Transcript Highlights:

• That student factor does work similar to tax law, where the first 150 students will receive a certain
• So these are like med students, pharmacy students, law students.
• A full-time equivalent student does not include a student enrolled in the medical doctorate program at
• by students?
• Per FTE student—so full-time equivalent student means putting it into 15 credits for full-time, or 12

Summary: The committee met to discuss higher education funding and capital building policy. Members first heard an update from NDUS Deputy Commissioner Lisa Johnson on low-producing academic programs. She described a proposed board policy using a five-year rolling window and thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, with programs flagged for three consecutive review periods going to the board. Possible outcomes would include continuation, continuation with modifications, inactivation, or termination. Members asked about how the review would account for program costs, service to other students, workforce demand, and the difference between inactivation and termination. Johnson said the board would consider broader factors and that campuses already do detailed program analysis. Several members also asked about cost savings and staffing impacts from program terminations, and Johnson said the board would try to provide more information later. The committee then received a report on the Capital Building Fund from Jamie Wilkie. He reviewed the program’s history, matching requirements, and recent uses, noting that about $334 million in state and matching dollars has been invested overall, with most going to deferred maintenance and extraordinary repairs. Members discussed whether the program is reducing deferred maintenance and requested updated systemwide data on deferred maintenance and campus space utilization. Wilkie said the board is considering a new study to update deferred maintenance figures, which are based on information more than 12 years old. He also reported that several institutions have used current biennium funds for projects such as residence hall renovations, health sciences housing, generators, and building repairs. Later, the committee began a detailed walkthrough of a draft bill that would replace the current higher education funding formula with an FTE-based model and also revise the capital building fund structure. The draft would use fall enrollment FTEs, add completion incentives for degrees in in-demand fields, and create a separate research funding component for UND and NDSU tied to doctoral completions and external research expenditures. Members raised concerns about the use of older data in the formula, the treatment of waivers, the weighting of professional and health sciences programs, and the use of CIP codes to define CTE and education incentives. The bill draft would also combine capital building fund tiers, broaden eligible uses for deferred maintenance and legislatively authorized projects, change matching requirements, repeal the old formula chapter and the capital pool, and transfer funds from the Strategic Investment and Improvements Fund into the capital building fund. No final votes were taken during the portion provided; the meeting was primarily discussion and review.

Transcript Highlights:

• The first is student behavior.
• to engage with complex student behavior.
• To do this, we place students in rural schools during their field experiences, including their student
• They're trying to track different modalities where kiddos are coming from, student retention, student
• But we know that's what's best for the students and communities in our state.

Committee: House Education

Summary: The House Education Committee heard testimony on House Bill 515, sponsored by Representative Chris Matthias, which would require school districts to adopt procedures for reporting suspensions related to bullying, harassment, intimidation, and related conduct to families, while removing a prior state-level reporting requirement. Matthias said the bill is intended to help families respond quickly and to keep the focus on local school-level accountability; he noted earlier versions had included language about limiting access to means of harm and notifying law enforcement, but those provisions were removed after prior defeats. Quinn Perry of the Idaho School Boards Association testified in support, saying the bill improves communication and trust with families and eliminates redundant reporting to the Department of Education. The committee then voted to send HB 515 to the floor with a due pass recommendation. The committee also received a presentation from Brooke Blevins of the Idaho Association of Colleges for Teacher Education and the University of Idaho on educator preparation programs. She described collaboration among Idaho’s colleges and universities and said programs have expanded coursework and field experiences in classroom management, educator ethics, career and technical education, rural school preparation, literacy and the science of reading, and the ethical use of AI. Members asked about literacy instruction and the earlier state literacy funding, with several expressing concern that phonics and the science of reading had not been emphasized enough in the past. Blevins said higher education institutions are aligning with state literacy efforts and that the $50 million literacy initiative primarily funds Department of Education programs rather than universities. Committee members also asked about teacher preparation pathways and workforce readiness. Blevins said Idaho has multiple routes to certification, including traditional undergraduate programs, alternative authorizations, alternative programs, apprenticeships, graduate programs, and CTE pathways, and estimated that about 63% of current Idaho teachers were educated through institutions like those represented. She emphasized early field experiences to help candidates determine whether teaching is the right fit and said institutions are studying student success across different educational settings. No further action was taken on the presentation, and the chair adjourned the meeting after reminding members to review the rules in their folders for the following week.

Transcript Highlights:

• The first is student behavior.
• To do this, we place students in rural schools during their field experiences, including their student
• To do this, we place students in rural schools during their field experiences, including their student
• They're trying to track different modalities where kiddos are coming from, student retention, student
• Student success measures.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• Time spent out of school has long-term consequences for all students, but it is catastrophic for students
• Multiple counting of the students then occurred, and so the student was counted at the J-TED at that
• particular student.
• And when I asked my students, like, why should a student come to this high school, you know, what?
• I'm a mom of a student of Maryville High School. I'm the mother of a Maryville High School student.

Committee: House House Education Committee of Reference

Summary: The committee first heard House Bill 4043, which would require each school district and charter school, beginning in 2027, to ensure at least one employee at each school is trained in CPR, first aid, and AED use. The sponsor said he intended to amend the bill on the floor to ensure someone is trained at all times and to clarify AED language. The American Heart Association testified neutral with concerns, supporting CPR training but warning the bill could leave gaps if only one person is trained and noting the need for AED access and emergency planning. Parents whose son died in an Arizona kindergarten classroom urged support, saying school staff should be prepared to respond to emergencies. The committee recommended the bill do pass by a vote of 7-1 with four present. The committee then took up House Concurrent Resolution 2015, as amended by a strike-everything amendment supporting at least 60 minutes of daily physical activity for students and prominent display of federal dietary guidelines. A representative of End Chronic Disease testified in favor, arguing schools should help prevent chronic disease through health education and physical activity. The committee adopted the strike-everything amendment and then gave the resolution a due pass recommendation on a 12-0 roll call. House Bill 2621, in its strike-everything form and with a Garcia amendment, addressed enrollment and special education procedures for students in unorganized territory, students using certificates of educational convenience, and children of active-duty military parents. The sponsor explained the bill was meant to clarify confusing law, speed enrollment and evaluations, and reduce delays in services. Champions for Kids supported the measure and the amendments, and the committee adopted both amendments before recommending the bill do pass 11-0. The committee also approved House Bill 2385, which limits superintendent contracts to one-year terms for the first three years unless the superintendent has already been employed three consecutive years; the sponsor framed it as a way to reduce costly early buyouts. That bill passed 7-4. Later, the committee approved House Bill 4106, creating the One Arizona Service Fellowship Program to provide service opportunities, stipends, and tuition awards for young adults, with an amendment changing the stipend contribution formula. The sponsor and supporters described it as a state-based service model inspired by Utah and aimed at education, military families, parks, hunger, and homelessness work; some members opposed it as an unnecessary state mandate or questioned the need for a new program. The committee also passed House Bill 2992, as amended, establishing a pilot program on child sexual abuse and assault awareness and prevention, expanded to K-12 and including grooming/exploitation content. A survivor advocate strongly supported the bill, while some members raised concerns about the funding source and possible unintended consequences. Finally, the committee passed House Bill 2370, which would require school leaders to notify governing boards before modifying weapons detection systems and to report changes within 24 hours; the sponsor cited a fatal school stabbing and other weapons incidents, while opponents argued the bill was too vague and could create operational problems. The committee also adopted a strike-everything amendment to House Bill 4056, allowing legislators making public records requests in their official capacity to avoid fees and requiring electronic production; the sponsor said it was needed after districts sought large fees, while opponents warned it could burden public agencies. The committee then began discussion of House Bill 2478, which would create an Arizona Commission on Student Outcomes to study K-12 accountability, finance, graduation requirements, and related issues, with proposed amendments to add early childhood study and change commission membership, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• </c> our colleges and our students. Uh Mr. our colleges and our students. Uh Mr.
• c><01:49:31.520><c> Prior</c><01:49:31.760><c> Lake</c> student 24 students in the Prior Lake student
• <01:49:48.960><c> in</c> students in students in Jordan.
• I think it rebalances our focus on students and student achievement.
• </c><01:57:47.920><c> and</c><01:57:48.239><c> student</c> our focus on students and student our focus

Committee: Senate Finance

Keywords: 1187, senate, all

Transcript Highlights:

• based on student characteristics.
• He said students, or percentages of students, that come from low-income backgrounds are one such factor
• Is there a direct correlation between student achievement and expenditure per student?
• goes along with those students.
• </c> benefits are not available for students benefits are not available for students students<01:40:23.520

Keywords: 928, house, all

Summary: The committee took up HB 651, a school-funding bill that would raise the base cost of an adequate education and increase differentiated aid for students in poverty, English language learners, and special education. The chair opened with housekeeping notices about parking and eating in committee spaces, and noted a revised fiscal note would be distributed. Representative David Luneau presented the bill as part of a broader package of public school funding measures, explaining that HB 651 builds on HB 550 and is intended to respond to court rulings and the ongoing school-funding litigation by adjusting both the base adequacy amount and equity-based funding factors. Luneau said the bill would raise the state’s adequacy grant from about $4,100 to $7,351 per student and increase differentiated aid, while also updating statutory language so future recalculations include the court-identified resource elements. He argued the measure is about fairness and shifting more of the burden from local property taxpayers to the state, not about increasing overall education spending. He reviewed fiscal-note figures indicating the bill would add roughly $576 million to the state share of school funding, bringing the total state share to about $1.65 billion, and said the note also mentions possible effects on charter schools and vouchers. Committee members asked about the evidence supporting higher costs for low-income and English learner students, how long ESL funding should continue, why free-and-reduced-lunch aid remains higher than special education aid, whether the formula is based on enrollment or average daily membership, and whether the bill is truly equitable across districts of different sizes and needs. Luneau and later witness Zach Shen of the New Hampshire School Funding Fairness Project said the bill is supported by research and court findings, that the current formula relies heavily on local property taxes, and that shifting more funding to the state would reduce property-tax pressure and help address disparities among districts. Shen also cited broad public support for the related HB 550 testimony and said HB 651 is intended as a step toward a more equitable funding system. No vote or final action was taken in the portion provided.

Transcript Highlights:

• </c> appreciate uh we're seeing student appreciate uh we're seeing student populations<00:49:44.119><
• Relevance to students equals engagement for students.
• Relevance to students equals engagement for students.
• Relevance to students equals engagement for students.
• </c> importantly it ensures that students importantly it ensures that students maintain<01:07:04.760>

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• Our students feel vulnerable. Our students feel vulnerable.
• students.
• I am a graduate student at BU, a Jewish graduate student at BU.
• students... ...students are sharing their beliefs.
• Your students feel isolated.

Keywords: 995, all

Summary: The meeting focused on the commission’s work addressing antisemitism in Massachusetts, including security, education, victim services, and legal responses. A major presentation came from former federal prosecutor Eric O’Sham, who described the 2018 Tree of Life synagogue shooting in Pittsburgh, the attack’s planning and execution, the 11 victims killed, the defendant’s white supremacist and antisemitic online activity, the federal prosecution, and the long aftermath for the victim community. Commissioners asked about prevention, radicalization online, security for houses of worship, and how to support victims; O’Sham emphasized the limits of law enforcement when speech is protected, the importance of public education, security grants, and victim-witness support. The commission also heard from Ariel Holman of Agudath Israel, who described a wide range of antisemitic incidents affecting Orthodox Jews, including assaults, threats, vandalism, school harassment, and zoning barriers, and urged expanded security personnel grants, mental health resources, kosher food access, and support for synagogue development. Other speakers included advocates and local officials who supported Holocaust education, the planned Boston Holocaust Museum, cemetery protection, and broader public education efforts, while some public commenters criticized the commission’s focus or raised concerns about definitions of antisemitism and free speech. The meeting concluded with approval of prior meeting minutes and the start of public comment, which was limited to three minutes per speaker due to time constraints.

Transcript Highlights:

• That student factor does work similar to tax law, where the first 150 students will receive a certain
• So these are like med students, pharmacy students, law students.
• A full-time equivalent student does not include a student enrolled in the medical doctorate program at
• students?
• Per FTE student—so full-time equivalent student means putting it into 15 credits for full-time, or 12

Committee: Joint Higher Education Funding Review Committee

Keywords: 908, all

Transcript Highlights:

• , and equality for all students.
• I was even a student president of the student CTA chapter at San Francisco State University.
• I taught students with special needs and neurotypical students.
• Hi, I am Hakukayono, a student at Sac State University and part of Students for Quality Education and
• Students should have.

Summary: The Assembly Education Committee held an informational hearing on AB 715, followed by discussion of SB 48. AB 715 was presented by Assembly Members Zbur and Addis as a response to rising anti-Semitism in California schools. They described incidents involving harassment, swastikas, biased classroom materials, and students feeling unsafe, and said the bill would create an Office of Civil Rights with coordinators to address anti-Semitism and other forms of discrimination, provide prevention resources, and support school districts. Witnesses in support, including a rabbi and a student who described personal experiences with anti-Semitic harassment, urged immediate action to protect Jewish students. Opposition testimony came from the California Teachers Association, county superintendents, school board groups, labor organizations, civil liberties advocates, ethnic studies educators, and many community members. Their main concerns were that the bill was rushed, had not been fully vetted in the Assembly Education Committee, and could chill classroom speech or create constitutional problems, especially around language requiring instruction and materials to be “factually accurate” and not based on advocacy, bias, or partisanship. Several opponents argued that anti-Semitism should be addressed through education, training, and restorative practices rather than new statutory restrictions. Some witnesses also raised concerns about the bill’s impact on ethnic studies and free speech. Committee members then debated the bill’s process and substance at length. The authors said the bill had been narrowed through negotiations with education stakeholders and the Senate, that some disputed provisions would be revisited in cleanup language, and that the urgency of anti-Semitic incidents required action now. Several members expressed support for the bill’s goal but criticized the late release of the final language and the lack of consultation with the Assembly committee. Others emphasized the need to protect Jewish students immediately and argued the bill was a necessary response to a real crisis. The transcript does not show a final vote on AB 715 in the portion provided.

Transcript Highlights:

• </c> with our students. with our students.
• </c><00:17:55.520><c> So</c> provide what the students need. So provide what the students need.
• </c><00:20:58.240><c> auditoriums</c> students paths for careers. auditoriums students paths for careers
• </c> piece to what our students do together. piece to what our students do together.
• </c> those that we know will improve student those that we know will improve student outcomes.<00:36:

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met for an information-gathering session and opened by clarifying that the subcommittee would not be voting on budget requests. Because there was no quorum at first, the committee did not take up approval amendments. The first presentation focused on a budget request to incentivize national certification for school social workers and school psychologists. Rep. Vanessa Gracal, along with Amy Oats and Leslie Gilpin, argued for a $500,000 annual appropriation to provide $2,000 salary supplements to nationally certified school social workers and school psychologists working primarily in their certification areas. They said the stipend would help recruit and retain professionals amid shortages, noted that current Kentucky certification numbers are low, and explained the rigorous certification and renewal requirements. In response to questions, they said there is currently no appropriation for this purpose in HB 500 and none they were aware of in HB 6 in 2024. The next topic was school facility funding needs, led by Rep. Bob McCool, Johnson County Superintendent Tom Cochran, Commissioner of Education Robert Fletcher, and other district representatives. They described the “gap funding” issue for school construction projects that had already started before COVID-era inflation sharply increased costs. Johnson County and Harrison County were highlighted as examples of districts that had already committed local funds, passed nickel taxes, and begun construction but now need additional state support to finish projects. Speakers emphasized that many projects were audited and approved, that the state has already funded about half of the gap, and that roughly $130 million more is being sought in HB 500 to complete the remaining work. They stressed that unfinished projects would leave districts with half-built schools and that completing them would bring long-term savings and better facilities for students. The committee then turned to testimony from KASA representatives on the impacts of HB 500 as introduced. The witnesses discussed the importance of school psychology and school social work certification, the benefits of advanced training for student services, and the need to recognize and support highly qualified staff. A member asked whether HB 500 or HB 6 included an appropriation for the certification stipend, and the witnesses answered no. The meeting also included a motion to approve the minutes from the prior meeting once a quorum was present, and the minutes were approved by voice vote.

Transcript Highlights:

• There will be less money for student loan programs.
• student loans in California.
• Dollars for non-resident students.
• students are coming from, correct?
• I spent years training residents and students.

Keywords: 988, house, all

Transcript Highlights:

• This is built on three students.
• Now, we want to look at individual students. Where did you get the student?
• Now, we want to look at individual students. Where did you get the student?
• </c> meaningful and useful to their students. meaningful and useful to their students.
• . students. students.

Keywords: Meeting Start: 00:00:12 Attendance Roll Call: 00:00:33 Kentucky’s New Assessment and Accountability Model Update: 00:03:50 Federal Education Policy and Its Impact on States: 01:00:55 Educational Leadership Training Opportunities in Kentucky: 01:26:44 Consideration of Referred Administrative Regulations: 02:10:38 Adjournment: 02:13:57, 958, all

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• It was a totally taking students.
• and student learning.
• Yet here in New Hampshire, we hear about student performance and student achievement quite often.
• </c> affects students across New Hampshire. affects students across New Hampshire.
• </c><01:15:04.000><c> The</c> necessary to protect students. The necessary to protect students.

Committee: Senate Education

Keywords: 1191, senate, all

Transcript Highlights:

• Time spent out of school has long-term consequences for all students, but it is catastrophic for students
• The problem is that multiple counting of the students then occurred, and so the student was counted at
• Multiple counting of the students then occurred, and so the student was counted at the J-TED at that
• And when I asked my students, like, why should a student come to this high school, you know, what?
• I'm a mom of a student at Maryville High School. I'm the mother of a Maryville High School student.

Committee: House Education

Keywords: 1182, all

Transcript Highlights:

• And we're holding the schools that the student...
• And we're holding the schools that the student.
• to accountable for that student.
• Because of the focus on student outcomes and moving students through the system efficiently and effectively
• And we can see that somewhat in the cost per student.

Committee: Senate Appropriations Committee on Higher Education

Summary: The Appropriations Committee on Higher Education met to hear two presentations focused on the state university system: an update from the Board of Governors on performance-based funding and a state university efficiency study from Ben Watkins of the Division of Bond Finance. Chair Harrell emphasized accountability, maintaining Florida’s top-ranked higher education system, and getting the best return on state investment. A quorum was present, with several senators excused and one arriving later in the meeting. Sarah Donaghi outlined changes to the performance-based funding model. She said the current model will be used for 2026-27 funding, with only minor benchmark changes for metrics tied to programs of strategic emphasis, reflecting a statutory review that reduced the list of designated programs from about 800 to about 200. She also described a new “PBF 2.0” framework approved by the Board of Governors for implementation in 2027-28 funding, which will combine excellence and improvement measures, update benchmarks to the SUS 2030 strategic plan, reduce “layups” where many schools score perfect tens, expand the affordability metric to include students without loans, remove SUS transfer students from certain graduation metrics, and create a new transfer-student outcome metric. The board will run the new model alongside the current one before using it for funding, and no funding changes will occur this year. Watkins presented findings from an eight-month efficiency study ordered by executive order. Using audited financial data, student outcome data, and personnel data, he concluded that Florida’s universities provide strong value because of low tuition, rising degree production, and improved job placement and earnings outcomes. He said tuition remains the lowest in the country and that state support has increased, while per-student spending has also risen, driven largely by payroll costs. He argued that universities should operate more like business enterprises, with more granular budgeting, clearer financial reporting, and efficiency metrics such as operating expense per student and cost per degree, and he recommended that such measures be incorporated into performance funding and board oversight. Committee members asked about national comparisons, data transparency, payroll growth, admissions selectivity, and whether legislation should require more detailed institutional reporting. The meeting ended with no public comment and adjournment after Senator Bracey Davis moved to adjourn.

Transcript Highlights:

• </c> request that the names of the students request that the names of the students and<00:05:24.160><
• </c> school we're proud to have uh students school we're proud to have uh students from<00:05:51.400>
• student conference.
• of my own. students from students from Kawaii<00:16:53.240><c> but</c><00:16:53.480><c> by</c><00:16
• </c> reunion we'd like to thank the students reunion we'd like to thank the students from<00:17:02.720

Keywords: 912, senate, all

Transcript Highlights:

• students paying their student loans within 10 years, and median earnings of graduates as a percent of
• , student loan debt, repayment rates, and graduation earnings.
• In the bill, it mentions the metrics are student retention, graduation rates, employment outcomes, student
• loan The metrics are student retention, graduation rates, employment outcomes, student loan debt, repayment
• These programs make meaningful, lasting impacts on our students.

Committee: Senate Education K-16

Summary: The Senate Committee on Education K-16 heard several bills and took no final votes, leaving each measure pending. The first major item, SB 1322 by Senator Hagenbuch, would create a Texas Higher Education Accrediting Commission to evaluate and approve accrediting agencies for public colleges and universities using outcome-based metrics such as retention, graduation, employment, debt, and repayment. Supporters, including Kate Byerley of the Texas Public Policy Foundation, argued the bill would add competition and align accreditation with Texas workforce needs; Senator Menendez questioned the need for a new bureaucracy and noted the $3.6 million fiscal note, suggesting existing reporting and oversight structures could serve the same purpose. The committee then heard SB 1998, which would establish a pediatric subspecialty preceptorship program to encourage medical students to enter pediatric subspecialties. Dr. Lauren Gamble testified in strong support, saying the program would help address shortages and improve access for children, especially in rural and underserved areas. SB 2788, authored by Senator Menendez, would add the PSAT as an accepted assessment for dual credit and Texas Success Initiative purposes; Priscilla Camacho of Alamo Colleges supported the bill, citing strong student outcomes and widespread use of the PSAT as a readiness indicator. Senator Creighton laid out SB 2076, which would remove or modify certain Capitol view corridor restrictions affecting the UT Austin Academic Medical Center project, including the planned specialty hospital and MD Anderson Cancer Center expansion. He said the existing corridors are outdated and limit development. The committee also heard SB 1418, a cleanup bill replacing outdated references to ACT Plan with Pre-ACT and removing obsolete SAT subject test language. After brief testimony and no opposition on the later bills, the committee closed public testimony and left SB 1322, SB 1998, SB 2788, SB 2076, and SB 1418 pending before recessing for the floor session.

Transcript Highlights:

• , and will it improve student outcomes, particularly for those students who are currently being underserved
• students.
• Beyond advocating for students, an SPI office focused on public reporting and student outcomes could
• Help California students. Don't create one more... Stay the course. Help California students.
• and student outcomes.

Keywords: 987, senate, all

Transcript Highlights:

• CTE students earning approved dual credit and 13,548 students earning valid industry certification.
• and Technical student organizations.
• </c> count the thousands of other students count the thousands of other students involved<00:05:40.919
• </c> service learning projects CTE students service learning projects CTE students have<00:05:45.400>
• > valid</c><00:05:58.400><c> industry</c> 13548 students earning valid industry 13548 students earning

Keywords: Meeting Start: 01:24 Attendance Roll Call: 01:44 KY Association for Career & Technical Education: 03:40 Senate Concurrent Resolution 43 (Sen. West): 10:42 Senate Bill 77 (Sen. Deneen ): 31:26 Senate Bill 120 (Sen. Chambers Armstrong): 35:04 Adjournment: 51:44, 958, all

Summary: The Senate Education Committee met with a quorum and heard a presentation from Parker Keys, Northern Kentucky State Vice President for Kentucky FFA, on the value of career and technical education (CTE). He highlighted enrollment of more than 143,000 secondary students in CTE, work-based learning, dual credit, industry certifications, and the role of student organizations such as DECA, FBLA, FCCLA, FFA, Educators Rising, TSA, and SkillsUSA. Senators praised CTE as important for workforce readiness and resume building, and encouraged continued engagement with the committee. The committee then considered Senate Concurrent Resolution 43, sponsored by Senator Steve West, supporting a Southern Regional Education Board initiative to expand crisis counseling and recovery support for schools and colleges after tragedies and disasters. Dr. Steven Puit and Linda Tyrie described a regional network of trained counselors modeled on Kentucky’s response after Marshall County, emphasizing long-term recovery, psychological first aid, and deployment support for up to a year after an event. Members spoke in strong support, citing the lasting impact of Marshall County and Heath, and the resolution passed 13-0 and was reported favorably. Finally, the committee took up Senate Bill 77, a cleanup bill relating to the Education Professional Standards Board. Senator Matt Deneen and Association of Independent Kentucky Colleges and Universities representative Mr. Dyer explained that the bill clarifies that small independent colleges and universities may designate a qualified education department representative, not only a chief academic officer, to serve on the board. The committee adopted a committee substitute by voice vote, and the substitute was approved.