Transcript Highlights:

• You know, statements of, and I don't remember the numbers, but it's an amazing number of different languages
• Well, I understand there's another program out there that most people are using now other than Red Apple
• But I know there are programs that people have access to that incorporate all types of data and I guess
• program, Ms.

Bills: SB 2, SB 5, SB 9, SB 7, SB 17, SB 4, HB4, HB1, HB3, HB20, HB22, SB9, SB7, SB17, SB4, HB4, SB2, SB5

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Transcript Highlights:

• I asked these questions when I say that, obviously that's with regard to race, color, minority language
• A lot of people are using a different program out there.
• Red Apple is a program that's been utilized by the Texas legislature for many years to assist in drawing

Bills: SB 2, SB 5, SB 9, SB 7, SB 17, SB 4, HB4, HB1, HB3, HB20, HB22, SB9, SB7, SB17, SB4, HB4, SB2, SB5

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Transcript Highlights:

• Additionally, there was a lack of access for folks who use sign language; hundreds never got the chance

Bills: SB 2, SB 5, SB 9, SB 7, SB 17, SB 4, HB4, HB1, HB3, HB20, HB22, SB9, SB7, SB17, SB4, HB4, SB2, SB5

Keywords: disaster relief, flood preparedness, emergency funding, local government support, meteorological forecasting, school assessment, public education, accountability, transparency, education standards, STAAR, Texas Education Agency, TEA, public school accountability, school ratings, A-F ratings, assessment reform, student testing, benchmark tests, interim assessments

Transcript Highlights:

• Um, on program.
• , the hunger-free campus program, the student parent support program, and the dual training program.
• In the first row, the Senate maintains its position on including the direct admissions program language
• <00:27:58.960> Um language around dual training grants.
• Um language around dual training grants.

Keywords: 1183, house

Transcript Highlights:

• and those in bilingual or dual-language programs.
• learners and bilingual or dual-language programs.
• So that's one of the reasons why we have dual language programs at 90/20 and then 80/30, etc., where
• Madam Chair and Representative, in preparing our amendments, we consulted with the Dual Language Education
• learners and those in bilingual or dual-language programs.

Keywords: 996, all

Transcript Highlights:

• We have the Transitional Kindergarten Dual Language Learner Screener, which we just previewed a bit,
• Multilingual learners in TK are a distinct group of students unique from both dual language learners
• The California State Preschool Program, or CSPP, uses a multi-step process including the family language
• instrument and the family language and interest interview to identify dual language learners or DLLs
• Uniquely, we were also a co-sponsor of the bills that standardized the identification of dual language

Keywords: 988, house, all

Transcript Highlights:

• And of course, our dual enrollment and our corrections programs as well.
• It's a program search tool.
• credit programs.
• credit programs.
• running start another dual enrollment program so there's a lot of relatability there when we talk about

Summary: The committee held a work session on the state of Washington’s community and technical college system with State Board executive director Nate Humphrey and Tacoma Community College president Ivan Harrell. They described the system’s open-access mission, 34 colleges serving more than 307,000 students, relatively low tuition, enrollment growth over 12 consecutive quarters, and strong outcomes such as more than 46,000 credentials awarded last year. They also highlighted system initiatives including guided pathways, I-BEST, dual enrollment, tribal partnerships, a new program search tool, and six colleges named Aspen Prize finalists. At the same time, they emphasized major challenges: high rates of student food, housing, and homelessness insecurity; sharply rising emergency aid requests; and federal funding disruptions affecting TANF, BFET, adult basic education, Carl Perkins, NOAA-related tribal work, and several federal grants. Members asked about SNAP impacts, declining high school graduates, and how BFET and TANF interact with other aid programs. The presenters also discussed system priorities such as AI, Workforce Pell, capital planning, nursing accreditation alignment, and the Washington College Grant. The committee then heard testimony from AFT Washington and the Washington Association of Higher Education on faculty and staff conditions in the community and technical college system. Jackie Kane and Suzanne Sutherland argued that classified staff, professional staff, and contingent faculty are essential to student success but face low pay, instability, and weak retention, and they urged lawmakers to protect existing funding and avoid further cuts. They said working conditions for faculty and staff are student learning conditions, and that underfunding leads to reduced services, shortened advising, and program instability. Marina Parr of the Workforce Board presented on federal H.R. 1’s new Workforce Pell provisions and the updated Career Bridge website. She explained that Workforce Pell would allow federal aid for short-term training programs of 8 to 15 weeks, with high completion, employment, and earnings thresholds and a requirement that credentials be stackable and portable. She said Washington is well positioned to implement the program because of its existing eligible training provider evaluation system and Career Bridge, which now has a redesigned public portal, digital portfolios, multilingual access, and performance data on programs. Members asked about rulemaking, possible gaps in state services, and how the wage and completion standards would be applied. The Washington Student Achievement Council then briefed the committee on the new Washington Completes FAFSA campaign created by executive order. Staff described an advisory board with statewide representation, a pilot that used microgrants and other supports at 25 priority schools, and a new goal of 46,000 FAFSA or WASFA completions this year. They reported that completion rates were tracking slightly ahead of last year, with 24% of high school seniors having completed a FAFSA by the end of November, and they showcased a public dashboard with subgroup data and a WIAA-based leaderboard. Members asked about outreach to rural and homeschool students, legislative communications, Pierce County representation, and barriers to FAFSA completion, and staff said they would provide toolkits and continue expanding outreach. The committee then began hearing from student presenters about affordability, access, equity, and student experience.

Transcript Highlights:

• Or did a student take dual credit courses and pass a dual credit course?
• Or did a student take dual credit courses and pass a dual credit course?
• Or did a student take dual credit courses and pass a dual credit course?
• , passing an hours of CTE dual credit, passing an end-of-program<01:04:10.360> assessment<01:04
• CTE program implementation. CTE program implementation.

Keywords: 0:00:03 - Call to Order and Roll Call 0:00:43 - Approval of October 14, 2025 and November 4, 2025 Minutes 0:01:15 - Acceptance of Office of Education Accountability Report: Analysis Of Student Discipline Data in Kentucky Schools 0:02:10 - Implementation Update on 26 RS HB 257 0:49:38 - Career and Technical Education in the Assessment and Accountability System 1:13:50 - Office of Education Accountability Annual Report 1:47:27 – Adjournment, 958, all

Summary: The Education Assessment & Accountability Review Subcommittee approved the minutes from its October 14 and November 4 meetings and also approved the Office of Education Accountability report analyzing student discipline data in Kentucky schools. The main presentation came from KDE Commissioner Dr. Robby Fletcher on implementation of House Bill 257, which he said has two major parts: selection of a statewide college entrance exam through a new procurement process, and development of locally designed indicators of quality for accountability. On the college exam, Fletcher explained that the state had to reopen procurement after Senate Bill 197, with the RFP released May 21, vendor questions handled through the Finance and Administration Cabinet, proposals due June 22, and scoring and review expected in July and August, with a vendor decision not likely until October. He emphasized that the exam is a norm-referenced college-readiness measure, not a test of Kentucky academic standards, which are assessed by the KSA. Members asked about the science requirement in statute, the possibility of multiple vendors or district choice, and whether the CLT could participate; Fletcher said vendors must address science in the RFP, multiple vendors could be possible, and any vendor could submit a proposal if it meets the rubric. He also noted that ACT and SAT differ in structure, that either can meet college-readiness benchmarks, and that there were no major complaints about the SAT during its first year of use. The second major topic was the locally developed indicators of quality under House Bill 257. Fletcher said these are intended to let districts measure themselves against their own goals rather than compare districts statewide, while still aligning with Kentucky standards. He described examples such as achievement, growth, student well-being, safety, fiscal responsibility, civics, internships, apprenticeships, project-based learning, and defenses of learning. He said districts may use local assessments such as MAP, STAR, and I-Ready alongside state data, and that local models should be developed with families, community members, and workforce partners. He added that KDE is providing technical assistance, has applied for a federal CGSA grant, and will use a one-time $15,000 cost offset for districts implementing local accountability models, with a superintendent webcast planned for August.

Transcript Highlights:

• House language over the Senate language. House language over the Senate language.
• On R57 is another House-only provision affecting the dual training grant program, and this doubles the
• On R57 is another House-only provision affecting the dual training grant program, and this doubles the
• On R57 is another House-only provision affecting the dual training grant program, and this doubles the
• R57 is another House-only provision affecting the dual training grant program, and this doubles the maximum

Keywords: 919, house, all

Summary: The Higher Education Finance and Policy Conference Committee met publicly to compare House and Senate positions on the higher education budget, with the chairs emphasizing transparency and alternating gavel control. Nonpartisan fiscal staff walked through a spreadsheet of differences across the Office of Higher Education and Minnesota State, including major items such as state grants, childcare grants, work study, tribal college grants, emergency assistance grants, hunger-free campus grants, student parent support, direct admissions, paramedic scholarships, and several medical residency and fellowship programs. The House and Senate also differed on administrative funding, campus sexual assault reporting, and a House FY25 cancellation that would be carried forward. Members discussed several of the larger policy and funding choices. The Senate explained its increase for Minitex as support for operating costs and statewide access to information. The House explained its cuts to student parent support and other items as necessary to work within a zero target and to prioritize direct aid to students, while the Senate said it focused on direct appropriations and access-related programs. On hunger-free campus grants and emergency assistance grants, the Senate said it was changing the distribution method and direct appropriations rather than reducing the overall money, while the House noted differences in whether nonprofit institutions remained included. The committee also reviewed Senate-only additions and reductions in Minnesota State, including free course materials, Lake Superior College remediation, and changes to the Kids on Campus appropriation. A representative from Lake Superior College testified that the PAS remediation funding would help address contamination issues at an emergency training site near Lake Superior and that the money was shifted from the Kids on Campus initiative. No final conference agreement or vote was taken in the portion of the meeting provided; the committee continued discussing differences and testimony.

Transcript Highlights:

• The state has recognized this with programs such as Drive for Five and dual training that focus on workforce
• The state has recognized this with programs such as Drive for Five and dual training that focus on workforce
• state has recognized this with programs state has recognized this with programs such<00:02:53.840
• such as Drive for Five and and dual such as Drive for Five and and dual training<00:02:56.480>
• what the success of uh these programs what the success of uh these programs can<00:04:23.520>

Keywords: 919, house, all

Summary: House File 1791 was presented as a scholarship/grant program for students in postsecondary technical or career programs offered through their high schools. Representative Scott and Representative Lawrence described it as a way to help students transition into careers or further education by covering costs such as tools, boots, books, and other work-related expenses. The chair noted the bill would be laid over, with limited time for testimony because of a full agenda. Testimony strongly supported the bill. Steve Collina of the Minnesota Precision Manufacturing Association said manufacturing is a major Minnesota industry and that the bill fills a gap by supporting K-12 career pathways; he emphasized the proposal would not cost the state or taxpayers. Trevor Quennell, a Centennial High School graduate now at Dunwoody College, said the bill would have eased the burden of buying expensive tools and balancing work, school, and transportation. Eric Trost, an instructor at St. Francis High School, explained that Saints Manufacturing is a student-run, elective business-style program that teaches estimating, quoting, logistics, welding, machining, and employability skills, and he said the grant portion is especially important because many students go directly into the workforce. Naomi Brasky, a St. Francis student and Army National Guard enlistee, said the program has given her real-world problem-solving and communication experience and that grants would help cover costs not included in tuition. Members responded positively, with one noting broader trends away from four-year college and calling the bill common sense. In closing, Representative Lorentzen credited instructor Eric Trost for originating the idea and thanked an audience member, Mr. Yost, for supporting the program. The chair then laid House File 1791 over.

Transcript Highlights:

• <00:14:11.360> um the ergonomic safety grant program um the ergonomic safety grant program
• training pipeline program and dual training competency standards, workforce development appropriations
• <00:16:12.480> in even though some of the language in even though some of the language in
• There are three professions program.
• just I'd like to add this to just dual just I'd like to add this to just dual track<00:35:42.640

Keywords: 1187, senate, all

Transcript Highlights:

• could be a dual could be a dual system.<00:16:59.680> Okay.
• information about what our program is. information about what our program is.
• We haven't program is program. It it. We haven't program is program.
• How do you feel about a dual Dave. Sure. How do you feel about a dual system?
• retain it than to pass a dual system. retain it than to pass a dual system.

Keywords: 928, house, all

Summary: The subcommittee continued work on Senate Bill 297 and a new amendment dealing with pooled risk management programs and whether they should be regulated under the insurance department. Lisa Duket, executive director of SchoolCare, testified at length that the draft language could allow co-mingling of public entity risk funds, could trigger producer-licensing requirements for staff who are not actually brokers, and may not fit public entity risk pools because they are not insurance companies. She also raised concerns about the March 1 reporting deadline, the proposed uniform accounting language, aggregate excess insurance, examination costs being charged to the program, and confidentiality provisions that she argued may conflict with right-to-know principles for public entities. She urged the committee to slow down and consider a study committee or more time for review, saying the regulated entities were not adequately involved in drafting the proposal. Chairman Hunt and the department responded that the bill is intended to create a licensure-based regulatory model, similar to other licensed industries, and that the pooled risk management program would be exempt from producer licensing while anyone else selling or negotiating such coverage would need a producer license. The department said failure to comply would be handled through an administrative licensing process, with denial or nonrenewal of a license and appeal through the department process. On the reporting deadline, the department said March 1 is a standard filing date used for financial analysis and that the filing can be the most recent annual report, regardless of fiscal year end. They also explained that the confidentiality language was taken from existing RSA 5B, that aggregate excess insurance was included as a solvency measure, and that the draft was intended to preserve familiar language while adapting it for pooled risk programs. The discussion did not include a final vote or formal action on the bill in the portion provided. The committee appeared to be compiling follow-up questions for the insurance department and considering whether additional revisions or a slower process would be needed before moving the bill forward.

Transcript Highlights:

• rural pathway excellence partnership program, and a high school advising program, including funding
• Members the perfecting amendment cleans up language on the the advising program to ensure that advisors
• credit. programs.
• You see that language? A partnership. participating in the program must.
• My amendment... that wants to participate in this program to participate in the E-Verify program.

Bills: HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, HB39, HB 102, HB 126, HB290, HB300, HB2143, HJR2, HB147, HJR6, HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, SB1

Keywords: career readiness, education reform, workforce training, public schools, financial aid, applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, cybersecurity, state command, information resources, data protection, incident response, mental health, telehealth

Transcript Highlights:

• the program. the program.
• Hampshire's dual concurrent enrollment program<02:35:33.040> which<02:35:33.359> we<02
• Actually, the early college program, the dual and concurrent enrollment scholarship... credits that predominantly
• The way we have administered the finances for the dual and concurrent enrollment program is that students
• dual and concurrent enrollment program dual and concurrent enrollment program is<02:42:02.160>

Keywords: 1189, house, all

Transcript Highlights:

• House Bill 54 is designed to align dual credit programs with project-based learning for students pursuing
• So, uh, to cap off this aligning our dual credit programs with session sir if you'll introduce yourself
• <00:04:04.480> credit<00:04:05.400> programs designed to align dual credit programs
• designed to align dual credit programs with<00:04:06.640> Project<00:04:07.000> based<
• dual credit programs with construction trades education through House Bill 54 will go far to ensure

Keywords: 958, all

Summary: The committee first took up House Bill 46, which would allow lottery winners of $1 million or more to remain anonymous. After brief discussion and a motion with a second, the committee approved the bill unanimously and sent it to the House floor. Members then heard House Bill 54, a workforce and education measure aimed at aligning dual credit and project-based learning with licensed construction trades and other high-demand careers. The sponsor and witness said the bill is intended to help students meet both education and on-the-job training requirements, address labor shortages, and speed entry into the trades. Several members raised concerns about possible abuse of internships, the need for input from unions and other trade groups, and the amount of authority left to the Department of Housing, Buildings and Construction to write regulations. The sponsor said the bill does not replace current hands-on training requirements and expressed willingness to continue discussions. The committee passed the bill, with some members explaining their votes as conditional or in hopes of further amendments. The committee also approved House Bill 261, which would let retired CPAs provide certain uncompensated services, such as nonprofit work, while retaining their CPA designation, and would create a retirement-based CPE waiver for those limited services. A question from Representative Donworth focused on how retired CPAs would disclose their status to nonprofits; the board representative said retired status is noted in board records, but there is currently no separate requirement governing use of the CPA designation. The bill passed. Finally, the committee considered House Bill 262, which would remove restrictions on small CPA firm names after an owner dies or retires. The sponsor said Kentucky is an outlier because current law requires the remaining owner to change the firm name. The bill passed unanimously. After that, the chair turned the gavel over to the vice chair and began presenting House Bill 306, which would change engineering education requirements for licensure, especially to help Eastern Kentucky University fire protection engineering technology graduates qualify for licensure in Kentucky rather than leaving the state. The sponsor and witnesses explained that the bill would not change the rest of the PE licensure pathway, only the education component, and said most other states already allow this route. Members noted that engineers may have concerns and encouraged continued discussions before the bill advances further.

Transcript Highlights:

• Children who complete Florida's VPK program score higher on third grade reading and language arts assessments
• program.
• It's a new program.
• of the SR Plus program.
• We use Teach in our programs. It is an amazing program.

Summary: The Education Administration Subcommittee held an introductory meeting focused largely on member introductions and “homework” reports about education issues in each district. Members raised a wide range of concerns and priorities, including early childhood care and VPK access, school choice and school closures, teacher recruitment and retention, conflict resolution and school safety, early literacy and preparedness, technology and AI/STEM instruction, attendance and mental health, ESE services, dual enrollment and career/technical education, caregiving youth, and real-time student enrollment/funding tracking. Several members also emphasized local challenges such as housing-driven teacher turnover, disaster-related attendance problems, and funding inequities across counties. The committee then heard a detailed presentation on Florida’s early learning system from Chancellor Carrie Miller of the Department of Education’s Division of Early Learning. She outlined the structure and funding of School Readiness, VPK, and the Gold Seal Quality Care program, the role of early learning coalitions and DCF, and the state’s quality and accountability measures. She highlighted the importance of kindergarten readiness, teacher quality, and the new School Readiness Plus program, which helps families transition off subsidy more gradually. Additional panelists from the Children’s Forum, the Early Learning Coalition of Miami-Dade/Monroe, and a Tallahassee child care provider discussed workforce shortages, low wages, provider turnover, the TEACH scholarship program, Help Me Grow, local coalition operations, and the need for more providers and more consistent regulation. During questions, members asked about wait lists, special needs services, teacher retention, provider onboarding, and DCF regulation. The panel said Miami-Dade’s wait list was about 4,000 children and described priority categories for service; they also said children with disabilities are screened and referred for support, though not given a separate priority category. Panelists reported that TEACH has helped reduce turnover through education support and service commitments, but said wages and career pathways remain major issues. Members also pressed for clearer, more consistent licensing standards and more support for new providers entering the field. No formal votes or committee actions were taken in the meeting.

Transcript Highlights:

• Our initiatives are focused on streamlining our dual certification program.
• This program is essential.
• program, but we've tried to really focus on the programs that serve the state.
• Food programs.
• Benefits Transfer) program.

Transcript Highlights:

• for student success incentives to support college career education programs and their two-plus-two programs
• You know, we have a great program with a nursing program.
• that to be a huge benefit, and we're trying to expand that with our nurses to be able to have that dual-language
• And we have an internship program each summer.
• I want to stick to the dual enrollment.

Summary: The Appropriations Committee on Higher Education received a presentation from the Governor’s Office and the Commissioner of Education on the proposed higher education budget. The presentation highlighted a $117.4 billion overall state budget, with education at $32.5 billion and higher education receiving a modest overall increase. Key items included no tuition or fee increases for Florida residents, major financial aid funding such as Bright Futures, Benacquisto, EASE, Open Door, and first responder scholarships, as well as workforce investments including apprenticeship programs, career and technical education, nursing pipeline funding, and performance-based funding for colleges and universities. Committee members asked questions about the proposed expansion of the Guardian program at state colleges and the $100 million university recruitment and retention fund. Officials said the Guardian funding would give colleges flexibility to use trained personnel for campus safety, sometimes alongside or in place of campus police or private security. The Chancellor explained that the recruitment and retention money would be distributed to universities with no specific directives beyond using it for faculty recruitment and retention, emphasizing Florida’s favorable demographics and the opportunity to attract faculty from states facing enrollment declines. The committee then heard testimony from multiple appointees and reappointees to boards of trustees at state colleges and universities, including Eastern Florida State College, Lake-Sumter State College, State College of Florida Manatee-Sarasota, Miami Dade College, Northwest Florida State College, and St. Johns River State College. Each described their backgrounds and stressed themes of affordability, workforce alignment, nursing and technical programs, dual enrollment, and local community needs. Several cited strong nursing licensure pass rates and college outcomes. After hearing all appointees, the committee voted unanimously to confirm the full block of nominees, and the confirmations were reported favorably before the meeting adjourned.

Transcript Highlights:

• Dual enrollment around dual enrollment.
• to scale a program statewide. to scale a program statewide.
• Program<01:29:23.360> eligi- Program eligi- Program eligi- bility<01:29:24.680> is<01:29
• So, for the State Grant Program, there is language in state statute that addresses if there is insufficient
• funds in the program to meet program demand.

Keywords: 1187, senate, all

Transcript Highlights:

• Florida's<00:10:18.959> programming<00:10:19.839> program<00:10:20.320> achieving
• > Florida's programming program achieving Florida's programming program achieving uh<00:10:21.600>
• the next section refers to dual the next section refers to dual eligibility<00:14:22.720> and
• requirements around dual eligibles. requirements around dual eligibles.
• lot of the program lot of the program um um um okay<00:28:58.640> other<00:28:59.200>

Keywords: 928, house, all

Summary: The committee approved the previous meeting minutes and then reviewed a draft preliminary report on long-term managed care. The chair explained the report is intended to frame issues and outline legislative options, not make a final recommendation, especially given unresolved questions about the federal One Big Beautiful Bill (OB3). The report’s key issues included the current financing of county and private nursing homes through Medicaid rates, ProShare, MQUIP, and related funding mechanisms, and the concern that those payments could be affected or eliminated under a managed care model. Members also discussed managed care organizations’ role in Medicaid and cited other states’ experiences, noting examples of savings in Florida and Tennessee but higher costs in California. One member raised Indiana as another important comparison, and the committee agreed to add it to the report’s state examples. The committee also reviewed sections on dual eligibility, D-SNP, PACE, and CFI waivers. The chair raised concerns about whether OB3 creates incentives for states to move toward D-SNP and whether federal changes could affect provider taxes, state-directed payments, and intergovernmental transfers. Henry Litman, the state Medicaid director, said he would confirm details on D-SNP incentives and explained that ProShare is based on certified public expenditure rather than an IGT, while county cap financing is the relevant intergovernmental transfer issue. He said IGTs are not going away and that the main risk is whether current financing mechanisms could be preserved if the state later changed course. Members discussed the possibility of a waiver not being granted or renewed and the high fiscal impact that could have on counties and property taxes. The committee then discussed the population that any long-term managed care model should cover. Members agreed that there is no appetite to move developmental disability or acquired brain disorder populations into long-term managed care at this time, and the chair changed the report’s terminology from “elderly” to “aging population.” The chair also noted that the status quo option should reflect the recent shift toward home and community-based services and reduced nursing home utilization since earlier county reports. The report’s four policy options were summarized as: maintain the status quo; pursue D-SNP for dual eligibles, with DHHS potentially submitting an application as early as 2027; adopt an HCBS carveout; or move fully to managed care for the aging population. No final policy recommendation was made, and the committee discussed making edits to the draft before circulation, including adding Indiana, clarifying OB3-related issues, and changing the report title from “final” to “preliminary” or “interim.”