Transcript Highlights:

• OUR INSTRUCTIONS TO THE DISTRICT IN THE MEMO WE ASKED THEM TO CROSSCHECK THE STUDENT FILES THAT WERE
• ONE OF THE FIRST THINGS WE BEEN INSTRUCTED TO GET IS THERE STUDENT NUMBER AS WELL AS WHERE THEY HAVE
• WHAT I SEE IS WHAT I CAN SPEND SO LET'S SAY I HAVE A FIRST GRADER I WANT TO GET RESOURCES FOR FOR MATH
• MY SON IS IN FISHING AND I WANT TO COMBINE THEIR INTERESTS WITH WANTING TO ADD SOME ENRICHMENT FOR MATH
• SO THEY KIND OF CONSIDER THAT PART OF INSTRUCTIONAL MATERIALS INCLUDED, PROVIDE THEM WITH THEIR UNIQUE

Transcript Highlights:

• :15:12.440> learning<00:15:12.800> reading<00:15:13.120> and<00:15:13.320> math
• <00:15:13.759> so going to be learning reading and math so going to be learning reading and
• math so thank<00:15:14.920> you<00:15:15.920> thank<00:15:16.079> you<00:15:16.199
• essential resources like instructional essential resources like instructional materials<01:36:39.719
• not to take food unless instructed not to take food unless refusal<01:41:25.800> would<01:41:

Keywords: 1183, house

Transcript Highlights:

• Speaker, I am instructed by the Senate to inform the House of Representatives that the Senate refuses
• Speaker, I am instructed by the Senate to inform the House of Representatives that the Senate refuses
• The math is going to math, and you know what our formula says?
• I can do the math, and we see that we need to make cuts to the budget.
• You actually do the math, and right now, In the 2024-25 school year, you actually do the math, and right

Keywords: 959, house, all

Summary: The House convened with prayer, the Pledge of Allegiance, approval of the previous day’s journal, and a series of special guest introductions recognizing family members, interns, students, public servants, and community advocates. Committee reports and Senate messages followed, including Senate refusals to concur on a large number of amendments to Senate Bill 1421 and the appointment of a conference committee on House Bill 2818. The main floor action centered on the state budget, especially House Bill 2 (public education). The budget chair explained the conference report’s funding mix for K-12 schools, including $8.4 billion for public education, changes to the foundation formula, use of blind pension funds, and possible ARPA dollars later in the process. Members debated whether the report underfunded schools by $45 million or more, with opponents arguing the state was not fully funding the formula and supporters saying total school funding remained at record levels and that the issue was the source of funds rather than the total amount. A substitute motion to send HB 2 back to conference failed 62-89, and the conference report was then adopted 83-68; the bill was third read and passed 83-68. The House then took up House Bill 2003 on higher education, where the conference report largely restored the governor’s recommendation and directed the department to develop a new funding formula by the end of the year. Members discussed performance-based funding, scholarships, apprenticeships, and the need for a slower transition to any new model. The conference report passed 119-28, and the bill was third read and passed 109-32. House Bill 2004, covering Revenue and Transportation, included about $20 million for rural roads and other transportation funding; members discussed constitutional concerns, MoDOT projects, and a small local safety fix. The conference report passed 128-21, and the bill was third read and passed 127-27.

Transcript Highlights:

• Math is math. Math in the field in construction is still math.
• <00:48:36.800> Math<00:48:37.119> is<00:48:37.359> math.
• Math is math. high school experience. Math is math.
• /c><00:48:38.640> construction<00:48:39.119> is Math in the field in construction is Math
• These could be allowed for still math.

Keywords: Meeting Start 00:00:07 Roll Call 00:00:25 Discussion of Lexington’s Housing Affordability Partnership 00:02:26 Discussion of Northern Kentucky’s Housing Blueprint 00:30:12 Discussion of Religious Institution Land Use 00:57:33 Discussion of Free-Market Solutions to Kentucky’s Housing Crisis 01:04:18 Adjournment 01:26:37, 958, all

Summary: The committee met without a quorum and began informally, with members noting this was the final information-gathering meeting on housing before a November meeting to discuss findings and report back to the LRC. The main presentation focused on the Lexington Affordable Housing Partnership, a public-private effort supported by a $10 million state allocation. Presenters described Fayette County’s housing shortage, citing a gap of more than 22,000 units, rising home prices, and the challenge of assembling land and capital for affordable projects. The partnership explained that five local banks created a $3 million capital investment fund to buy and hold land at no interest, with deed restrictions keeping the site at 80% or below area median income and allowing the banks to seek Community Reinvestment Act credit. The first project is a 12.5-acre former Transylvania University baseball field, planned for about 242 units, including detached homes, townhouses, garden-style apartments, and senior housing. Speakers said the project required extensive neighborhood engagement and zoning/development approvals, but that the planning phase is now largely complete and infrastructure work should begin soon. Financing details included roughly $64 million in additional funding through tax credit equity, market-rate loans, city support, Kentucky Housing Corporation resources, and donations from nonprofit partners. Developers said the multifamily bond applications are due to Kentucky Housing Corporation the next day, and they expect the land purchase to be repaid into the revolving fund once the property is entitled and closed, allowing the original $3 million to be redeployed for future projects. They estimated rental units could be filled within about six months of completion, while for-sale units would come online over 12 to 36 months. In discussion, members asked about regulatory barriers and project timelines. Presenters pointed to rising construction costs tied to new federal and state requirements, and one member highlighted the need to continue reviewing planning and zoning reforms to speed development plan approvals and reduce delays. The group also endorsed a possible statewide $20 million housing fund, a residential infrastructure fund, and efforts to avoid additional regulatory burdens on housing development.

Transcript Highlights:

• Thank you. arts, math, social studies, science, arts, math, social studies, science, health, health,
• better instruction for us. better instruction for us.
• Mahalo. instruction, 95% of students can learn instruction, 95% of students can learn to<05:22:31.600
• That instruction is called to read. That instruction is called structured<05:22:34.200> literacy.
• are college ready for math and science. are college ready for math and science.

Bills: HB2459, HB1616, HB1799, HB1604, HB1732, HB1736, HB1931, HB772, HB2153, HB2122, HB2009, HB2012, HB1779, HB2296, HB2397, HB2398, HB1596, HB2233, HB1976, HB1563, HB815, HB1655, HB1851, HB1941, HB2037, HB1635, HB2201, HB1943, HB1163, HB2452, HB2429, HB2148, HB2306, HB2007, HB2049, HB2616

Keywords: food innovation, agribusiness, food safety, market access, branding, economic diversification, performance indicators, agriculture, aquaculture, commercial activity, swine production, Korean natural farming, housing development, commercial projects, county authority, public works, construction standards, exemption, zoning, housing

Transcript Highlights:

• The certification letter comes out with instructions to keep a copy for yourself, your own records, but
• , that does just because a veteran has two conditions rated at 50%, that does not equal 100% in VA math
• So, in fact, the way the VA does their math, a 50% plus a 50% equals a 75% total rating, which gets rounded
• My instructions to the liaisons when we first hired them was along the lines of when I...
• My instructions to the liaisons when we first hired them was along the lines of when I was a kid, one

Keywords: 995, all

Summary: The Employment Subcommittee of the Massachusetts Permanent Commission on the Status of Persons with Disabilities met on May 18 and approved the prior meeting minutes. The first presentation was an update on the Massachusetts Disability Employment Tax Credit from MassAbility. The speaker explained that the credit, created in 2022, offers employers up to $5,000 in the first year and $2,000 in later years for hiring certified employees with disabilities. He described a streamlined self-attestation certification process, the online application and outreach tools, and noted that the first full tax season resulted in one company successfully claiming the credit. Members asked about how employers learn to file, available data, carry-forward rules, and whether more information from the Department of Revenue could be shared. The second presentation was from the Office of the Veteran Advocate. The speaker described the office as an independent agency created after COVID and the state veterans home tragedy to improve veteran services and investigate problems. He reviewed VA disability ratings, the fact that service-connected disability does not necessarily prevent work, and the barriers faced by veterans with less-than-honorable discharges. He also highlighted vocational rehabilitation, GI Bill and housing supports, and the office’s work on professional licensure barriers, especially for nurses and other skilled trades. Members discussed whether Massachusetts is behind other states on licensure reciprocity and the need for more openness from licensing boards; the office said it is starting with a narrow nursing-focused review and will report back on findings. In the final portion of the meeting, members discussed a lengthy policy brief from Seed and agreed it should be taken up at the August 31 meeting rather than rushed through by email. The group focused on two emerging areas of work: the benefit cliff and youth/young adult pathways into employment, including apprenticeships. Members suggested creating a clearer tool or spreadsheet to map existing resources and possibly a white paper for appointing authorities, while noting the commission’s limits on direct advocacy. The meeting ended with an invitation for members interested in the benefit cliff work or youth employment pipeline to join follow-up discussions, and the subcommittee adjourned.

Transcript Highlights:

• Institute, ma'am. that you co-authored it on here, but it did cover two years and it only was for math
• Yes. 20 years ago, Florida in reading was 34th, and in math was 26th.
• Millions of our children are hindered in a Achieving literacy by lack of adequate instruction.
• My passion is to ensure that every child with dyslexia receives proper instruction.
• Only 18% of students are proficient in math and 20% in reading.

Bills: HB3, HB3

Keywords: education savings account, educational expenses, certified educational assistance organization, school choice, funding, special education, tuition reimbursement, emergency communication, public safety, interoperability, Texas Interoperability Council, grant program, emergency communications, public safety radio, first responders, radio system, dispatch, 911, emergency management, Texas Division of Emergency Management

Transcript Highlights:

• to instruction uh literacy instruction to instruction uh literacy instruction to be<00:47:40.480
• um in English uh literacy instruction um in English uh literacy instruction<00:48:01.119> in<
• There are a couple of others relating, for example, to math core and providing evidence-based instruction
• core and providing um to math core and providing um evidence-based<00:48:41.040> instruction.
• Um but it evidence-based instruction.

Bills: HF2433, HF2434

Keywords: education funding, children with disabilities, transition aid, special education, school district consolidation, healthcare, personal care assistance, worker retention, disability services, state funding, 1183, house

Transcript Highlights:

• I think there was Maybe a perceived gap in the instruction that these graduate students are getting.
• from high school to college is as smooth as possible by ensuring a more across-the-board level of instruction
• sense that we would require at least a baseline standard so we ensure that whether you're taking instruction
• Just so happens when our students take that and are actually applying math and science skills, they score
• You can look someone in the face and take instruction and learn from them.

Bills: SB1477, SB1480, SB1593, SB1633, SB1670, SB1725, SB1726, SB1735, SB1632

Keywords: education, concurrent enrollment, students, age restrictions, academic access, apprenticeship, career education, youth programs, employment, technology centers, SB1593, OSU Tulsa, Oklahoma State University/Tulsa, Board of Trustees, higher education, university governance, A&M Board, Oklahoma Agricultural and Mechanical Colleges, presidential search, board rules

Transcript Highlights:

• So sometimes that related technical instruction is that mentor, right?
• Again, pulling them off the line and being able to get that one-to-one instruction with the apprentice
• I love when they—I think what grabbed my attention was Space Math.
• You know, it's not just math, but space math. I mean, now that sounds cool. It sounds fun.
• local boards on a regular basis to make sure that what our expectations are are reflected in the instructions

Summary: The subcommittee met to receive an informational presentation from CareerSource Florida President and CEO Adrian Johnson, joined by Anthony Gagliano of CareerSource Suncoast, on the structure, funding, and services of Florida’s workforce development system. Johnson explained that CareerSource serves job seekers and businesses through 21 local workforce development boards and nearly 100 career centers, using federal and state funding streams such as WIOA, Wagner-Peyser, SNAP Employment and Training, and TANF. She described services including case management, training, wraparound supports, job matching, rapid response for layoffs and disasters, and business services such as recruitment, customized training, and on-the-job training. She also highlighted the REACH Act’s role in consolidating local boards from 24 to 21, creating the Master Credential List and Credential Review Committee, and implementing performance-based letter grades for local boards. Members asked detailed questions about funding formulas, letter grade metrics, apprenticeships, youth services, small business access, and the demand occupation list. Johnson said federal allocations are driven largely by unemployment and poverty formulas, which has reduced Florida’s WIOA funding by about $27 million over four years because of the state’s low unemployment rate. She explained the letter grades measure outcomes such as increased earnings, reduced public assistance, employment and training outcomes, work-based learning, business engagement, and service to individuals in certain programs, and said the system is being reviewed for possible changes, including removing extra credit and adjusting weights. On youth services, she said Florida has a waiver allowing a 50/50 split between in-school and out-of-school youth funding, and that local partnerships drive outreach. On the demand occupation list, she said it is based on state labor market data and projections, but local boards can submit evidence of local demand when data does not reflect conditions in their area. A substantial portion of the discussion focused on apprenticeships and workforce training grants. Johnson and Gagliano described apprenticeship navigators funded by the $7.75 million apprenticeship expansion allocation, which help employers navigate registration and expand apprenticeships into nontraditional fields such as IT, health care, education, and hospitality. Gagliano gave examples from CareerSource Suncoast and said navigators helped employers move faster through registration and develop programs with local education providers. Johnson also discussed Incumbent Worker Training Grants and Quick Response Training Grants, noting recent awards of nearly $3 million to 69 businesses and $6.5 million to 24 businesses, respectively, and said these programs are targeted toward high-skill, high-wage occupations and priority industries. The meeting ended with no votes or formal action; the chair thanked the presenters, invited follow-up questions, and adjourned the meeting without objection.

Transcript Highlights:

• So that's what we've instructed in our instructions for what you input into the database.
• So that's what we've instructed in our instructions for what you input into the database.
• I'll resend you the instruction. instruction. instruction.
• And we have instructions for that. >> Yes. And we have instructions for that.
• So, it's a complicated math and more. So, it's a complicated math formula. formula. formula.

Keywords: 928, house, all

Summary: The Joint Committee on Dedicated Funds met to review inactive and dedicated accounts, note prior legislation that had passed, and begin its annual review of agency funds. Members discussed several inactive funds, including some HHS-related accounts, a law enforcement memorial fund, and possible cleanup of accounting references where funds had been reorganized or merged. Staff noted that some newer funds may simply not have started receiving revenue yet, and the committee agreed to follow up on specific accounts later rather than address everything immediately. The committee then heard from Fish and Game on its dedicated funds. Topics included the statewide public boat access account, which is used for boat ramp and access-site maintenance and is supported by boat registration fees and federal funds; the ORV education, training, and enforcement account, which has declined over time and may need attention because revenue depends heavily on weather and snowmobile use; and the search and rescue account, which is funded by Hike Safe cards, a $1 fee from boat and OHRV registrations, and court-ordered fees. Fish and Game also explained that the conservation license plate fund had been merged into the non-game species management account, which is supported by donations, federal funds, and a statutory general fund transfer, and that pheasants are treated as game species under a separate program. The committee spent considerable time on the lifetime license account, an off-book Treasury-held account that collects lifetime license sales and returns funds to Fish and Game based on annual sales plus 9% of the fund balance. Members questioned why the account’s presentation did not clearly show the transfer as a revenue reduction and suggested the reporting format needed cleanup so the flow of money would be easier to understand. Fish and Game said the account is operating properly and that the transfer to the unrestricted Fish and Game fund exceeded $400,000 in the most recent year. The committee also reviewed the publications and fundraising revolving fund, which keeps a $100,000 balance for inventory purchases and transfers excess year-end funds to the unrestricted Fish and Game fund; members again raised concerns that the reporting format did not clearly show the transfer, and staff said they could add a note or other clarification.

Transcript Highlights:

• Instructed you to do nothing, but we ought to do something. Mr.
• MILLS, INSTRUCT HER TO LIE ABOUT THE ORIGIN OF HER BRUISES.
• And then some of us have to make the math actually work.
• AND THEN SOME OF US HAVE TO MAKE THE MATH ACTUALLY WORK.
• IS INSTRUCTED TO ACT LIKE WE JUST KEEP SPENDING THE MONEY.

Keywords: U.S. House of Representatives Floor Proceedings on Tuesday, September 16, 2025, 1012, house, all

Transcript Highlights:

• <00:02:26.200> the pool um, and also uh, instructing the pool um, and also uh, instructing
• Every single state in the nation is struggling to find math, science, and special ed teachers.
• , nation is struggling to find math, nation is struggling to find math, science,<00:13:42.040>
• grade math. grade math.
• and 12th in math. and 12th in math.

Bills: HF3119

Keywords: teacher compensation, educational staff, unlicensed staff, minimum wage, inflation adjustment, education finance, 1183, house

Transcript Highlights:

• But that progress eighth grade math.
• Until families feel safe, instruction.
• Time that should be spent on instruction is being spent on safety planning.
• When a child misses a month of specialized instruction, they don't maintain their skills.
• When a child misses a month of specialized instruction, they don't maintain their skills.

Keywords: 1187, senate, all

Transcript Highlights:

• The instructional model we use, it's an in-person blended education approach to access.
• That provides direct X instruction in full course catalog electives to in including career technical
• So we provide appropriately credentialed a structure, instructors and instructional support personnel
• for the position, part provision of instruction the site.
• So the first period, all every kid in the state either isn't ELA or math. So be split in half.

Transcript Highlights:

• In second grade, we had timed math tests every Friday. I practiced all week, but I still failed.
• In second grade, we had timed math tests every Friday. I practiced all week, but I still failed.
• In second grade, we had timed math tests every Friday. I practiced all week, but I still failed.
• By third grade, reading and writing and math felt impossible.
• My child and every child with dyslexia deserves instruction based on science, not chance.

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.

Transcript Highlights:

• In this article, we make it clear that the state of reading instruction should be based on the science
• This article also repeals the requirement that all literacy-related curriculum and instructional materials
• five million dollars for MDE to create a report telling parents how many children can read, perform math
• Preparation in the area of reading instruction relies on false assumptions and misplaced priorities.

Transcript Highlights:

• schools across 29 communities, partnering with over 300 teachers and delivering 250,000 hours of instruction
• since its inception, more than 6,700 trained volunteers have contributed more than 548,000 hours of instruction
• How do we improve on math?
• They are Senate Bill 29, math requirements for teacher license, and Senate Bill 37, High Quality Literacy
• Instruction Act, Senator Stewart and Senator Soules have those bills.

Keywords: 996, all

Transcript Highlights:

• , or classroom instruction.
• They get more individual instruction about what's happening.
• If you take, just to use round numbers to keep the math simple, say it's a $100 project, you know, the
• But realize it's only the related technical instruction that's being done online.
• And one other thing, part of our related technical instruction at ABC is labs.

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:

• I'm very proud to expand access for California students, but we do need the funding to provide instruction
• services and instruction.
• services and instruction.
• I did a little bit of math.
• Thank you for that quick math that you did there, sir.

Summary: The Assembly Budget Subcommittee on Education Finance held an extended hearing focused primarily on University of California budget issues, enrollment, housing, and Title IX. Chair David Alvarez opened by noting the governor’s proposed 8% ongoing General Fund reduction to UC, the deferral of compact funding, and the College of the Law budget item, while emphasizing that no votes would be taken that day. Public commenters, including UC Davis employees and lecturers, urged restoration of UC funding and opposed the hiring freeze, saying cuts would worsen staffing shortages, reduce research capacity, and harm students and patients. On UC core operations, the Department of Finance said the governor’s budget maintains the compact but defers $240.8 million in ongoing support and continues a planned 7.95% reduction, while the LAO recommended rejecting the deferrals and instead making any changes in the budget year. UC San Diego’s chancellor and UC Office of the President argued the cuts and deferrals would create major campus shortfalls, force hiring freezes, larger class sizes, fewer course offerings, delayed projects, and possible layoffs. Committee members questioned whether cuts could be shifted away from students and toward administration, discussed UCOP reserves and bond debt, and noted that UC’s budget structure makes the campus-level impact larger than the headline reduction. The committee also reviewed enrollment trends and nonresident replacement. The LAO said UC resident enrollment has grown and recommended revisiting 2026-27 targets and pausing the nonresident replacement plan if state funding does not improve. UC said it has exceeded California undergraduate enrollment and nonresident replacement goals, but warned that continued growth without funding would force enrollment reductions and harm quality. Members discussed the role of nonresident and international students, tuition rates, and the value of UC as a pathway for California students and a source of talent for the state. A separate housing item covered the state’s Higher Education Student Housing Grant Program. UC reported that recent bond savings could support additional affordable beds at UC Davis and UC Santa Barbara, but the LAO and Finance noted the Legislature would need to decide how to use the $6.2 million in savings from the original projects. The committee also heard a Title IX update from UC’s systemwide civil rights office, which described campus Title IX structures, training, and policy enforcement, and said the system has been working to improve confidentiality guidance and streamline complaint processes after survey feedback showed confusion and lengthy procedures.