with dementia. Testimony emphasized the personal impact of dementia on families, the difficulty of navigating diagnosis and care, and the need to connect families to services. A senator asked about the bill’s data and scope, and Wallace explained that the county-level figures reflected Adult Protective Services referrals and diagnosed cases of Alzheimer’s or other dementia among people 65 and older. She also noted broader public health efforts related to brain health and a federal grant effort tied to those issues. Several members spoke in support, including Sen. Denine, who described his father’s recent death after a difficult period with dementia and said the training would help families and workers identify and respond to the disease earlier. After discussion, Sen. Heron moved the bill, the motion was seconded, and the committee voted 6-0 to pass House Bill 479 with favorable expression. The chair said it should pass on the Senate floor. Afterward, the committee briefly reviewed administrative regulation 921 KAR 2:100 and found it reviewed with no questions. A child care block grant item was also presented for information only, with no questions raised. The meeting then adjourned.

Transcript Highlights:

• This is about the LEARNS Act that was passed here a few years ago.
• I think you have some LEARNS people that are sitting there and they're doing the LEARNS program, and
• I think you have some learns people that are sitting there and they're doing the learns program, and
• LEARNS, you get a one-year voucher after that, and then you go to performance standard.
• And if you look at, because of the expansion of LEARNS, we are giving three in four years.

Summary: The committee first considered House Resolution 1016, which would have allowed introduction of a bill by Representative Richmond addressing disclosure and restrictions for certain real-estate arrangements where buyers purchase interests in entities rather than direct ownership of property. Richmond said the measure was aimed at transparency, consumer protection, and preventing private tribunals or discriminatory practices, while several members questioned whether it would affect homeowners associations, hunting clubs, arbitration clauses, or duplicate existing law. After discussion, the committee voted down the resolution. House Resolution 1006, sponsored by Representative Schultz, proposed increasing the Homestead Tax Credit by $75, from $600 to $675, using a fund created by Amendment 79 and supported by sales tax revenue. Schultz argued the fund could support the increase now and that families needed relief amid high prices. The committee approved the resolution. The committee then heard House Resolution 1007, presented by Senator King and Representative Eaton, which sought to change how turnback funds are distributed to counties, with a focus on giving counties more predictable annual funding for roads, jails, water, sewer, public safety, and other infrastructure. Members raised concerns about taking $150 million off the top of sales tax revenue and about whether the bill should be handled through budget language instead; the resolution failed. House Resolution 1008, by Representative Wooten and Senator King, would have amended the LEARNS education program to reduce costs, limit or change eligibility, and add performance-based requirements and reporting for certain school-choice funding. Supporters said the program was financially unsustainable and needed accountability, while opponents argued the proposal would create larger problems and that the issue should be handled in the regular session. The resolution failed after a point of order prevented reading a supporting letter into the record. Finally, House Resolution 1009 and House Resolution 1013, both tied to Senator Bryant’s proposals on local control over crypto mines and data centers, were discussed together with testimony about water use, energy demand, and local opposition; both failed. House Resolution 1015, which would have amended the IDEA economic-development bill to remove eminent domain authority and address board accountability, also failed after members said more concerns remained to be worked out.

Transcript Highlights:

• Every day is part of the learning curve.
• You've been talking about SCGs that I just learned about this year.
• People learn best when things are curious and novel.
• We'll follow up with some additional detail as we learn more.
• Any of those things, but we'll update You as we learn more. Thank you.

Transcript Highlights:

• I would love to know about that relationship into the future as you come to learn more.
• I will also touch upon a learning tour that we will be commencing in September.
• In my presentation, another invited member is the Carers Children's Learning Center.
• It really leads into the focus for the Sacred Beginnings Learning Tour.
• We'll also invite you to join us on our Sacred Beginnings Learning Tour as well. Thank you.

Transcript Highlights:

• learning and work environments for all. learning and work environments for all.
• How do I learn how do I how do I act?
• students who struggle due to learning students who struggle due to learning differences<01:16:25.760
• ,<01:24:38.080> community professional learning, community professional learning, community
• Senator Rarick. will disrupt teaching and learning will disrupt teaching and learning particularly<01

Keywords: 1187, senate, all

Transcript Highlights:

• Our students, faculty, staff, and visitors deserve to live, work, and learn within a physical environment
• to be updated Heat um I've learned to be updated Heat um I've learned visiting<00:23:09.279>
• We're looking to ensure competitive, modern, convenient, and safe learning spaces.
• And safe learning spaces.
• Sitting in a wheelchair all day makes it very difficult to learn.

Keywords: 1187, senate, all

Transcript Highlights:

• people who are learning the legislative process<00:23:41.480> through<00:23:41.799> the
• <00:23:47.440> how opportunities to help students learn how opportunities to help students
• Representative Robbins asked whether the Center for Community Engaged Learning is now the place where
• who receive academic credit as part of their course to fulfill learning requirements, and that it is
• <00:28:50.240> and<00:28:50.440> that Community engaged learning and that Community

Keywords: 1183, house

Summary: The committee heard testimony from Amber Cameron of the University of Minnesota’s Office for Public Engagement about the University’s Outstanding Community Service Awards and, specifically, the community partner award given to Communities United Against Police Brutality in 2021 and 2024. Cameron explained that the awards program recognizes faculty, staff, students, and community partners, that nominations are reviewed by University selection committees using criteria such as positive societal impact, innovation, extraordinary results, and overall impression, and that the committee evaluates only the application materials. She said the nomination for Communities United Against Police Brutality described a long-standing partnership with the University through student learning, including work through the Center for Community-Engaged Learning and a student white paper connected to the passage of Travis’s Law. Committee members raised concerns about the organization’s history, its public messaging, and whether it was appropriate for the University to honor it. One member argued that the group’s IRS records showed it was formally organized in 2020, questioned claims that it had existed for 25 years, and objected to the organization’s letterhead and activism. Cameron responded that the award does not require formal tax status and that the selection process relies on the nomination packet rather than outside information. She also said the award nomination documented work with 130 course offerings across 17 academic departments and about 1,000 students over 24 years. Cameron further said the award program was being phased out and retooled into a new internal Engaged Scholar Awards program focused on community-engaged scholarship rather than volunteer service. No vote or formal action was taken during the exchange, and the discussion ended with questions about the nomination materials and how the University defines the organization’s work with students and faculty.

Transcript Highlights:

• I want to know what you've learned.
• I'm eager to learn from this panel how we can do a better job.
• I'm proud of what I learned while I was there, too.
• I think we want them to learn, but we want them to be challenged while they're learning, too.
• Freely, can speak openly and learn respectfully.

Summary: The joint Senate and House Select Committee on Civil Discourse and Freedom of Speech in Higher Education convened for its first public hearing, adopted its proposed rules without objection, and framed the hearing as an organizational, invited-testimony-only session. Members repeatedly condemned political violence and the assassination of Charlie Kirk, saying the committee was created in response to concerns about civil discourse, intimidation, and hostility on college campuses. Several members emphasized that the goal was not to suppress speech but to protect open expression while maintaining order, due process, and institutional accountability. The first witness, Texas Higher Education Coordinating Board Commissioner Wyn Rosser, outlined implementation of Senate Bill 37. He described the General Education Advisory Committee, which is reviewing broad core-curriculum knowledge and skills and may recommend reducing the current 42-hour core, while leaving review of specific courses to individual institutions. He also explained the new Office of the Ombudsman, the board’s role in supporting it, and existing training and certification requirements for governing board members. Members asked about enforcement tools, transparency, and whether the ombudsman would investigate complaints involving censorship, retaliation, or political bias; Rosser said some enforcement exists in certain laws, but he deferred on the exact scope of the ombudsman’s investigatory authority and on issues outside the agency’s role. University of Texas at Austin President Jim Davis testified that UT Austin supports free speech, academic freedom, and civil discourse, and he described three areas of focus: speech on campus grounds, classroom discourse, and how people treat one another. He said the university enforces time, place, and manner rules, expects professors to present alternative views on controversial topics, and has created internal reporting and appeal processes for students and faculty. Members questioned him about heckler’s veto incidents, protests, off-campus participants, complaints about professors, hate speech, and whether the university would protect speakers and students from disruption or unfair targeting. Davis said the university would not tolerate disruptions, would use due process and factual review, and is working to align campus practices with the new law and regents’ expectations. Ricky Adam Jr. of Turning Point USA’s Club America described the group’s campus and high-school organizing, praised Charlie Kirk’s approach to open debate, and said the organization is expanding in Texas. He raised concerns about school administrators and a counselor at an Early College High School in Killeen allegedly interfering with a student club and withholding footage, and committee members said they would seek information and, if necessary, use legislative process to investigate. Members from both chambers reiterated support for free speech, criticized political violence and campus suppression of viewpoints, and stressed that future hearings would continue examining implementation and enforcement issues.