Transcript Highlights:

• I decided to take a legislative approach rather than just trying to teach financial literacy on my own
• And you would say, well, their parents are going to teach them that, but we know that doesn't always
• And you would say, well, their parents are going to teach them that, but we know that doesn't always
• And you would say, well, their parents are going to teach them that, but we know that doesn't always
• And you would say, well, their parents are going to teach them that, but we know that doesn't always

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:

• This bill mandates the teaching of embryological and fetal development.
• Florida is on its third year without teaching our youth about reproductive health.
• Florida is on its third year without teaching our youth about reproductive health.
• Why wouldn't we teach about our own species? We don't. We step away from that.
• I think we need to use those dollars to teach our students.

Summary: The Pre-K through 12 Budget Subcommittee took up CS for House Bill 1071, a broad education package described by the sponsor as updating transparency, parental rights, student safety, early learning accountability, scholarship oversight, and instructional program rules. The committee adopted two amendments without objection: one clarifying that Title I funds may be used for STEM programs, and another removing a prior provision related to canine dogs on school grounds. Members then questioned the bill’s provisions on student records transfers, instructional materials adoption and removal, educational emergency authority for low-performing schools, health education and a fetal development video, student-led organizations, FHSAA board language, lab schools, and rulemaking authority. The sponsor repeatedly said the bill was intended to improve accountability, keep education dollars focused on students, and give districts flexibility, while also noting that some issues would be addressed through future rulemaking or later amendments. Public testimony was overwhelmingly opposed. Many speakers argued the bill was an omnibus measure that bundled unrelated policies together, making it hard for families and educators to understand or meaningfully comment on it. Opponents also said it would increase school-law enforcement coordination, chill immigrant and mixed-status families’ participation, restrict DEI-related and student-led organizations, and impose controversial health and embryology content on students. Supporters, including the Christian Family Coalition and Florida Citizens Alliance, backed the fetal development video and the bill’s parental rights and funding restrictions, saying the content should be medically accurate and that schools should not fund political advocacy. Several speakers urged the committee to break the bill into separate measures. In debate, some members praised the sponsor’s responsiveness but said they would vote no because of constituent concerns, especially around DEI, the fetal development video, and local control. Others supported the bill, emphasizing rulemaking, educational emergency flexibility, EpiPen access, early learning changes, and evidence-based math instruction. The sponsor closed by reiterating support for the bill as amended, saying the law enforcement provision had been removed, the embryology content would be opt-out with posted materials, state funds should not support political advocacy, and the bill would help with safety, accountability, and student outcomes. The committee then voted on the bill after debate, with the sponsor indicating support and members stating their positions during closing discussion.

Transcript Highlights:

• They can help support teaching they can personalize and enhance learning.
• But to be honest, we also had a presentation last week about the importance of teaching our students
• And the week before that it was the importance of teaching our teachers and students about math or the
• So for us, it's it's integrated within the actual, you know, teaching of the lesson.
• So is there actual AI coursework that teaches you how to learn AI and actual AI coursework that teaches

Transcript Highlights:

• I look forward to teaching him how to handle weapons responsibly.
• What about the fact that we're not teaching people how to handle firearms responsibly?
• That includes teaching individuals how to handle firearms.
• That includes teaching individuals how to handle firearms.
• There should be private entities that already are teaching about that.

Bills: SB156

Keywords: gun violence, firearm safety, special counsel, data collection, community initiatives, grants, Attorney General, public safety, suicide prevention, 909, all

Transcript Highlights:

• They can't teach themselves, which I think is a fundamental job of a school, is to teach a kid how to
• teach themselves.
• I think is a fundamental job of a school, is to teach a kid how to teach themselves.
• We've made updates in terms of how we're teaching teachers to teach reading.
• Every hour we spend teaching is an hour we are not teaching.

Bills: LB878, LB958, LB958A, LB762, LB1187, LB966, LB929, LB962, LB1209, LB937A, LB962A, LB1050, LB1050A, LB965, LB1022, LB753, LB788, LB913, LB1055, LB1195, LB429, LB721, LB722, LB727, LB745, LB749, LB778, LR293, LR296, LR422, LR495, LR496, LR497, LR498, LR499, LR500, LR501, LR502, LR503, LR504

Keywords: paid parental leave, state employees, workplace benefits, family support, economic impact, Medicaid, Medical Assistance Act, home and community-based services waiver, HCBS waiver, waiver participant, assessment tool, clinical interviewing, service tier, retroactive coverage, doula, doula reimbursement, maternal health, prenatal care, pregnancy, birth outcomes

Transcript Highlights:

• Terry Morrell reminds me, "You ship them, we'll teach them."
• Terry Morrell reminds me, "You ship them, we'll teach them."
• teach out there doing that as well.
• And they teach. So it's an awesome partnership that helps us out.
• But so then are you teaching high school classes, or are high school teachers teaching college classes

Keywords: 908, all

Transcript Highlights:

• His career is a testament to the enduring power of great teaching.
• From the beginning of his teaching From the beginning of his teaching career<00:31:11.840> at
• His career is a testament to the enduring power of great teaching.
• to the enduring power of great teaching. to the enduring power of great teaching.
• Mendoza, who teaches culinary arts >> Ms.

Bills: HR203, SB2802, SB3081, SB2902, SB2005, SB3252, SB2096, SB2095, SB2046, SB2999, SB3103, SB83, SB2041, SB3234, SB3156, SB3154, SB2146, SB2053, SB2010, SB2009, SB2667, SB3215, SB2698, SB2363, SB2372, SB2673, SB2948, SB2277, SB2057, SB3085, SB3025, SB2761

Keywords: H.R. 203, House Resolution, Hawaii education, teacher of the year, educator recognition, Jessica Canyon, Natsumi Yamasato, Jodi Kadoyama, Mānana Elementary School, National Blue Ribbon School, Teach For America Hawaiʻi, public education, K-12, elementary school, STEM education, literacy, teacher appreciation, school excellence, Hawaiʻi Legislature, keiki

Transcript Highlights:

• They can complete student education teaching as an Educator Fellow, however.
• My name is Hope Morales, and I'm the Executive Director for Teach Plus New Mexico.
• to teach math after completing their educator preparation programs.
• We have an amazing librarian who teaches excellent programs.
• Julie, it's back to COVID teaching for those of you that did it.

Keywords: 996, all

Transcript Highlights:

• can't and I have a a license to teach. can't and I have a a license to teach. Right?
• try to teach you how to do black hair. try to teach you how to do black hair.
• that teach cosmetology. that teach cosmetology.
• You can't teach it. You can't teach it.
• They want to teach them at home or they want the church to teach them.

Keywords: 1136, house, all

Transcript Highlights:

• I teach Spanish at entered the school.
• I teach English at 9:30. way that I can. I teach English at 9:30.
• I teach eight-year-olds who carry worries no child should.
• Educators are trained to teach, mentor, and support students.
• Educators are trained to teach, mentor, and support students.

Keywords: 919, house, all

Summary: House File 3435 was moved before the committee and, after an author’s DE1 amendment was offered and adopted, the bill was sent to the general register. The bill, as described by Co-Chair Jordan, would limit immigration enforcement on school grounds unless agents present a judicial warrant, identification, and notify school leadership; supporters said it is intended to create clear separation between ICE/DHS activity and schools while preserving local law enforcement responses to other emergencies. Testimony was overwhelmingly in support of the bill. School leaders, teachers, union representatives, and Education Minnesota’s general counsel argued that immigration enforcement near schools has caused fear, absenteeism, disrupted operations, and serious mental health harms for students and staff. Several witnesses described students carrying passports or birth certificates, families keeping children home, and schools shifting large numbers of students to virtual learning. Speakers from districts in the Twin Cities and greater Minnesota said the presence of ICE or federal agents near schools and bus stops has undermined attendance, trust, and the ability to teach and learn. Witnesses also emphasized that the bill would provide needed clarity for educators and administrators about how to respond if federal agents come to school property. Some speakers framed the issue as protecting all children and families, including immigrant and refugee communities, and said schools should remain safe, stable places focused on education rather than immigration enforcement. No opposition testimony or committee vote beyond adoption of the DE1 amendment and the motion to place the bill on the general register was shown in the transcript.

Transcript Highlights:

• They're saying, 'You all do a great job teaching our folk technically, but we need all of these other
• They got to have certain master's-level classes in order to teach the college level.
• If the only way you're going to be able to actually get money in teaching is to go to a principalship
• We even need to have more content specialists in our elementary schools that know how to teach math.
• So let me tell you, if you have a good retention program, people will want to come into teaching.

Keywords: 958, all

Summary: Aaron Thompson, president of the Council on Postsecondary Education, and Travis Pal briefed the committee on Kentucky higher education performance, affordability, workforce alignment, and budget needs. Thompson said the state has made progress toward its 60x30 attainment goal, reporting 56.2% of adults with a credential of value and a 6.4% one-year increase in credentials. He highlighted gains in completion, enrollment recovery after COVID, lower student borrowing and debt, and faster degree completion, saying Kentucky is now back to an average of 4.1 years for four-year degrees. He also emphasized that postsecondary education has a strong return on investment for both students and the state. A major theme was student success and access. Thompson described efforts to reduce barriers through test-optional admissions, the elimination of zero-credit developmental education, expanded wraparound supports, and Bridge programming for students not fully prepared for college. He also promoted Futurity, a student-facing information website, and said CPE wants modest ongoing funding to maintain it. He argued that higher education must work in a P-20 system with K-12, and that the state should better communicate the value of certificates, trade programs, and other credentials, especially for adult learners and men, who he said are underrepresented in college-going. The presentation also focused on performance funding, capital needs, and workforce initiatives. Thompson and Pal said performance funding has pushed institutions toward more need-based aid and lower costs for low-income students, but they want more base funding, more performance funding dollars, and relief from about $38 million in mandated tuition waivers. They also said asset preservation and deferred maintenance remain major needs, estimating roughly $7 billion in campus need overall. On workforce, they cited healthcare pipeline work supported by state funding and private partners, and said HB 200 continues that effort into aviation, aerospace, and defense. No votes or formal committee actions were taken during the presentation, which ended with members indicating interest in further discussion.

Transcript Highlights:

• allowing 25% of um individuals teaching allowing 25% of um individuals teaching in<00:59:06.039>
• But she came into teaching knowing everything about Spanish and nothing about teaching.
• She will tell you now in her 19th year she’s teaching a lot less Spanish but teaching a lot more life
• earned her master’s in teaching and later got a second master’s degree.
• about teaching.

Keywords: 958, all

Summary: The Primary and Secondary Education Committee met and first considered Senate Concurrent Resolution 43, a proposal tied to the Southern Regional Education Board’s crisis recovery network. Senator West and Dr. Puit explained that, for an additional $10,000 in dues, Kentucky would help create a network of 40 trained counselors in each of the 16 Southern states to provide post-crisis stabilization and psychological first aid after events such as the Marshall County shooting. They emphasized that the effort would be complementary to local and state response, would run through the school district, would not replace therapeutic services, and would allow districts to coordinate parent notifications and other protocols as usual. Members asked about parent involvement and whether pastoral counselors could participate; the presenters said local districts would remain in charge and that pastors could be included if properly credentialed. The committee then voted, and SCR 43 passed with the expression of opinion that it should pass. The committee next took up Senate Bill 207, the School of Innovation Act, with a committee substitute. Senator West described the bill as creating an optional path for districts to contract with an outside education service provider for a three-year school-of-innovation model, aimed at turning around low-performing schools or supporting other schools that want to innovate. He said the model would preserve core district functions such as transportation, facilities, and SEEK funding, while allowing waivers from certain statutes and regulations inside the school building. The committee substitute also added a high-quality instructional materials component, creating a vendor-supported repository of vetted instructional materials that KDE would still control, with testing data used to evaluate whether the materials were improving outcomes. Members questioned how the proposal differed from existing district-of-innovation law and what safeguards would exist for students. Senator West said the bill would repeal the unused district-of-innovation framework and replace it with a clearer process and guardrails, including KDE oversight, attendance rules, and authority to shut down a school arrangement for financial malfeasance. He also said the model could work with local partners, including superintendents’ associations, and could be used by magnet or other schools, not only low-performing ones. The discussion also touched on whether the bill would allow more flexibility in choosing third-party providers and whether it could support longer-term recovery and even philanthropy in schools. The transcript ends during the discussion of SB 207, with no final vote shown in the excerpt.

Transcript Highlights:

• And so we teach them our entire OHV law enforcement training.
• So starting in 2026, they're going to be teaching that same...
• And so we teach them our entire OHV law enforcement training.
• So starting in 2026, they're going to be teaching that same forward Year I reached out to the Arizona
• And so that's kind of what we teach.

Keywords: 1182, all

Summary: The committee met to review the state’s off-highway vehicle program, with opening remarks focused on balancing recreation, safety, tourism, and land-use conflicts among OHV users, hikers, bikers, ranchers, and land managers. Arizona State Parks and Trails reported on OHV fund revenues, grant balances, and process changes intended to speed up mitigation and law enforcement spending. The agency said it has tightened grant oversight, eliminated informal grant “buckets,” increased delegated authority for quicker project approval, and is using contracted trail crews for expedited maintenance and mitigation. Examples discussed included fencing and signage at Bulldog Canyon, erosion-control work at Charlew Gap, and a mitigation project at Windmill Mountain Ranch. Members emphasized that prior committee discussions helped recover nearly $4 million from stale grants and redirect it to current priorities. Arizona Game and Fish reported that OHV education and enforcement activity has increased. The mandatory online safety course has been taken by more than 149,000 people through ADOT and 15,000 through Game and Fish, and officers said compliance, especially helmet use by children, has improved. Game and Fish also described its OHV enforcement role, including seven dedicated officers and 97 field officers, training for about 40 agencies, and a new requirement that OHV law be included in police academy curricula starting in 2026. The department said most citations involve no decal, helmet issues, cross-country travel, habitat damage, and reckless driving. Members asked about speeding standards, road use, and a helmet-law conflict involving children in side-by-sides; Game and Fish said it is currently harmonizing the statutes and has treated children in side-by-sides as exempt under the newer provision. ADOT explained the decal and registration process, including the required safety course, the $25 decal, and the new non-resident 30-day permit for certain out-of-state OHVs. Staff also clarified that the course is required for owners, not every occasional operator, and that rental companies are not statutorily required to have each renter take the course, though some do so voluntarily. The committee then heard a legislative overview of recent OHV bills: 2024’s SB 1576 on safety, age, and helmet requirements; 2025’s SB 1517 creating the temporary non-resident permit and extending the study committee; and this year’s SB 1519, which would raise the OHV weight limit from 2,500 to 3,500 pounds and add a proposed new fee class. Members and stakeholders discussed whether the higher weight limit would broaden the OHV category, affect revenue, and better reflect newer, heavier side-by-sides, while some cautioned against blurring the line between OHVs and regular vehicles. No formal votes were taken in the portion provided.

Transcript Highlights:

• We also want this facility to be a teaching hospital that serves the entire state and actually it serves
• One of the key features is to make this into a teaching hospital for our... zoo and treatment spaces
• components that they're working on, along with what you guys are proposing for your teaching components
• Rea said, is a teaching hospital designed with those types of partnerships in mind so that we can give
• Hospital designed with those teaching Hospital designed with those types<00:36:56.319> of<00:

Keywords: 1183, house

Transcript Highlights:

• This will encourage more teachers to go into being specialized in teaching students with autism.
• It talked about those who already had an endorsement or already had been teaching for at least three
• So if I've already been teaching in autism spectrum disorder for three years— —for three years, do I
• So if I've been teaching for a number of years, how does that work?
• But if you are already teaching, we want you to get that micro-credential as soon as possible.

Summary: The Senate Education Pre-K-12 Committee met with a quorum and took up several bills. SB 420, by Senator Burgess, would require George Washington and Abraham Lincoln portraits to be prominently displayed in social studies classrooms and K-5 classrooms, with the Department of Education selecting the portraits. Supporters framed the bill as a patriotic and educational measure tied to the nation’s 250th anniversary, while senators raised concerns about exclusivity, precedent, local control, and whether the measure could be expanded politically. Burgess said the bill was intended to be nonpartisan, historically rooted, and not to affect curriculum, and he committed to seeking funding so it would not be an unfunded mandate. The committee reported SB 420 favorably. The committee then considered CS for SB 206, by Senator Harrell, which revises teacher preparation and training related to autism spectrum disorder. The strike-all amendment requires teacher preparation programs to include autism and other neurodevelopmental disabilities, requires ESE-certified teachers to complete an autism microcredential by August 1, 2027, creates an Autism Education Loan Forgiveness Program, authorizes salary supplements and stipends, and requires district professional development to include autism-specific training with local CARD centers. Senators asked about implementation timelines, grandfathering current teachers, and whether the endorsement requirement should include a grace period; Harrell said she was open to further discussion and wanted to make the bill workable. Public testimony was largely supportive, including from an Orange County Public Schools representative and a parent of a child with autism. The committee adopted the amendments and reported the bill favorably. Finally, the committee considered CS for SB 556, by Senator Berman, which allows students with disabilities to satisfy the high school physical education requirement by participating in Special Olympics for one year if included in the student’s IEP. An amendment also clarified that two years of marching band participation satisfies both PE and fine/performing arts credit requirements. Testimony supported the bill as an inclusive option that could reduce administrative burdens and give students more flexibility. The committee reported the bill favorably. The committee also voted to recommend confirmation of appointees in tabs 4 through 7, and then adjourned.

Transcript Highlights:

• "On the Office of Teaching and Learning web pages? Yes." "Just on particular pages?" "Yes.
• c><00:09:47.040> the<00:09:47.200> Office<00:09:47.360> of<00:09:47.519> Teaching
• <00:09:47.760> and >> On the OT on the Office of Teaching and >> On the OT on
• the Office of Teaching and Learning<00:09:48.240> web<00:09:48.399> pages?
• that being said, um, the motion carries and I hope this carries and I hope this benefits um the teaching

Keywords: This live stream stopped early and will be uploaded as a complete video later today or tomorrow morning., 958, all

Summary: The committee first considered a pulled contract involving the Department of Education and heard from KDE staff Karen Worth, Matthew Courtney, and later Mickey Ray Marinelli. Members asked about contract 42, which related to the 21st Century Community Learning Centers program and broader federal budget uncertainty. KDE explained that the program is forward-funded, so current-year and next-school-year funding were secure, but future funding remained unclear because federal decisions were still in flux. Members asked to be kept informed of any changes and expressed support for the program. The committee then discussed contract 43, a $105,000 general fund agreement for a communications/digital media consultant. KDE said the position was created to help increase awareness of resources for district staff, administrators, and teachers, including Read to Succeed, numeracy, MTSS, website usability, standards resources, and the Kentucky Learning Hub. Members questioned why the work was being routed through the Green River Co-op, whether the role was new, how long it had been vacant, how many similar positions existed, and whether the work amounted to internal marketing. KDE said the selected employee was coming from Thomas More University, the position had existed for about one year, the vacancy had been less than six months, and the role was intended to improve communication and online resources. Some members voiced concern about growing administrative spending and whether more positions were needed. Both contracts were ultimately approved as reviewed without objection after motions, seconds, and roll-call votes. The committee then announced that the September 25 meeting would instead be held on Tuesday, September 9 at 9:00 a.m., and adjourned after a motion.

Transcript Highlights:

• > special currently teach reading for special currently teach reading for special education<00
• > in<00:19:19.760> teaching<00:19:20.080> was license and masters in teaching was
• or the the responsibility for teaching or the the responsibility for teaching my<00:19:30.640>
• firm belief that not everyone can teach. firm belief that not everyone can teach.
• Um, I mean you can teach a subject.

Keywords: 1187, senate, all

Transcript Highlights:

• I first began teaching, like many hopeful professors do, in graduate school.
• I started teaching high school in Minnesota in the fall of 2020.
• job to do student teaching was not a viable financial path for my family.
• It not only requires teaching experience, but several years of teaching experience in the arena you want
• You must have the art of teaching down, so thank you for that.

Keywords: 1187, senate, all

Transcript Highlights:

• experiences teach practical These experiences teach practical business<00:52:41.360> and<00:52
• Um and teaching our to our farmers.
• I<00:56:52.520> also<00:56:53.120> teach I also teach I also teach uh<00:56:54.600>
• We want to be able to be leaders and teach about what we're actually talking about.
• We want to be able to be leaders and teach about what we're actually talking about.

Keywords: Meeting Start: 00:00:00 Attendance Roll Call: 00:00:24 Approval of September 18, 2025 Minutes: 00:02:03 Discussion on the Condemnation of Agricultural Land: 00:03:12 Discussion on the Kentucky Urban Youth Agriculture Initiative: 00:50:00 Adjournment: 01:19:10, 958, all

Summary: The Joint Agriculture Committee met in October with a quorum present and approved the September minutes. The main presentation focused on condemnation of agricultural land and eminent domain, featuring testimony from Stephanie Barnett of a family-run livestock and farming business in Todd County, with support from Kentucky Farm Bureau. Barnett described a state road project that would take about 29 feet of frontage and affect entrances, fencing, a sign, drainage, a water well, and parking, saying the process involved poor communication, correspondence sent to the wrong address, and limited opportunity to negotiate changes such as a turning lane or relocated entrances. She said the business was not opposed to progress, but wanted the property restored and fairly compensated for the full impact on the operation, not just the land value. Committee members broadly agreed that eminent domain is sometimes necessary but should be handled with more transparency, communication, and fairness. Several members said the issue affects both rural and urban property owners and raised concerns about fair market value, compensation for agricultural infrastructure improvements, long-term impacts on farm operations, and the cost and delay of litigation. One member asked about the firm involved and suggested hearing from the people responsible for the correspondence problems; Barnett said she would share names after negotiations conclude. Another member noted that the maps had already been drawn before the landowner was brought in and said local meetings and clearer public input could reduce conflict. Chairman Dossett said he was interested in pursuing legislation for the upcoming session focused on property owner protection, fair treatment, and fair compensation, not just for agricultural land but for all Kentucky property owners. Members discussed possible ideas such as requiring better notice, more public transparency, and accounting for related costs like wells, fencing, drainage, and access changes. No votes or formal actions were taken beyond the approval of minutes and the discussion of potential future legislation.

Transcript Highlights:

• In those programs, they teach independent living, social skills, job skills, and they teach programs
• In those programs, they teach independent living, social skills, job skills, and they teach programs
• In those programs, they teach independent living, social skills, job skills, and they teach programs
• Lively Technical College has a program for students that teaches job programs for those who want to do

Summary: The subcommittee met with a quorum and considered three bills. House Bill 1145 by Representative Shoaf would clarify that public charter schools may participate in the CAP grant program and expand the number of eligible programs under the money-back guarantee workforce education provision from three to six. Supporters said it would broaden access and encourage outcomes-focused training; members asked about fiscal impact and repayment concerns. The bill passed 16-0 and was reported favorably. House Bill 127 by Representative Kendall addressed exceptional student education and workforce credentialing. A strike-all amendment broadened the bill to include all students with disabilities, use the term micro-credential, involve the Department of Education, the Florida Center for Students with Unique Abilities, and OSHA, and add validation by special education staff and an IEP team member. Public testimony included support from Goodwill and others, while one witness raised concerns about IDEA compliance, voluntariness, and funding. Members debated those issues, with supporters emphasizing that the bill was not mandatory and would help transition students into work; the amendment was adopted and the bill then passed 15-0. House Bill 571 by Representative Kendall would expand career planning and work-based learning opportunities for students, require the Articulation Coordinating Committee to evaluate apprenticeship and pre-apprenticeship programs for postsecondary credit, allow more flexible work-based learning, provide career days for students age 16 and up, guarantee transfer of certain credits to the Florida College System, and require annual review of personalized academic and career plans. Several industry and education groups appeared in support, no one spoke in opposition, and the bill passed 15-0 and was reported favorably. The meeting then adjourned.