Transcript Highlights:

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

Keywords: 1187, senate, all

Transcript Highlights:

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

Keywords: 1187, senate, all

Transcript Highlights:

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

Keywords: 1183, house

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

Transcript Highlights:

• and how to teach the math learning and how to teach the math learning communities<01:22:07.440><
• alignment between what students learned alignment between what students learned in<01:38:01.840>
• We went to a computer-based learning system where a student only had to learn what they were deficient
• a student only had to learn what they a student only had to learn what they were<01:56:46.520>
• learn all those learning they hopefully learn all those learning objectives<04:01:16.680> or<

Keywords: 928, house, all

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

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

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

Transcript Highlights:

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

Keywords: 995, all

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

Transcript Highlights:

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

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

Transcript Highlights:

• One of the great things about it is I learned nothing about it in school.
• I was fortunate to learn true black Florida history from my grandparents who I was fortunate to learn
• African American courses have been denied as an opportunity for children to learn.
• African-American courses have been denied as an opportunity for children to learn.
• Students don't just learn it, they see it in action.

Bills: S0014, S0016, S0024, S0052, S0308, S0504, S0506, S0564, S0572, S0590, S0594, S0806, S1396, S7020, S7024, S7026

Keywords: negligence, settlement, police conduct, municipal liability, personal injury, compensation, injuries, Miami-Dade County, places of worship, house of worship, church, mosque, synagogue, religious security, armed security, volunteer security, private security, security guard licensing, licensure exemption, Florida Statutes chapter 493

Summary: The Committee on Rules met with 14 members present and considered a long agenda of bills, including several open-government sunset reauthorizations, consumer and election measures, claims bills, and policy bills on public safety, ethics, and child protection. The committee reported favorably SB 7024 and SB 7026, which extend and consolidate public-records/public-meeting exemptions for cybersecurity information and trade secrets held by agencies, and SB 7020, which reenacts the aquaculture records exemption for the Department of Agriculture and Consumer Services. It also approved SB 14 and SB 24, two uncontested Miami-Dade County claims bills, and SB 16, a claims bill for Heriberto Sanchez Mayan involving severe injuries after an unlawful arrest and transport incident in St. Petersburg. Several bills drew substantial testimony. SB 308, creating the Florida Museum of Black History Board of Directors and designating St. Johns County as the museum site, received extensive support from advocates and lawmakers who emphasized preserving the full and accurate history of Black Floridians; some speakers urged safeguards to ensure historians and community members help shape the museum’s content. The committee also favorably reported CS for SB 564, allowing registered or pre-registered high school students to volunteer at polling places for community service hours, with supporters saying it would build civic engagement and help election offices. CS for SB 52, which exempts unpaid volunteer armed security at houses of worship from Class D and G licensing requirements, was also reported favorably after testimony both supporting the need for church security and cautioning that congregations should retain control over whether weapons are allowed. The committee approved CS for SB 1396 on litigation financing and consumer protection after a lengthy debate over transparency, foreign funding, and whether the bill would chill access to courts. Supporters said it would create guardrails and disclose foreign involvement; opponents argued it could burden plaintiffs and reveal litigation strategy. The committee also reported favorably CS for SB 504 and SB 506, creating a framework and related public-records exemption for code inspector body cameras, with discussion about notice to property owners and protection of sensitive footage. Additional favorable actions included CS for SB 572, updating ethics law to reflect foster family relationships, and CS for SB 590, tolling the statute of limitations for failure-to-report child abuse offenses until the offense is known to law enforcement or another charging authority.

Transcript Highlights:

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

Transcript Highlights:

• Um, I know that, you know, social, emotional learning for the last couple of years has been a profane
• They're those kids that have anxiety, depression, um, they need a different way to learn, stuff like
• You're not learning; you're just not getting any critical thinking skills.
• He learns with his hands.
• They learned how to communicate together. It is required that the parents come.

Summary: The committee held an interim study on how to educate and support students with severe violent or disruptive behavior while protecting classmates, teachers, and school staff. Members framed the issue as one involving students who have often experienced trauma and may be removed from class through suspension, expulsion, or juvenile placement, but who still need a meaningful path back to school. Several legislators shared personal experiences as former educators or administrators and emphasized that schools need clearer criteria for removal and return, along with stronger support for families and staff. Dr. Michelle Butler, an alternative education director, testified that Oklahoma’s current alternative education system is not designed to serve students removed for major discipline issues because placement is generally voluntary and programs are built around students who need a different learning environment, not punitive removal. She argued for early intervention, stronger attendance enforcement, trauma screening, teacher training, and a regional or cooperative model that would combine credentialed educators, social workers, therapists, and family counselors. She also described existing programs such as Trace Academy, Rogers County Youth Services diversion programs, and the limitations of virtual-only models and current funding, saying the system lacks sufficient resources and staffing. Representatives and senators asked about funding, staffing, credentials, and whether statutes should be changed to prevent alternative education dollars from going to programs that do not provide direct services. Other testimony came from Family and Children’s Services and Mid-Del Youth and Family Services, both of which described embedded school-based mental health, crisis response, intensive outpatient services, family engagement, and juvenile diversion programs. Witnesses stressed that wraparound services, school-community partnerships, and a bridge back to the home school are essential, and that many students and families need mandatory or strongly supported participation rather than purely voluntary help. The study concluded with members noting possible next steps, including expanding or supplementing alternative education, improving early intervention, and examining participation requirements and transition supports; no votes were taken, and the committee adjourned after the presentations.

Transcript Highlights:

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

Transcript Highlights:

• think that the fact that our current statute says that, and I quote, “in order that the pupils shall learn
• Act, and it formed public schools so that you could educate students how to read, so that they could learn
• think that the fact that our current statute says that, and I quote, “in order that the pupils shall learn
• of Higher Learning Jews are subjected<00:31:18.480> to<00:31:18.799> assault<00:31:19.679
• protection from a hostile learning protection from a hostile learning environment<00:32:00.880><

Keywords: 958, all

Summary: The committee first took up SB 19, which would require a daily moment of silence or reflection in Kentucky public schools and clarify that students may use the time as they choose without coercion or religious direction. The sponsor and supporters, including representatives of the Kentucky Jewish Council, argued the bill is nonsectarian, intended to promote calm and focus, and supported by research and prior bipartisan backing. Opponents from the Jewish Federation of the Bluegrass said they supported the anti-coercion language but objected to making the moment of silence mandatory rather than permissive, citing concerns about the statute’s interaction with the Lord’s Prayer language already in law. After discussion, the committee voted to pass SB 19 unanimously with favorable expression. The committee then considered SB 83, which revises the KEES scholarship program so homeschool and non-certified school students can receive awards using an ACT-to-GPA conversion and be treated more comparably to public school students. The sponsor described the bill as a recurring measure and walked through how the award amounts would be calculated under the substitute. There was no opposition raised during the hearing, and the committee adopted the substitute and passed SB 83 unanimously with favorable expression. Finally, the committee heard Senate Joint Resolution 55, directing Kentucky public postsecondary institutions to combat anti-Semitism. The resolution would require campuses to adopt policies using the IHRA definition of anti-Semitism, notify students of Title VI and state-law complaint rights, recognize Jewish organizations as community resources on the same basis as other religious organizations, take action against student groups supporting designated terrorist organizations, and collect and report campus anti-Semitism data. The presenters and supporters described a sharp rise in anti-Semitic incidents on campuses after October 7 and said schools have not responded adequately. The committee adopted the substitute and began hearing testimony on the resolution, but the transcript cuts off before any final vote on SJR 55.

Transcript Highlights:

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

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

Transcript Highlights:

• So, the celebration is both a celebration and a moment for learning.
• <01:19:02.360> about crash course of learning about crash course of learning about disciplinary
• so<01:20:00.400> if then you're reading to learn and so if then you're reading to learn
• My concept about teaching is that every student can learn and can be successful.
• So learning about how to get— in fact, I came through the portfolio program.

Keywords: 1187, senate, all

Transcript Highlights:

• We talk about community and lifelong learning.
• preparation English language learning preparation English language learning college<00:32:16.120
• It integrates student supports and offers expanded and enriched learning opportunities.
• the learning could happen.
• The coordinator was able to help the students address potential barriers for learning.

Keywords: 1187, senate, all

Transcript Highlights:

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

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

Transcript Highlights:

• The state's ability to leverage and learn from tools like the Early Development Instrument depends on
• For example, many school-based Pre-K programs use digital learning tools.
• Executive function has to be taught and learned, and what it measures is inhibitory control, working
• This way, they can learn about the meals they want to eat and the food that they want to see.
• learned it in the schools yet.

Transcript Highlights:

• We know that we have to change course because we're seeing it in our students' learning outcomes and
• On windstorm insurance, I've learned that many of them have taken steps such as reducing their total
• House Bill 2 addresses a number of critical issues in our early learning community.
• So, not funding our pre-K programs really has an impact across our early learning grades.
• This serves as the opportunity to learn, grow, and succeed.

Bills: HB2, HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, disaster preparedness, emergency management, flooding, mass fatality, mass casualty, fatality tracking, body recovery, autopsy, justice of the peace

Transcript Highlights:

• It's allowing us to reinvest in<00:21:09.919> our<00:21:10.159> learning<00:21:10.480><
• c> environments<00:21:10.960> and<00:21:11.120> ensure in our learning environments
• <00:27:04.240> Um<00:27:04.640> the<00:27:04.960> students Students can learn
• <00:40:43.839> over know one of the things I've learned over know one of the things I've learned
• learning thank you >> representative<00:42:52.400> no >> representative no >>

Bills: HF4266

Keywords: higher education, state grants, financial aid, college affordability, Office of Higher Education, Minnesota State Grant, need analysis, expected family contribution, student aid, grant formula, living and miscellaneous expense allowance, dependent student, independent student, parental contribution, student contribution, surplus appropriation, biennium, summer 2026, 1183, house

Transcript Highlights:

• Not every student learns in the same way.
• Not every student learns in the same way.
• Not every student learns in the same way.
• Not every student learns in the same way.
• Not every student learns in the same way.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met with a quorum, approved the August 20, 2025 minutes, and then heard a discussion tied to Constitution Day and Kentucky’s constitutional duty to provide an efficient system of common schools. Chairman James Tipton reviewed the history of Kentucky’s model laboratory schools, postsecondary academy programs such as Gatton and Craft, magnet schools, virtual learning, and computer science opportunities, arguing that Kentucky has long expanded educational opportunity through different school models. He described model schools and academy programs as hybrid or innovative approaches that serve specialized student needs and noted that some of these programs receive state appropriations and, in some cases, tuition. Senator Steve West then gave a retrospective on school choice in Kentucky, beginning with the 2017 charter school law and explaining that Kentucky’s charter framework was designed as public-only to comply with the state constitution. He said charter schools have remained largely dormant in Kentucky and used that as context for Senate Bill 207, the School Innovation Act, which he said was modeled on a South Carolina approach. Under SB 207, a local school board can contract with a third-party entity to manage an existing school, receive SEEK funding, and seek waivers from certain state regulations in order to innovate, while retaining limits on items such as school safety and attendance rules. Members asked about how the new model differs from charter schools, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the bill is intended to keep the school within the public system, with the local district initiating the process and maintaining accountability through a time-limited contract that can be ended if the school fails to perform. They emphasized that the school would serve the existing student population rather than select students, and that teachers would remain district employees with their pensions and related contributions unchanged. Representative Brown raised concerns that exceptions and charters could leave lower-income children behind, while West responded that the bill is meant to expand choice for families who otherwise lack access and cited examples from other states where outside management and parental involvement helped turn around low-performing schools. No additional votes or formal actions were taken beyond approving the minutes.