Transcript Highlights:

• I had to learn it. And so I didn't know there's... Thank you.
• I learned to drive a crane. I left our community to work around the state.
• Thus, I learned at an early age how impactful the state college system can be in the lives of those who
• Thus, I learned at an early age how impactful the state college system can be in the lives of those who
• Thus, I learned at an early age how impactful the state college system can be in the lives of those who

Summary: The Appropriations Committee on Higher Education heard a presentation from the Governor’s Office on the proposed education budget, which totals $32.5 billion overall and includes no tuition or fee increases for Florida residents. Officials highlighted major funding for financial aid and scholarships, including Bright Futures, Benacquisto, veteran-related scholarships, EASE, Open Door, law enforcement/first responder programs, and workforce initiatives. They also emphasized increases for workforce education, Florida College System operations, nursing pipeline and line funds, and university operations, performance funding, and faculty recruitment and retention. Committee members asked questions about the Ocoee Scholarship, the proposed post-secondary Guardian program, and how university recruitment and retention funds would be used; officials said the Ocoee Scholarship remains funded at current levels, the Guardian program would offer flexible campus safety options, and the university funds would be distributed to institutions for faculty recruitment and retention without additional directives. The committee then heard from a series of appointees and reappointees to boards of trustees for state colleges and universities, who described their backgrounds and priorities. Testimony consistently focused on affordability, workforce alignment, nursing and allied health programs, dual enrollment, adult learners, and local economic needs. Several trustees highlighted strong nursing NCLEX pass rates, expansion of campuses or programs, and efforts to tailor education to regional workforce demands such as health care, construction, law enforcement, aviation, and hospitality. One appointee from Miami-Dade College emphasized helping adult students return and complete degrees by easing credit transfer and admissions barriers. After hearing from the appointees, the committee took up the full slate of confirmations as a block. A motion was made and the roll was called; the confirmations were approved favorably, with members voting yes and no opposition recorded. The committee then adjourned.

Transcript Highlights:

• We don't want to take away from the academics and the learning and all of that, which I know is not the
• Sometimes it was kind of tough, but they were learning experiences.
• And you learned something from some of those findings, and it made you a better banker.
• So I would just like to see that there are folks that learn from, you know, you learn from mistakes of
• Appreciate again the comments and the learnings from all of us through this process.

Summary: The committee met to review education audit reports and heard responses from several school districts with findings. Camden Fairview School District was cited for using operating funds for an end-of-year employee awards banquet and for unauthorized credit card charges that caused a small loss; district officials said the current administration had strengthened controls, stopped the banquet practice, and improved monthly credit card reconciliation. Members questioned whether the prior officials were still employed, whether the credit card issue was an outside hack, and how teacher appreciation could continue without using district funds. Forest City School District was cited for spending about $33,000 on an off-campus staff celebration and entertainment event; district representatives said the money came from long-standing Pepsi-related donation funds, that the event was intended to recognize staff and growth, and that they would change practices and receive training going forward. Members discussed whether those funds were private donations or operational funds, and staff said the district’s accounting treatment made them subject to the constitutional restriction at issue. The committee also reviewed several other findings. Conway School District was referred for an ongoing investigative report involving misuse of district funds and resources by former maintenance employees. Magnolia School District had undeposited activity funds totaling more than $21,000, tied to a resigned high school secretary and sponsor receipts not deposited. Westside School District had about $30,000 in credit card charges lacking documentation or business purpose, including charges by the superintendent, personal purchases, and items shipped to personal addresses; the matter was referred to the prosecuting attorney. Boonville School District was cited for paying a board member’s son more than the statutory limit for seasonal groundskeeping without the required exemption, and DESE later denied the exemption request. After discussing those cases, the committee filed the remaining eight findings en masse and then filed the 89 reports with no findings. Members noted that most school districts audited had clean reports and encouraged districts to continue good practices while learning from the findings discussed.

Transcript Highlights:

• Codango provides 5,000 children and families across the Bay Area with high-quality early learning services
• What we want to tell you is that the early care and learning workforce is experiencing a huge workforce
• Hi, Megan Bear, on behalf of Early Age California, proud co-sponsor of the bill. Thank you.
• To close, AB753 reduces workforce barriers and keeps passionate early career professionals working in
• Hi, Megan Bear on behalf of Early Age California, proud co-sponsor of the bill. Thank you.

Summary: The Assembly Committee on Human Services heard a long agenda of bills focused largely on child welfare, foster care, child care, CalWORKs, mandated reporting, and public benefits. Early items included AB 890, which would ease county transfer rules for nonminor dependents in extended foster care; AB 461, which would replace punitive truancy-related penalties with supportive services for families; and AB 753, which would create an interim associate teacher pathway to help address the child care workforce shortage. Testimony on these bills emphasized barriers faced by foster youth, low-income families, and child care providers, and members expressed support for the general policy direction. The committee also heard AB 926 on foster care visitation, AB 563 on early childhood planning and reporting, AB 601 on standardized mandated reporter training, AB 1074 on CalWORKs reunification aid, AB 822 extending the Commission on the State of Hate, AB 970 creating a Los Angeles County mandated reporter pilot, AB 1161 protecting public benefits during disasters, AB 1172 allowing trained staff to administer emergency seizure medication in community care settings, and AB 363 expanding CalWORKs student supports and work-study. Witnesses generally supported these measures as ways to reduce trauma, improve reunification, modernize reporting and training, and expand access to services. County welfare and child welfare groups, advocacy organizations, and providers largely testified in support, while some bills drew concerns from county representatives about implementation or needed amendments. Several bills were voted out of committee, often unanimously and sometimes as amended, including AB 926, AB 563, AB 601, AB 1074, AB 822, AB 970, AB 1161, and AB 1172; AB 1172 was reported on call. The committee also took up consent items and later voted on subcommittee-held bills AB 461, AB 753, and AB 890, leaving them on call. At the end of the hearing, the committee heard AB 1211, which would protect CalFresh benefits from federal cuts and require a feasibility study on increasing benefits and eligibility; testimony stressed rising food insecurity and the economic importance of food assistance, but the transcript ends before a final vote on that bill.

Transcript Highlights:

• My name is Aaron Mayo and I'm an advocate with the National Center for Learning Disabilities.
• I was enrolled in early intervention and diagnosed with a nonverbal learning disability, receiving an
• I was enrolled in early intervention and diagnosed with a non-verbal learning disability, receiving an
• Jacqueline Rodriguez, and I am the CEO of the National Center for Learning Disabilities.
• Jacqueline Rodriguez, and I am the CEO of the National Center for Learning Disabilities.

Keywords: 995, all

Summary: The Joint Committee on Higher Education held its fourth public hearing, opening with remarks about the importance of protecting and expanding access to higher education amid federal disinvestment. The chairs also announced future informational hearings on the impact of federal cuts and on ASAP models. The hearing then focused on several bills, beginning with S. 951/H. 1462, An Act to Support College Students in Recovery, which would require recovery-focused housing on public campuses and expand naloxone access and overdose training. Senator Rausch, medical professionals, students, and advocates testified in support, emphasizing the prevalence of overdose risk among college students, the value of recovery housing, and the need for campus naloxone; committee members asked about implementation details and the existing state pilot program. Deb Schmill and Rep. Tarski gave especially personal testimony in favor of the bill, and the committee discussed broadening the naloxone language to opioid reversal agents. The committee also heard testimony on H. 1461, which would expand MassReconnect scholarships to practical nursing students at vocational and technical schools to help address the long-term care workforce shortage. Rep. Stanley argued that vocational schools graduate more practical nursing students than community colleges and serve many low-income students in areas without nearby community college programs. The committee then took up H. 1433, which would require public higher education institutions to accept IEPs and 504 plans as sufficient documentation for disability accommodations. Advocates from the National Center for Learning Disabilities described the high cost and burden of repeat testing, the lifelong nature of disabilities, and the need for more uniform access across campuses; committee members raised questions about documentation freshness, campus autonomy, and how to preserve the integrity of accommodations. Later, the committee heard S. 919/H. 1454 on modernizing the Community College Endowment Match Program so community colleges could receive state matching funds for current-use donations as well as endowments and capital gifts. Community college foundation leaders said the change would help fund immediate student needs such as food pantries, child care, emergency aid, and equipment. The hearing then moved to faculty-related bills: S. 933 on UMass faculty rights and tenure transparency, S. 930/H. 3948 on contingent faculty rights and career advancement, and S. 940/H. 1429 on an Adjunct Bill of Rights. Testimony from faculty and union representatives focused on low pay, lack of benefits, job insecurity, and the need for clearer pathways to full-time positions and fairer treatment for adjuncts who teach large shares of courses. No votes were taken during the hearing; the committee primarily received testimony and asked clarifying questions.

Transcript Highlights:

• 37.520> Pope<00:18:37.919> Francis learned this morning that Pope Francis learned this
• <01:00:10.240> to ways many of us are still learning to ways many of us are still learning
• And then the other thing I learned is she would get to the state office building very early and she would
• I will always appreciate those early days and thank her.
• So those early days and and thank her.

Keywords: 1183, house

Transcript Highlights:

• My is very early for my voice to wake of Senate Bill 750, for deals with International Baccalaureate
• Just updates some early. Some statutes related to Florida Virtual school.
• The you know, the learning facilities in our schools is is just beyond important. What's get there.
• I believe that was Chair Avila Senate Bill 11. 0, 2, ensures that early learning centers have both resources
• This ensures the early Learning Estimating Conference for school readiness also considers population

Keywords: 999, senate, all

Transcript Highlights:

• In the early grades, almost 70% of the kids attend these extra voluntary weeks of school.
• The score gains for the three exposure students, particularly in those early grades.
• It's not necessarily the highest achieving students who are coming the most in those early grades.
• We're also taking teacher professional learning across the state.
• Um, all of those strategies are universal design for learning.

Bills: HB447, HB447

Keywords: HB447, school buses, student transportation, public schools, local boards of education, dual enrollment, career technical education, CTE, community college, trade school, technical college, offsite educational venues, student access, transportation policy, school bus law, Alabama education law, Montgomery County, probate court, judge of probate, will registration

Transcript Highlights:

• One of those things that I could see would be very beneficial had I gone through in an early life, knowing
• I'd like to—I might even just take some classes just to see what they're like and what we're not learning
• So I would have done one of those majors, international studies, and as I learned in the military, to
• learning.
• Via Opening Nights events and STEM areas through the Challenger Learning Center.

Summary: The subcommittee began with an informal “college day” exercise in which members described what careers and colleges they would choose if starting over, often citing factors such as program reputation, location, cost, graduation rates, employment outcomes, and family or personal interests. Members mentioned a range of possible paths including law, aviation, education, construction management, psychology, social work, criminal justice, nursing, intelligence studies, and the arts. Several also highlighted the value of historically Black colleges and universities, dual enrollment, and career/technical education. The chair used the exercise to frame the meeting’s broader focus on Florida’s higher education pathways and student outcomes. Dr. Kathleen Plinsky of Valencia College then gave an overview of the Florida College System and Valencia’s role in it, emphasizing Florida’s statewide articulation and transfer framework, open-access mission, affordability, and workforce alignment. She described Valencia’s record enrollment, high retention, large share of first-generation and working students, and partnerships such as Direct Connect to UCF, Osceola Prosper, and Open Door grants for short-term training. Members asked about guaranteed transfer, apprenticeships, enrollment trends, student demographics, out-of-state residency, county scholarship costs, dual enrollment outcomes, and barriers to expanding career dual enrollment. Dr. Plinsky said the system supports transfer and acceleration well, but funding constraints limit growth in some areas; she also noted that dual enrollment participation is high and that Valencia’s affordability and student support efforts have driven recent enrollment gains. Dr. Jim Clark of Florida State University followed with an overview of the State University System, describing its governance, performance-based funding, low tuition, and strong graduation and research outcomes. He highlighted FSU’s enrollment, research profile, transfer student success, FSU Health, the National High Magnetic Field Laboratory, partnerships with K-12 schools and Tallahassee State College, and efforts to expand nursing and medical education to address workforce shortages. After the presentations, the committee heard from a panel on student acceleration and mobility: Shannon Mercer of the Department of Education explained the Office of Articulation, the statewide course numbering system, FASTER records, the 2+2 transfer model, specialized AA transfer degrees, and credit for industry certifications, military, medical, and law-enforcement training. Panelists from Kaiser University, Florida State University, and Pinellas County Schools described their institutions’ roles in transfer, advising, career pathways, apprenticeships, and dual enrollment. No formal votes or bills were taken up in the portion provided.

Transcript Highlights:

• Those that got cleared early on.
• About 30 early childhood courts are currently utilizing that system.
• Can you give us more information about the problems that early childhood courts deal with?
• I've learned that incarceration does not fix the problem.
• We are learning through best practices.

Keywords: 999, senate, all

Transcript Highlights:

• To come up early rather than at the end of the agenda, I will allow you to do that, but I would ask you
• But I think it's too early to speculate on that at this point. Thank you. Thank you, Mr. Muratucci.
• action, likely by early April.
• volatile, then we may not want to act early.
• They're small enough to have those moments. and have that personalized learning experience.

Keywords: 988, house, all

Transcript Highlights:

• Chairman. that you and Senator Bozeman did early on to get this legislation in place.
• But as we do this process and work to improve this program, what's the VA learning?
• learned about grantee performance and outcome data so far, and what are the lessons that have been learned
• . view of early experiences highlighted several areas that we need to continue to improve on.
• So what have we learned?

Keywords: veterans, mental health, suicide prevention, Staff Sergeant Parker Gordon Fox Grant Program, HOPE Act, BRAVE Act, Every State Counts for Vets Mental Health Act, advocacy, legislation, mental health resources

Summary: The committee meeting focused primarily on the critical issues surrounding veterans' mental health and suicide prevention. Discussions centered on the reauthorization of essential programs aimed at providing non-clinical support services to veterans, particularly the Staff Sergeant Parker Gordon Fox Suicide Prevention Grant Program. Senators emphasized the urgent need for adequate mental health resources as the suicide rate among veterans remains alarmingly high. Key testimonies were provided by various advocates and officials, illustrating both successful implementations of these programs and areas needing improvement.

Transcript Highlights:

• ,<00:02:40.000> establishing hands-on learning, establishing hands-on learning, establishing
• Uh, reading, literacy, especially early reading, early literacy is so critical.
• seeing losses in learning down the road. seeing losses in learning down the road. if<00:21:32.159
• to learn to read no matter what, right? to learn to read no matter what, right?
• exaggeration, but they're going to learn exaggeration, but they're going to learn to<00:24:55.440

Keywords: 958, all

Summary: The committee first heard House Bill 44, sponsored by Representative Chris Lewis, which would create a robotics program trust fund and a robotics funding selection committee through the Kentucky Department of Education. Supporters, including Kentucky First Robotics executive director Kelly Gowen and students from Whitfield Academy, said the bill would expand hands-on robotics education in high schools, connect students to manufacturing and engineering careers, and help meet workforce needs. The proposal would fund grants for coach stipends, competition fees, kits, supplies, and related expenses, and Lewis requested a one-time $500,000 appropriation along with private contributions from manufacturers. The students demonstrated their robot and described how robotics programs teach coding, design, manufacturing, and competition skills. The committee took no questions and approved HB 44 with a favorable expression of opinion for passage on the House floor. The committee then considered House Bill 253, sponsored by Representative James Tipton, which would phase out the use of three-cueing reading instruction and require greater alignment with the science of reading. Tipton said the bill builds on the 2022 Read to Succeed law and would prohibit three cueing in public schools by the 2029-2030 school year, while also barring public university teacher prep programs from teaching it beginning in 2027-2028. He and Kentucky Department of Education officials said the bill is intended to shift instruction toward phonemic awareness, phonics, vocabulary, fluency, and comprehension, and to expand professional learning for teachers through LETRS and other options. KDE testified that enforcement would focus on support rather than punishment, using literacy coaches, regional support staff, and MTSS specialists to help districts transition. Members discussed the bill’s delayed implementation, the evidence against three cueing, and whether reading recovery should be excluded from approved interventions. Supporters cited studies and brain research they said show three cueing can hurt later reading performance, while several members emphasized the need for teacher flexibility and support. Representative Jackson noted Kentucky’s 2025 NAEP third-grade reading ranking of fourth in the nation as evidence that current efforts are helping. Representative Truett and others raised concerns about how the bill would affect classroom practice and intervention strategies, and Tipton and KDE said the goal is to align instruction with evidence-based methods rather than punish educators. The transcript ends during continued discussion of reading recovery and related instructional approaches, with no final vote on HB 253 shown in the excerpt.

Transcript Highlights:

• DHS prevents, detects, and investigates fraud in early learning programs, namely the child care assistance
• <00:04:05.200> Lo<00:04:05.599> learning<00:04:06.280> programs fraud in early
• Lo learning programs fraud in early Lo learning programs namely<00:04:07.959> the<00:04:08.120
• learning and care.
• currently in Pro process for early currently in Pro process for early learning<01:34:50.560>

Keywords: 1183, house

Transcript Highlights:

• It was found early and after treatment, I'm well.
• Thank you very much for hearing this bill so early in the session.
• Thank you very much for hearing this bill so early in the session.
• I learned that it's really all about disability. I learned that it's really all about disability.
• And we learn that people suffering from anorexia nervosa... ...and we learn that people suffering from

Keywords: 995, all

Summary: The Joint Committee on Public Health opened its first hearing of the session and heard testimony on bills in three areas: emergency medical services/AED access, athletic training and student safety, and end-of-life options. Committee chairs outlined testimony rules and noted that written testimony would also be accepted. Some bills had no live witnesses, while others drew extensive testimony from advocates, professionals, and legislators. On AED-related bills, the American Heart Association supported requiring automated external defibrillators at sporting events and athletic fields, citing sudden cardiac arrest survival rates and urging cardiac emergency response plans as an added safeguard. A parks and recreation professional supported AED access but raised concerns about the cost, staffing, maintenance, and feasibility for municipalities with limited resources. Athletic trainers supported expanding their scope of practice and removing workplace restrictions, arguing it would improve injury prevention, reduce costs, and help retain professionals in Massachusetts. The committee also took extensive testimony on end-of-life options legislation. Supporters included legislators, physicians, hospice volunteers, clergy, patients’ family members, and advocacy groups, who described the bills as allowing terminally ill, mentally capable adults to choose a peaceful death with strict safeguards and self-administration requirements. They emphasized personal stories of suffering, public support, and the claim that other states have not seen abuse. Opponents, including faith-based, disability-rights, and family policy representatives, argued the bills amount to physician-assisted suicide, could pressure vulnerable people, and may be influenced by prognosis errors, coercion, or financial incentives. No votes or final committee actions were taken during the hearing.

Transcript Highlights:

• Everything, unlike some of you guys, everything I've learned about raw milk has been from you, Mr.
• Representative Cooper: I've learned about raw milk from you, Chairman Cooper.
• We patented with NASA and the Florida Institute of Technology back in the early to mid-2000s.
• So if you're looking at the early career, I went to school at UALR in the early years, went through the
• And if they're growing food and they're learning to grow it, it's good food.

Summary: The committee approved the minutes from its October 27 meeting and then heard testimony on the economic and regulatory effects of Arkansas’s raw milk law, Act 698. Clinton Ballard of Milk and Honey Hill Farm said the law helped his family farm expand from 8 to 12 cows and from serving about 75 families to about 150, increasing sales by roughly $50,000 and allowing about $10,000 in raw cheese sales through retail outlets. He argued the law supports small-farm income, food security, and local processing, but said state health agencies still do not inspect raw milk producers unless they sell to a commercial buyer, which he said limits access to USDA grants and other opportunities. He and members discussed safety practices, including rapid chilling, sick-animal removal, sanitation, customer education, and whether any optional state certification or inspection program should be created without adding burdensome regulation. Members asked about herd management, bee production, market channels, and whether raw milk producers should receive training or certification. Ballard said his farm uses Jerseys, removes sick cows from production, sells on-farm and through retail locations, and relies on best-practice guidance from groups such as the Weston A. Price Foundation and the Raw Milk Institute. Several members expressed support for consumer choice but also raised concerns about food safety, especially for children and pregnant women, and about possible “mission creep” if the state creates a voluntary inspection or training system. The discussion ended without any vote or formal action on the raw milk issue. The committee then heard a lengthy presentation from Terrence Bolden of TLB Enterprises on hydroponic and container-based farming as a response to food insecurity, food deserts, and workforce needs. Bolden described a three-year career and technical education model using retrofitted shipping containers to grow food year-round with low water and energy use, paired with training in drones, robotics, agribusiness, and entrepreneurship. He said pilot projects are underway or planned with UAPB, the Little Rock School District, and other partners, and projected that five regional hubs could create significant economic impact and multiple jobs per container. Members asked about costs, target communities, school partnerships, food desert locations, and whether the model could include aquaponics or protein production; Bolden said the program is intended as a public-private partnership and that the committee could tour a container site once it is operational. The meeting adjourned after the presentation and questions.

Transcript Highlights:

• So, 10 years later in the early 2000s, we got added to the TRB. projects.
• Today I'm representing Classic Learning Test, or CLT, and I am testifying in support of...
• Just a quick question, I'm not real familiar with the classic learning test, so how does that compare
• One of these that we greatly support is the classical learning test.
• And so I think that there are definitely some students that get access to early intervention.

Bills: SB530, SB757, SB769, SB1085, SB1241, SB1242, SB1409, SB1878, SB2138, SB2314, SB2231, SB2361, SB2431, SJR59

Keywords: accreditation, postsecondary education, Texas Higher Education Coordinating Board, baccalaureate degrees, junior colleges, program delivery, faculty recruitment, higher education, performance standards, student loan debt, degree programs, funding, students with disabilities, accessibility, enrollment, report, SB 1085, Sul Ross State University, Rio Grande College, Del Rio

Transcript Highlights:

• policies around that and really looking at the way that cell phones are impacting our children's learning
• They are as follows: children first learn to make friends as preschoolers.
• Too much screen time can slow a child's speech and language development and impacts learning for the
• With real relationships and learning in real time, >> Thank you for your testimony.
• But you live and learn, right? But I appreciate you bringing this. I agree with...

Keywords: 1183, house

Transcript Highlights:

• You guys start early. Baby, please call the roll. Senator Rocky Adams, aye. Senator Berg.
• involved in these scholarships and uh look for many universities that teach what the students can learn
• <00:08:54.480> and<00:08:55.040> this what uh the students can learn and this what
• <00:10:30.560> detection<00:10:30.959> and and distribute an early detection and and
• distribute an early detection and diagnosis<00:10:31.760> toolkit<00:10:32.240> for<00

Keywords: Due to a technical issue, the first part of the meeting did not stream live. This reupload restores that portion, 958, all

Summary: The committee met with a quorum and heard four House bills, adjusting the order to accommodate members’ schedules. House Bill 510, on organ donation procedures, would require health care providers involved in organ procurement to pause the process if any signs of life are observed and restart the process if needed. The bill was presented as a consensus measure, received no opposition, and passed with favorable expression by unanimous vote and consent. House Bill 176 would create a framework for insurers to implement a waiver program reducing prior authorization requirements before care is provided. The sponsor said the language had been worked out with insurers to cut red tape and improve transparency. The committee approved the bill unanimously with favorable expression and then consent. House Bill 266 would add audiology and speech-language pathology to the Kentucky Healthcare Workforce Investment Fund eligibility list. Testimony emphasized that these professions are essential to patient care across the lifespan and meet the fund’s training and licensure standards. The bill passed unanimously with favorable expression and consent. House Bill 393 concerned Alzheimer’s-related statutory cleanup, adding a caregiver council seat and requiring the council to develop and distribute an early detection and diagnosis toolkit for health care providers. The bill was supported as a way to improve Alzheimer’s awareness and care, with one senator explaining a yes vote in memory of a parent who had Alzheimer’s. It also passed unanimously with favorable expression and consent. The chair announced the next committee meeting would be Wednesday, March 25 at 8:00 a.m.

Transcript Highlights:

• We now have fascination at an early age.
• Like I just don't very early, right?
• Um, I also would just say to very early.
• had learned the context of it, right? had learned the context of it, right?
• early signs and respond effectively. early signs and respond effectively.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:39:59.079> disability maybe Marie has a learning disability maybe Marie has a learning
• I am at E Learning Center. E Learning Center is a child care center here in Concord.
• My name is Katie Brassett, and I work with an organization called Early Learning New Hampshire.
• <02:24:22.680> Learning<02:24:23.000> New organization called Early Learning New organization
• called Early Learning New Hampshire<02:24:24.080> we<02:24:24.200> are<02:24:24.359>

Keywords: 928, house, all

Summary: The House Finance Committee opened a public hearing on House Bills 1 and 2, which concern the governor’s proposed FY 2026-2027 budget. The chair explained that the committee must fit the budget to House Ways and Means revenue, which is about $800 million below the governor’s estimate in an almost $16 billion budget. He also noted a projected current-budget overspend, the impact of recently passed legislation, possible fee updates, no new tax proposals at that time, and the importance of federal funding and Medicaid stability. Testimony was limited to three minutes, with the chair asking speakers to avoid duplication. Much of the testimony focused on Medicaid, disability services, and home- and community-based care. Speakers urged the committee to restore or protect funding for transportation, Medicaid, day programs, in-home supports, and behavioral health services. Several individuals and providers described how cuts would affect people with disabilities, medically fragile children, and families who rely on services to remain employed and avoid institutional care. A home care provider argued that a proposed 3% Medicaid cut would increase hospitalizations and costs, while a behavioral health representative asked for sustainable Medicaid rates, uncompensated care support, housing resources, and continued funding for community behavioral health clinics. Another major topic was the Group II retirement provisions in HB 2 for public safety workers. Representatives from police, fire, corrections, probation/parole, and related associations testified in support, saying prior pension changes hurt recruitment and retention, pushed experienced workers to neighboring states, and should be reversed to restore promised benefits. They argued the provisions would help keep public safety careers viable and honor commitments made to first responders. An executive counselor also warned that when the state shifts costs away from itself, local property taxpayers bear the burden, and she opposed cost shifts such as Medicaid premiums and universal vouchers. A separate speaker urged funding public schools rather than universal vouchers, arguing vouchers can leave other students behind as resources are diverted.