Transcript Highlights:

• to read the Bible, they only could learn to read the Bible, they only could learn of<05:42:50.798
• That's where we're supposed to learn as parents.
• <05:44:43.360> And learn how you learn how to do it.
• And learn how you learn how to do it.
• Don't take away my learn as parents.

Keywords: 1136, house, all

Transcript Highlights:

• Members, as y'all know, I'm trying to learn, right?
• My learning colleagues, we have a responsibility...
• We learn, we grow, we develop, we evolve, and we get better and better.
• The learning that a classroom has is important.
• This bill is about putting our learning to action.

Bills: HB46, HJR35, HJR47, HJR182, HB 113, HB983, HB4847, HB1449, HB3833, HB5151, HB265, HB1845, HB782, HB 108, HB1960, HB158, HB1954, HB1955, HB2512, HB605, HB2581, HB2803, HB627, HB2667, HB1738, HB636, HB3679, HB2638, HB2655, HB871, HB2438, HB 1107, HB1765, HB1822, HB2153, HB4099, HB3732, HB3171, HB3178, HB3182, HB3749, HB2814, HB3977, HB4204, HB4207, HB4449, HB1820, HB1876, HB1939, HB1347, HB2593, HB2136, HB2132, HB2658, HB2413, HB2757, HB2080, HB3154, HB3063, HB3009, HB3448, HB3006, HB2844, HB3241, HB3680, HB3169, HB2078, HB2507, HB4559, HB3946, HB3460, HB3405, HB475, HB3463, HB3441, HB3520, HB2060, HB4731, HB4991, HB1991, HB5596, HB2014, HB2142, HB2673, HB2731, HB2417, HB2399, HB2301, HB3335, HB3234, HB3320, HB5573, HB4848, HB4748, HB4769, HB4795, HB2086, HB2234, HB2203, HB4916, HB5624, HB4505, HB139, HB5093, HB5302, HB5402, HB5606, HB2333, HB4630, HB4701, HB2583, HB2983, HB4924, HB3339, HB3793, HB3631, HB4882, HB5509, HB5499, HB5430, HB5561, HB5611, HB5043, HB5064, HB3733, HB3781, HB3219, HB32, HB4515, HB5348, HR559, HB4506, HB1646, HB3185, HB3388, HB2761, HB3233, HB1534, HB5129, HB5394, HB3619, HB2867, HB3672, HB2434, HB4903, HB3687, HB3675, HB4609, HB4582, HB3866, HB4534, HB2446, HB3984, HB700, HB4088, HB229, SB2419, SB842, SB1257, SB2550, SB996, HB 1186, HB4327, HB3221, HB2588, SB552, HB4870, HB2494, HB3940, HB4838, HB3177, HB1441, SB1841, HB3962, HB2225, HJR112, HB897, HB2695, HB4670, HB3602, HB3317, HB3717, HB3138, HB3704, HB1403, HJR218, HB4921, SJR37, HJR138, HJR144, HB3892, HB4, HB46, HJR35, HJR47, HJR182, HB4234, HB722, HB4136, HB4105, HB4413, HB170, HB551, HB2858, HB3053, HB3142, HB3180, HB3722, HB2200, HB1794, HB1784, HB1581, HB2530, HB4308, HB1896, HB2974, HB3359, HB4580, HB2458, HB2215, HB3332, HB2278, HB3015, HB3151, HB1368, HB40, HB 101, HB 112, HB146, HB168, HB214, HB413, HB1523, HB493, HB521, HB594, HB557, HB305, HB549, HB854, HB 1057, HB 1052, HB842, HB3174, HB3311, HB2486, HB3196, HB824, HB 1039, HB2529, HB2713, HB4936, HB4995, HB4830, HB4864, HB5219, HB5263, HB5154, HB2674, HB5525, HB5623, HB2545, HB2587, HB2625, HB5520, HB5436, HB4926, HB1573, HB5165, HB4811, HB5081, HB4755, HB3179, HB4310, HB4611, HB2159, HB4626, HB3637, HB3153, HB3066, HB2786, HB2966, HB638, HB640, HB876, HB497, HB5539, HB4809, HB5308, HB4687, HB4070, HB4421, HB4412, HB3284, HB3369, HB3420, HB3449, HB4098, HB4281, HB4120, HB4504, HB4370, HB 1106, HB2370, HB2404, HB3863, HB2407, HB2253, HB2273, HB2040, HB1586, HB3788, HB3993, HB4690, HB4309, HB4696, HB2308, HB 1142, HB1533, HB1621, HB2242, HB2012, HB2193, HB2442, HB2464, HB2348, HB2313, HB2289, HB1942, HB2011, HB1629, HB2993, HB3592, HB3824, HB4076, HB4535, HB4623, HB4773, HB 1091, HB5115, HB5515, HB3372, HB5659, HB 127, HB386, HB 115, HB2868, HB 1249, HB4766, HB3720, HB4656, HB4879, HB 105, HB5383, HB4621, HB5431, HB5678, HB5534, HB4174, HB4212, HB3954, HB3966, HB3636, HB3918, HB1422, HB4765, HB4732, HB4742, HB5122, HB4518, HB5084, HB3986, HB4045, HB4144, HB3911, HB3976, HB4473, HB3425, HB3641, HB3642, HB3475, HB3509, HB3424, HB3383, HB4744, HB4531, HB4539, HB3159, HB5228, HB5370, HB4359, HB4398, HB4443, HB4466, HB3861, HB3849, HB4240, HB4706, HB4685, HB5354, HB5141, HB5686, HB3629, HB3554, HB3567, HB2015, HB3575, HB5381, HB1431, HB3514, HB4614, HB4546, HB4683, HB5681, HB5673, HB5663, HB4271, HB4350, HB4035, HB3807, HB3812, HB3552, HB3540, HB3715, HB3710, HB3664, HB4196, HB4233, HB4173, HB1998, HB3333, HB3510, HB4222, HB2070, HB2854, HB2347, HB 113, HB983, HB4847, HB1449, HB3833, HB5151, HB265, HB1845, HB782, HB 108, HB1960, HB158, HB1954, HB1955, HB2512, HB605, HB2581, HB2803, HB627, HB2667, HB1738, HB636, HB3679, HB2638, HB2655, HB871, HB2438, HB 1107, HB1765, HB1822, HB2153, HB4099, HB3732, HB3171, HB3178, HB3182, HB3749, HB2814, HB3977, HB4204, HB4207, HB4449, HB1820, HB1876, HB1939, HB1347, HB2593, HB2136, HB2132, HB2658, HB2413, HB2757, HB2080, HB3154, HB3063, HB3009, HB3448, HB3006, HB2844, HB3241, HB3680, HB3169, HB2078, HB2507, HB4559, HB3946, HB3460, HB3405, HB475, HB3463, HB3441, HB3520, HB2060, HB4731, HB4991, HB1991, HB5596, HB2014, HB2142, HB2673, HB2731, HB2417, HB2399, HB2301, HB3335, HB3234, HB3320, HB5573, HB4848, HB4748, HB4769, HB4795, HB2086, HB2234, HB2203, HB4916, HB5624, HB4505, HB139, HB5093, HB5302, HB5402, HB5606, HB2333, HB4630, HB4701, HB2583, HB2983, HB4924, HB3339, HB3793, HB3631, HB4882, HB5509, HB5499, HB5430, HB5561, HB5611, HB5043, HB5064, HB3733, HB3781, HB3219, HB32, HB4515, HB5348, HCR76, HCR127, HCR9, HCR40, HCR118, HR559

Keywords: low-THC cannabis, dispensing organization, Texas Compassionate-Use Program, medical use, patient access, registration, healthcare, legislation, Grow Texas fund, economic stabilization, infrastructure, oil and gas, constitutional amendment, severance tax, Texas STRONG defense fund, funding, public health, workforce development, revenue transfer, Veterans' Land Board

Transcript Highlights:

• on Senate Bill 182 because it is important to help teachers so all students can get good grades and learn
• on Senate Bill 182 because it is important to help teachers so all students can get good grades and learn
• paired them with younger or newer teachers that they can share a lot of best practices and lessons learned
• It's been a real joy to learn the budget process with you all, and we're all better for it.

Summary: The Pre-K-12 Education Appropriations Subcommittee met with a quorum present and took up two bills. First, it heard SB 1318 on the Florida Tax Credit Scholarship Program, which makes a technical clarification that when a scholarship account is closed, any remaining funds revert but do not revert to the state. There was no substantive opposition or debate, and the bill was reported favorably by roll call vote. The committee then considered CS for SB 182, which creates a school teacher training and mentor program within the Department of Education. The bill authorizes school districts and charter schools to place current or retired high-performing teachers in D- or F-rated schools to mentor classroom teachers, with mentors required to have at least three years of experience, a highly effective evaluation, and eligibility for a stipend of up to $3,000. A late-filed amendment was adopted to align the bill with the House version by setting the mentoring term to one grading period, capping the number of mentees per mentor, and clarifying use of enrichment funds when available. Senators asked about implementation, including timing, logistics, and whether mentors would remain within the same school; the sponsor said principals would manage assignments and that the program would operate within the same school. Testimony came from a seven-year-old student, Kyler Nixon, who urged support for the bill, and his mother, Kiara Nixon, who also spoke in favor. Additional support was voiced by committee members, and CS for SB 182 was reported favorably. At the end of the meeting, the chair thanked members and staff for their work during the session, noted it may be the committee’s last policy meeting, and the committee adjourned without further business.

Transcript Highlights:

• on Senate Bill 182 because it is important to help teachers so all students can get good grades and learn
• on Senate Bill 182 because it is important to help teachers so all students can get good grades and learn
• paired them with younger or newer teachers that they can share a lot of best practices and lessons learned
• It's been a real joy to learn the budget process with you all, and we're all better for it.

Summary: The Pre-K–12 Education Appropriations Subcommittee met with a quorum present and took up two bills. First, SB 1318 by Senator Rodriguez made a technical clarification to the Florida Tax Credit Scholarship Program so that when a scholarship account is closed, any remaining funds revert but do not revert to the state. There was little discussion, no opposition, and the bill was reported favorably. The committee then considered CS for SB 182 by Senator Jones, which creates a school teacher training and mentoring program within the Department of Education. The program would allow districts and charter schools to place current or retired high-performing teachers as mentors in D- or F-rated schools, with mentors required to have at least three years of experience, a highly effective evaluation, and eligibility for a stipend of up to $3,000. A late-filed amendment was adopted to align the bill with the House version by setting the mentoring term to one grading period, capping the number of mentees, and clarifying use of enrichment funds. Members discussed implementation, including that principals would assign mentors based on workload and that the mentoring would occur within the same school. The bill received supportive testimony from a seven-year-old student, his mother, and the Florida Parent Teacher Association, and several senators spoke in favor of the measure as a way to support teachers and improve student outcomes. CS for SB 182 was reported favorably. The chair then thanked members and staff, noted this was likely the committee’s final policy meeting, and the committee adjourned.

Transcript Highlights:

• line 23, it says all inmates Is that what that means, all inmates except for the ones that already learned
• What I'm trying to say is What I'm trying to say is, in this skill center, to be eligible to learn to
• Already in statute, so I'm not changing it, and that shouldn't be asking me that, so that's ok, I learned
• that, I learned that when I was a freshman, because I got off out in this day, I said, you can't talk

Bills: HB2993, HB3850, HB3595, HB3763, HB3760

Keywords: rural law enforcement, grant fund, public safety, financial assistance, coordination districts, grant funding, law enforcement coordinators, municipal assistance, education, inmates, literacy, high school equivalency, Department of Corrections, parole, rehabilitation, law enforcement, mandatory training, mental health, domestic violence, peace officer certification

Transcript Highlights:

• I've learned enough already, thank you. Okay, I don't see any questions, so Mr.
• good Mr chair but are you good or I'm good Mr chair I've<00:04:25.320> I've<00:04:25.479> learned
• /c><00:04:25.800> enough<00:04:26.199> already<00:04:27.120> thank I've I've learned
• enough already thank I've I've learned enough already thank you<00:04:29.000> okay<00:04:29.320

Keywords: 958, all

Summary: The House Standing Committee on Veterans, Military Affairs, and Public Protection met with a quorum, opened with the Pledge of Allegiance and prayer, and recognized guests Mary Beth Brer and Ashley Clemens. The committee then took up Senate Bill 61, described by the sponsor as a private property rights measure involving the rental of private swimming pools through services such as VRBO, Airbnb, and swim.com. The sponsor said current law can cause a privately rented pool to be treated as a public swimming pool by the Department of Public Health. The committee moved and seconded the bill, and it passed on a roll call vote with all members voting in favor. The committee next considered Senate Bill 237, which was presented as a measure to waive the physical agility requirement for certain out-of-state police officers in good standing who have at least 10 years of certification and recent employment. Representative Blandon explained that a friendly floor amendment would require proof that the officer passed a physical agility test in the state of origin, addressing concerns raised by Kelly C. The sponsor agreed to that approach. During discussion, the sponsor also noted the committee substitute updated 911 dispatching laws and that the bill had originally been introduced as House Bill 525 before being brought into Senate Bill 237. A motion and second were made on the committee substitute, and the committee approved it by voice vote. The transcript then shifted into discussion of the bill and amendment, but no final roll call vote on Senate Bill 237 is shown in the provided excerpt.

Transcript Highlights:

• Apparently, I need to learn about that too. We're glad to have you here.
• is to strengthen the implementation of the Literacy Act by addressing a common barrier to student learning
• Three queuing does not emphasize phonics-based learning and causes students to be overly dependent on
• It is very dangerous as far as interfering almost with how children learn to read, so I appreciate you

Bills: HB9, HB102, HB9

Keywords: three-cueing system, reading instruction, K-12 education, structured literacy, scientific strategies, dual enrollment, high school, community college, university, educational access, high school credit, 1136, house, all

Transcript Highlights:

• and and things that they are learning and and things that they are learning um<00:45:56.480>
• <01:57:13.360> day, throughout their learning day, throughout their learning day, understanding
• <02:33:29.840> Movement to class more ready to learn.
• Movement to class more ready to learn. Movement trumps<02:33:31.280> screens.
• So I just different learning needs.

Keywords: 1189, house, all

Transcript Highlights:

• Cuz people really don't take the time to learn things in and out. It's sound bites.
• Um, we're going to learn so much from having that one graduate with us this summer.
• Um we're going to learn so great to see.
• What we have learned<02:55:01.760> is learned is learned is that<02:55:03.840> contract
• Uh, and I think that we all need to stay engaged with industry and learn from them.

Keywords: 916, all

Transcript Highlights:

• <01:04:40.480> that connection, and hands-on learning that connection, and hands-on learning
• learning when they're in college, yes. learning when they're in college, yes.
• Schools learn and grow and address shortcomings because of the IBAS report.
• through a fire hose to get to learn through a fire hose to get to learn their<02:22:20.040> local
• Schools learn and grow and report.

Keywords: 1191, senate, all

Transcript Highlights:

• cost it was very diffic we we learned cost it was very diffic we we learned quickly<00:24:39.640
• , and it's going to help if they do learn the system a little bit.
• , and it's going to help if they do learn the system a little bit.
• , and it's going to help if they do learn the system a little bit.
• , and it's going to help if they do learn the system a little bit.

Keywords: 1187, senate, all

Transcript Highlights:

• Um, and kind of I think some of us really think about kindergarten as still an early learning setting
• kindergarten as still an early learning kindergarten as still an early learning setting,<00:44:34.880
• So let's come in as a learning, do a learning debrief, and they actually do learning debriefs as part
• So let's come in as a learning, do a learning debrief, and they actually do learning debriefs as part
• So let's come in as a learning, do a learning debrief, and they actually do learning debriefs as part

Keywords: 919, house, all

Summary: The Seclusion Working Group approved the minutes from its previous meeting by motion and vote. Members then began discussing a set of proposed recommendations submitted by Woodward, Havman, and Hull aimed at addressing concerns about the use of seclusion in special education settings. The recommendations focused on several areas: requiring a mental health professional on the IEP team before seclusion is added to a student’s plan; replacing passive parental consent with explicit written consent in the parent’s native language; limiting seclusion to students receiving setting 3 or setting 4 services; requiring annual review of seclusion frequency and duration data by the IEP team; and creating stronger monitoring and accountability through a reporting system modeled on Minnesota’s existing disproportionality process. The group also proposed mandatory annual staff training, more preventive crisis-intervention supports such as CPI and Ukeru, direct funding and technical assistance for districts, and incorporating restraint/seclusion data into disproportionality calculations. Members discussed how the proposed accountability system might work in practice, including whether a third party or parent reporting mechanism should be added. Woodward explained Minnesota’s current disproportionality framework, including year 1, year 2, and year 3 notifications and the possibility of required coordinated early intervening services if problems persist. Participants also raised concerns about whether schools should track law-enforcement involvement as an alternative or related response to student behavior; some noted that such data is already collected in certain district reporting systems and could be useful to monitor alongside seclusion data. The discussion remained ongoing, with no final action taken on the recommendations during this portion of the meeting.

Transcript Highlights:

• There's been screw-ups all over the place that we can learn from.
• There's been successes all over the place that we can learn from.
• There's hundreds of models to choose from, and I wanted to share some of the lessons learned over my
• That's where there's potentially some lessons learned.
• And then also a some lessons learned.

Keywords: 910, house, all

Transcript Highlights:

• And then the second case would be that you would learn to trust the physicians you are raising up in
• Hey, what do we learn? What can be improved?
• Hey, what what do we learn? continue. Hey, what what do we learn?
• We later learned the allowable.
• I learned more to stay in our own place.

Keywords: 00:00:00 Call to Order/Roll Call 00:01:10 Discussion of 25RS HB 414 00:44:26 Roll Call Vote on 25RS HB 414 00:50:25 Discussion of 25RS SB 27 00:53:44 Roll Call Vote on 25RS SB 27 00:55:49 Discussion of 25RS SB 93 00:57:57 Roll Call Vote on 25RS SB 93 00:59:29 Discussion of 25RS SB 132 01:37:39 Roll Call Vote on 25RS SB 132 01:40:55 Discussion of 25RS SB 153 01:42:05 Roll Call Vote on 25RS SB 153 01:43:46 Adjournment, 958, all

Summary: The Health Services Committee met with a quorum and took up House Bill 414 with a committee substitute. The bill, described by sponsors and supporters as a continuation of prior maternal-health legislation, was framed as a clarification of medical standards and an effort to improve care for women and families facing complicated pregnancies. Representative Tate, Representative Nemes, Adair Wushar of Kentucky Right to Life, and Dr. Jeff Goldberg of ACOG Kentucky all testified in support, saying the substitute was developed collaboratively to reduce confusion in the law and help physicians provide evidence-based care without fear of criminal penalties. Supporters said the committee substitute was intended to define what is not an abortion under Kentucky law and to spell out medical treatments for conditions such as miscarriage, ectopic pregnancy, molar pregnancy, sepsis, hemorrhage, preeclampsia, premature rupture of membranes, and fetal demise. Dr. Goldberg said current statutes contain significant ambiguity and have created unintended barriers to treating pregnancy complications, including emergency situations, and he gave examples of patients who were delayed or harmed because physicians were uncertain about what the law allowed. Representative Nemes said the measure was the result of unusual cooperation among groups that do not usually agree and described it as a first step toward fixing a discrete problem. Representative Wilner raised concerns that the language could effectively require a patient to be in severe distress before treatment is clearly permitted and that it was too prescriptive about how physicians should manage miscarriages. In response, Dr. Goldberg and the sponsors said the substitute was not perfect, was meant as a short-term solution, and was designed to give doctors more confidence in providing routine, medically necessary care for pregnancy complications. The transcript indicates the committee substitute was adopted, but no final vote on the bill itself is shown in the excerpt.

Transcript Highlights:

• In fact, the rest of the world is vigorously pursuing ammonia as a fuel and they can learn a lot from
• In fact, the rest of the world is vigorously pursuing ammonia as a fuel and they can learn a lot from
• <01:14:11.679> environments creates healthier learning environments creates healthier learning
• and promote healthier learning and promote healthier learning environments<01:22:28.600> for<
• quality and creates health or learning quality and creates health or learning environments<01:30

Keywords: 1187, senate, all

Transcript Highlights:

• I just learned this recently, but 80% of mental health care is provided in a primary care setting, and
• Education and learning should never stop for parents.
• But as you'll hear in this, if you look into the Small World Learning Center case, there was another
• Center case there was another Learning Center case there was another teacher<00:59:51.520> in
• I know there's so many things that I know there's so many things that um<01:01:11.960> learning

Keywords: 1183, house

Transcript Highlights:

• Into a folder where the AI learns, and then people can query that 24/7.
• at how do we fail forward and just learn at how do we fail forward and just learn from<00:18:27.039
• One of the things that we were also very curious and eager to learn more about was the dollars that we
• also very curious and eager to learn also very curious and eager to learn more<00:40:15.640>
• was in Minnesota we have uh over 2 learn was in Minnesota we have uh over 2 million<00:52:02.839>

Keywords: 1183, house

Transcript Highlights:

• more about these people um as we learned more about these different<00:12:30.120> disabilities
• <00:13:22.839> disability um in the specific learning disability um in the specific learning
• be identified as a specific learning be identified as a specific learning disability<00:18:08.679
• I'll take specific learning disability, for an example.
• They may only need a session a week, whereas other people are learning to speak.

Keywords: 928, house, all

Summary: The work session focused on special education, especially the differentiated aid component and special education aid, which members noted is still often called “catastrophic aid.” The chair said the committee was trying to better understand how special education costs are growing, how districts are delivering services through SAUs or internally, and how reimbursement formulas affect local costs. Members also discussed the need for better data before making decisions on several education funding bills, and Representative Brown was tasked with capturing questions for follow-up information from the department or elsewhere. Testimony from the state special education director, Becky Fad, centered on why student counts in various disability categories have shifted over time. She said the categories themselves have not changed much, but autism has increased because of greater understanding and identification, developmental delay has grown because it applies to children under age 10 who may not yet have a clear diagnosis, and some students previously classified under speech/language or other health impairment are now identified in more specific categories such as autism. She emphasized that the IEP is based on a child’s individual needs, so a change in category would not necessarily change services, though it may help educators support the student differently. Members asked about whether the shifts reflect better diagnostic capability, whether the department should gather more data on the reasons for the changes, and whether autism-spectrum data could be broken down further. Fad said the department does not currently have data on the causes of the shifts or on where students fall within the autism spectrum, but that collecting and analyzing such data is on its list of priorities and a new data manager had recently been hired. She also explained that each child is counted only once on the chart by primary disability, that the IEP or eligibility team determines the primary category based on evaluations, and that any child can be referred for special education by a parent, teacher, or doctor, after which the district must meet within 15 days to decide whether to evaluate. No votes or formal actions were taken in the portion provided.

Transcript Highlights:

• It's something I learned when I visited Esperanza Community, which is why I think they're, you know,
• Those are the types of relationships that we've learned from.
• And then another critical thing that we learned... ...housing options.
• I wasn't prepared to learn it all on my own.
• Learning just now that it's a strict 36-month timeline has created massive new stress.

Keywords: 1184, house, all

Transcript Highlights:

• are in reset mode to be able to learn are in reset mode to be able to learn and<00:07:42.960>
• But this right here, I'm actually learning because everything I'm learning, I didn't get the chance to
• learn.
• <01:18:12.000> because here, I'm actually learning because here, I'm actually learning because
• > didn't<01:18:14.080> got everything I'm learning, I didn't got everything I'm learning

Keywords: Meeting Start 00:00:00 Call to Order and Roll Call 00:00:28 Kentucky Recovery Vocational: Workforce Reimagined 00:01:31 Update on College Athletics and 25RS SB 3 00:24:39 Goodwill Kentucky Excel Center 01:09:53, 958, all

Summary: The committee first heard a presentation from Kentucky Recovery Vocational Workforce and Re-entry Incorporated, led by Executive Director Jerick D'vor, on its vocational training model for people in recovery and formerly incarcerated individuals. He said the nonprofit operates in Russell Springs and serves students from across Kentucky, offering manufacturing and welding training tied to recovery services through Spark Recovery. D'vor emphasized that the program combines treatment, soft-skills coaching, job placement, and continued support after employment, arguing that training should begin around 90 days into recovery rather than earlier. He reported strong outcomes, including 292 students served, 259 certificates earned, and 250 job placements, with many participants placed in manufacturing jobs and 17 welders trained and placed through the new welding academy. Members praised the program but asked about funding, retention, and employability barriers. D'vor said the pilot was supported by opioid abatement grant funding, and the program now relies mainly on donor contributions and Spark Recovery’s investment in clients, with possible future support from additional opioid abatement funds or 1915(i) mechanisms. He said participants are not charged tuition and that the organization provides soft-skills training and job coaches. In response to questions about long-term outcomes, he said the program does not yet have a full alumni tracking system but is exploring technology options and continues to provide post-employment support for 90 days. After approving the committee minutes, members received an update on college athletics and Senate Bill 3 from University of Louisville Athletic Director Josh Heird and University of Kentucky Athletic Director Mitch Barnhart. They said Kentucky’s NIL framework and reporting requirements are working reasonably well and praised the state for not trying to create a competitive advantage in the evolving college sports environment. Heird reported that 521 student-athletes have signed up for NILGO and about 240 deals have been approved through the system, while noting the need to ensure NIL agreements are legitimate marketplace deals rather than artificial payments. The discussion also touched on the House settlement, the $600 approval threshold, and broader federal changes affecting college athletics.