Transcript Highlights:

• We do not use calculators in our math classes.
• at our school as well.
• Uh, Remember, NMMI doesn't provide online classes.
• I was in an English class a few weeks ago, actually, near the end of the year, and the class started
• We're not having them disrupting class.

Transcript Highlights:

• take something out then as well, too. take something out then as well, too.
• And along with the uh report as well. well. well.
• and separate classes.
• classes and and separate<03:58:33.279> classes.
• of classes. of classes.

Keywords: 1189, house, all

Transcript Highlights:

• Oh, well, thank you. Go ahead.
• Well, it's an unusual question.
• Well, it's an unusual question.
• Well, it's an unusual question.
• Well, it's an unusual question.

Keywords: 928, house, all

Summary: The Finance Division 2 work session first took up HB 506, a bill dealing with the return of seized firearms. Members discussed how the measure would shift background-check processing for firearm returns through the Department of Safety, while the physical firearms would still remain with local police unless State Police had taken custody. The department said the bill would change which cases come to it, and members clarified that the bill concerns the background-check decision rather than possession of the firearms. The committee then voted OTP on HB 506 FN by a 7-0 roll call. The committee next discussed HB 671, establishing a kindergarten literacy readiness program. Department of Education staff explained that the bill grew out of a COVID-era Waterford contract that provided home-based early literacy support for families using federal relief funds, at a cost of about $600,000 per year, but that the program ended when those funds expired. Members raised concerns that the bill’s $1 appropriation was not realistic, that the prior program lacked sufficient outcome data, and that the references to ESSA tier-one benchmarks were unclear. The department said it was conducting a broader literacy needs assessment and updating the state literacy plan, including data from the zero-to-five range, K-5, and dyslexia-related work. Waterford representatives described the program as an early-literacy, pre-K readiness service for children ages zero to five, originally designed to work in homes with computers and internet provided where needed, and later expanded in some settings such as daycares and pre-K classrooms. They said the program used assessments at the beginning and end, had served hundreds of children, and was intended to support family engagement and kindergarten readiness. Despite that testimony, members remained concerned about funding and the lack of clear results, and one member moved to retain the bill for more information. The discussion ended with the bill retained rather than advanced.

Transcript Highlights:

• I only had one amendment in here and this said class five municipalities.
• No, I was just asking for clarification to make sure that we had a class one.
• But if these amendments are adopted, I will certainly have a class two municipality.
• Okay. ...have a class two municipality. Okay. Thank you, Senator.
• I'm looking out for my district as well as you all's district.

Bills: HB323, SB271, SB295

Keywords: electric utility, transportation, oversize vehicles, transport permits, state highway system, SB271, Alabama, municipalities, city fees, town fees, franchise fees, utility franchise, natural gas, manufactured gas, gas utility, public streets, public places, right-of-way, municipal consent, gross receipts tax

Transcript Highlights:

• I know Goodwill's doing some of that as well. I know Goodwill's doing some of that as well.
• If our folks take a class, they take a class with everyone. They attend a pottery class.
• They attend a class that is a community-based class.
• If our folks take a class, they take a class with everyone. They attend a pottery class.
• They attend a class that is a community-based class.

Summary: The meeting focused on integrated employment and related services for people with intellectual and developmental disabilities, with testimony from several provider agencies and state officials. Robin Arder and Belinda Stevens of ThinkAbility described how their organization supports people through residential services and self-created businesses because community employers often are not ready to hire people with disabilities. They said rigid service rules, difficulty fitting individuals into existing job definitions, and reimbursement requirements can prevent person-centered employment supports. They also reported that, in their experience, employees had not lost benefits when work was coordinated carefully with Social Security and benefits management. Tina Hannah of South Central Industries described a broad business model that includes manufacturing, janitorial and highway contracts, state-use products, a food truck, and an entertainment trailer, along with an adult day program and residential services. She said the organization uses a temp-service style model to make employers more comfortable and noted barriers such as employer concerns about productivity, lack of awareness of tax credits and accessibility resources, and the need for consistent job coaches. Miranda Figueroa of A New Leaf said her agency is moving toward a more person-centered model, including a Transition Academy for young adults that combines independent living instruction, community college classes, internships, and follow-along support; she said the program has an 85% placement rate but is expensive and not eligible for traditional student aid because it is not accredited. She also cited barriers including dual diagnoses, workforce readiness, and low reimbursement rates. Angela Decker and Deborah Copeland of DRTC described their long-running enclave contracts and a new Community Skills and Connection program that uses interest-based cohorts, community exploration, and volunteer experiences to build skills and networks tied to employment. They said the agency is phasing out its 14(c) subminimum wage certificate by the end of the year and is trying to expand community-based opportunities. DRTC and other providers emphasized the need to blend DDS and DRS services more effectively, reduce restrictive rules such as line-of-sight requirements, and better support people in congregate living settings. DRS representatives said the agency does provide school-based transition services, employer accommodations, and job carving support, and noted federal reporting requirements tied to wage outcomes. Members also discussed safety concerns, employer education, data collection, ABLE accounts, and the role of schools in preparing students for work and community life. The co-chairs proposed organizing the task force into three working groups: in-school/transition services, program support and service blending, and community integration/employer engagement. No votes were taken, and the meeting ended with plans for further working-group discussion and follow-up on data and policy ideas.

Transcript Highlights:

• Well, hello, everyone. My name is Matt Carpenter.
• class.
• Whenever I'm writing something from my English class, I often wonder, well, do I need to kind of dumb
• Well, I'm going to limit it to one response.
• that if you want to make all A's in your classes, whatever class you're in, we believe that you can

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• Well, this is actually to address. Or is this a comment?
• So that’s, well, our...
• Very well spoken. Thank you. Thank you.
• Well, didn't say doctor here. Well, I call me Travis. It's OK, Senator Carroll.
• for some of their classes based on race.

Bills: SB1013, SB1023

Keywords: merit-based hiring, public employees, non-discrimination, employment practices, Arizona Revised Statutes, optometrists, eye exams, eyeglass prescriptions, healthcare, vision care, 1182, all

Summary: The committee first heard Senate Bill 1023, which would require optometrists to conduct eye exams according to the standard of care in the community at a recommended one-year interval, while allowing eyeglass prescriptions to be extended up to two years or shortened based on risk factors. The sponsor described it as a compromise between a longer prescription period and existing practice, and the Arizona Optometric Association supported the bill as codifying best practice and clarifying the standard. The committee moved the bill and gave SB 1023 a do pass recommendation on a 7-0 vote. The committee then took up Senate Bill 1013, a merit-based public hiring bill that would prohibit state and local public employers from using policies or practices that base hiring on race, ethnicity, sex, or national origin, while preserving compliance with anti-discrimination laws. An amendment was offered to clarify that the bill would not limit voluntary veterans’ preference employment policies, and the committee adopted that amendment. Supporters argued the bill would ensure public jobs are awarded based on qualifications and protect taxpayers; opponents argued it could undermine diversity efforts and that the veterans language was unnecessary or awkwardly drafted. After testimony from supporters and debate over the amendment and the bill’s effect on diversity, veterans’ preferences, and prior criminal history in hiring, the committee voted on SB 1013 as amended. The bill received a due pass as amended recommendation on a 4-3 vote, and the committee then adjourned.

Transcript Highlights:

• Well, and that's what I'm...
• During, while I was in class, and now I'm going to walk to my next class.
• Well, we'd be interested to hear it.
• Well, we'd be interested to hear it.
• Well, Mr.

Keywords: 908, all

Summary: The committee met to hear and discuss three education bills and related budget items. House Bill 1214 would revise K-12 transportation funding by replacing the current rider-based formula with a new formula tied more closely to district size, square mileage, building counts, and the weighted student payment. Sponsors and DPI said the change would better reflect actual transportation costs, hold districts harmless overall, and likely increase funding by about $4 million beyond current spending; they also said parent-provided transportation and open-enrollment mileage rules would remain largely unchanged. No opposition was heard, and the committee closed discussion without taking final action in the transcript. The committee then reviewed House Bill 1013, the education appropriations bill, and walked through proposed adjustments to program and pass-through grants. The chair proposed keeping or reducing some items, eliminating others, and moving one-time items to the stabilization fund; examples included leaving free meals at $4.5 million for now, keeping the paraprofessional-to-teacher program, reducing some grant lines, and removing several new or one-time grants. DPI also explained that the student information system would remain a flow-through grant for this biennium but would move in-house after July 1, 2026. The committee also discussed adding an FTE for the School for the Blind and making a small equipment swap at the Center for Distance Education. House Bill 1369 was discussed as the main school aid bill, including a proposed 2 percent and 2 percent per-pupil payment increase, higher construction bidding thresholds, elimination of the 12 percent cap, and a transfer of $75 million from Foundation Aid to the School Construction Revolving Loan Fund, with the chair suggesting $100 million instead. DPI explained that the bill also included a policy change returning placement decisions for students with disabilities in congregate care to the Superintendent of Public Instruction, with support from the governor’s office. The committee heard testimony from school officials seeking gap funding for Title I losses caused by a switch from free-and-reduced-lunch to census-based allocations, saying districts with many open-enrolled students could lose substantial funding and staff positions. Later, the governor’s office presented a proposed $1.5 million one-time appropriation to help schools buy secure storage for student cell phones if a statewide device policy is adopted; members raised concerns about cost, local control, and whether the money would be enough. The committee also heard student testimony and then recessed without voting on the amendment in the transcript.

Transcript Highlights:

• The building's held up well and it's been well maintained, but it's functionally obsolete.
• The building's held up well and it's been well maintained, but it's functionally obsolete.
• How do you know if you're not well? How do you know if you're not doing<00:56:10.799> well?
• doing well? doing well?
• future capacity as well. future capacity as well.

Keywords: 1187, senate, all

Transcript Highlights:

• Take supportive classes. And since then, they don't call those classes remedial.
• It had to be well above 30-some odd people, well above that.
• um as we developed our program as well. um as we developed our program as well.
• So, I mean, that's like the top of the class, right? She graduated top of the class.
• well that's a relative weakness. well that's a relative weakness.

Keywords: 1191, senate, all

Transcript Highlights:

• our concern as well. Yes. our concern as well. Yes.
• as well.
• You folks are well prepared and well spoken, so.
• <01:37:54.520> and<01:37:54.760> well You folks are well prepared and well You folks
• are well prepared and well spoken,<01:37:55.600> so.

Bills: HB1890, HB1888, HB1676

Keywords: teacher pay, teacher salaries, salary step increase, annual increment, longevity step, public school teachers, public charter school teachers, collective bargaining, Hawaii Department of Education, teacher retention, teacher recruitment, cost of living, educator compensation, public employee bargaining, appropriation, salary schedule, school staffing, teacher shortage, HB1888, Hawaii

Summary: The committees heard three measures, beginning with HB 1890 HD3, which would provide automatic step increases and a COVID-era retention bonus for teachers. Supporters included HSTA, the Democratic Party’s Education Caucus, and a student who said higher pay and predictable salary growth would help retain teachers in Hawaii. The Department of Education supported the intent but asked that the bill be expanded to cover all department employees. The Attorney General’s office said the draft needed clarification to avoid conflict with Chapter 89 and to make clear any funding was subject to legislative appropriation. The Office of the Public Defender and B&F testified in opposition, and committee members questioned whether the step increases were already in the current contract and whether the bill was needed. HSTA said the current contract includes automatic step increases subject to funding, but argued the bill was still needed because funding is not guaranteed and the measure would codify the policy. HSTA also said the COVID bonus would apply only to active teachers who worked during the pandemic and estimated the total cost at roughly $150 million to $200 million over four years. No vote was taken in the portion provided. The committee then took up HB 1888 HD3, which would require DOE and charter schools to report harassment incidents and strengthen penalties for harassment of educational workers from a petty misdemeanor to a misdemeanor. DOE supported the bill and suggested narrowing language about assisting workers with temporary restraining orders, saying that function would be better handled through the Attorney General’s pilot program. The Office of the Public Defender opposed the bill, arguing the harassment language was overly broad, vague, and potentially unconstitutional, and that existing assault and terroristic threatening statutes already protect educational workers. HSTA, the State Commission on the Status of Women, and several individual testifiers supported the measure, describing increased intimidation and harassment of teachers and other school staff, especially since COVID. The Special Education Advisory Council opposed the bill’s language on “disrupting and interfering” with school functions, saying it could chill parents of students with IEPs from advocating for their children. Testimony was split, with the chair noting 20 in support and 16 in opposition in the portion shown. A final witness, Michelle Pestana, testified in opposition based on her family’s experience with special education services, describing alleged seclusion and restraint of her daughter and expressing concern that DOE testimony in prior hearings had targeted special education parents. Her remarks were cut off as time expired. The transcript ends before any committee action or vote on HB 1888 was taken.

Transcript Highlights:

• The penalty is a class two felony.
• qualifying class two to three felonies.
• So by making it a class six felony, we gain those opportunities, but by So by making it a class six felony
• That's a conversation to be had as well.
• And when we're looking at protected classes, the already existing protected classes are distinct for

Bills: HB2076, HB2135, HB2175, HB2186, HB2223, HB2345, HB2364, HB2417, HB2440, HB2666, HB2763, HCR2043

Keywords: school safety, employee training, firearm certification, crisis response, school policies, reimbursement fund, local law enforcement, HB2135, Arizona, civil liability, private right of action, DEI, diversity equity and inclusion, critical race theory, anti-racism, race stereotyping, sex stereotyping, race scapegoating, sex scapegoating, gender identity

Summary: The Judiciary Committee heard and advanced several bills. HB 2763 would require legislative approval before the Arizona Game and Fish Commission could close a state-run shooting range. Supporters, including the sponsor, a Prescott doctor, gun-rights advocates, and Game and Fish, argued that range closures can push shooting into unsafe desert areas and that the legislature should have a voice; the bill passed 8-1. HB 2417 would let courts, at a defendant’s request, use speed-inhibiting devices instead of license suspension for certain speeding and racing offenses. The sponsor and supporters said it would help people keep working and reduce recidivism, while an Arizona Trucking Association representative warned the bill was overbroad and conflicted with federal law; the committee adopted an amendment and passed the bill 7-2. HB 2345 created a felony for unlawfully present persons possessing falsified CDLs and imposed vehicle forfeiture and employer penalties; trucking industry testimony said it was preempted by federal law and unenforceable, but the sponsor said he would keep working on it, and the bill passed 5-3 with one present after amendment. The committee also considered HB 2666, which increases penalties for sexual extortion involving victims ages 15-17. The sponsor and supporters from the anti-trafficking community and county attorney’s office said the bill responds to a serious and growing online exploitation problem affecting teens. Defense and juvenile-justice concerns focused on whether the bill could sweep in minors, create mandatory consecutive sentences, and fail to account for age-related defenses; the sponsor and supporters said they were open to discussing amendments, but the bill passed 8-0 with one present. HB 2175 would add political expression and political affiliation to Arizona’s bias-crime sentencing enhancements and create new misdemeanor-level enhancements for certain bias-motivated offenses. The sponsor, ADL, and county attorney’s office said it fills gaps and targets conduct, not speech; the ACLU and defense testimony warned it could chill speech and give prosecutors too much discretion. The bill passed 6-2 after amendment. HB 2186 would allow a passenger in a traffic stop to satisfy identity requirements by verbally providing name and date of birth rather than producing physical ID. The sponsor said it was meant to fix an unconstitutional-vagueness problem and clarify the law after a prior court issue; there was little opposition, and it passed 7-0 with one present. The committee also began hearing HB 2364, which would add penalties for distributing or receiving abortion-inducing drugs by courier, delivery, or rail service; the sponsor said it would strengthen enforcement of existing Arizona restrictions, but the transcript cuts off before testimony, debate, or any vote on that bill.

Transcript Highlights:

• They amended um class- size minimums.
• <00:03:35.120> size school is not compliant with class size school is not compliant with class
• <00:03:39.200> size school is not compliant with class size school is not compliant with class
• If the state with class size minimums.
• So for there to be a all classes.

Keywords: 926, house, all

Summary: The meeting was a high-level walkthrough of Act 73, with staff from Legislative Council and the Joint Fiscal Office summarizing major education policy, governance, tax, and fiscal changes. The presentation covered class-size minimums and related enforcement, creation of a state aid for school construction program, narrowed tuition eligibility for approved independent schools, changes to State Board of Education appointments, special education reporting and staffing, and a new report on standards for schools deemed small or sparse by necessity. It also noted that some provisions take effect immediately or in 2025, while the major funding and tax changes are contingent on new school districts being operational and a foundation formula report being received, with most of those changes targeted for July 1, 2028. The central fiscal change described was a move from the current locally voted budget and varying homestead tax system to a foundation formula. Under that model, districts would receive an educational opportunity payment based on a base amount per pupil, adjusted by student weights for factors such as pre-K, economic disadvantage, English learner status, and special education, with small-school and sparsity weights replaced by support grants. Districts could still seek limited supplemental district spending above the foundation amount, subject to a cap and a uniform method for raising the funds, with excess collections recaptured at the state level. The presenters also described transition mechanisms to phase in the new system over several years. The tax section explained that Act 73 would replace the current property tax credit with a homestead exemption and create a new non-homestead residential classification intended for second homes and short-term rentals, though further statutory or regulatory work would still be needed to implement it. The JFO presentation emphasized that the act also creates regional assessment districts for reappraisals and includes a transition to smooth changes in education tax rates. No committee vote or formal action was taken during the presentation; it was informational only.

Transcript Highlights:

• It doesn't have classes of work.
• pay structure within the current classes pay structure within the current classes doesn't doesn't
• We negotiated with HGEA to have a separate salary schedule for those classes of work.
• And is that route available for classes within their bargaining unit? So, that's pay.
• We negotiated with HGEA to have a separate salary schedule for those classes of work.

Keywords: 912, senate, all

Summary: The Senate Committee on Labor and Technology heard testimony on several measures relating to public employment, the Hawaii Employer-Union Health Benefits Trust Fund (EUTF), retirement benefits, and cafeteria plans. HB 2472 and HB 2276, both concerning EUTF staff and investment office staff salaries, drew support from the trust fund and labor groups, and no opposition was heard in person. HB 2272 and HB 2273, emergency appropriations for public employment cost items, were supported by the administration and labor representatives; members briefly clarified which bargaining units were covered. A longer discussion centered on HB 1664, which would address a dispute mechanism for EUTF-related negotiations. HGEA said the current process lacks a dispute resolution path and that the bill would allow interest arbitration when the state and union disagree. The Department of Human Resources Development and the Budget and Finance director raised concerns about consistency across bargaining units and the role of an arbitrator unfamiliar with the complexities of the system. Senator Moriwaki questioned whether another dispute forum might be more appropriate, but no alternative resolution was settled. The committee also heard HB 1655, which would make retirement benefits negotiable, and HB 1658, concerning collective bargaining repricing. ERS opposed HB 1655, saying it could create administrative and tax problems if retirement benefits were negotiated separately across many bargaining units, while UPW, HGEA, HSTA, and UPA supported it as a bargaining issue. On HB 1658, DHRD explained that repricing is an internal classification tool meant to preserve equal pay for equal work, not to address market pay, and said a single arbitrator or the Merit Appeals Board could handle disputes; HGEA preferred a neutral arbitrator and opposed the Merit Appeals Board as too employer-controlled. The final measure, HB 1661 on cafeteria plans, was supported by UPW and HGEA. DHRD said it planned to raise the maximum contribution through rulemaking but needed to manage plan solvency and timing because IRS limits change on a calendar-year basis while the state plan runs on a fiscal year. The committee then moved into decision-making and adopted recommendations to pass HB 2472 and HB 2276 as amended/unamended after a brief correction to the vote language.

Transcript Highlights:

• They already check classes.
• Well, if there's anything in that class that, say, if they went to a technical college and they would
• sure that we're not diluting the quality of classes, but that we're offering similar classes.
• We're not diluting the quality of classes, but that we're offering similar classes so that upon release
• All right, well, any more questions? All right, well, thank you so much for being here.

Summary: The subcommittee heard and approved four bills focused on reducing or modernizing professional regulation. HB 6015, by Rep. Oliver, repeals the word “reusable” from the wine keg statute to allow businesses more flexibility in container materials; members joked about the possibility of a Home Depot bucket, and the bill passed 16-0. HB 339, by Rep. Abbott, creates an alternative temporary licensure pathway for surveyors and mappers based on employer recommendation and exam passage, but members raised concerns about qualifications, liability, and oversight; Abbott said he was open to amendments, and the bill passed 14-1 with Rep. Overdorf dissenting. HB 139, by Rep. Lopez, allows pawnbrokers to use digital transaction forms instead of only printed forms; a technical amendment added readability and placement requirements for digital forms, and the bill passed unanimously. HB 195, by Rep. Chambliss, lets the Department of Corrections coordinate with DBPR boards so inmates who complete licensure-related classes can receive credit toward professional licensure; supporters framed it as a second-chance and workforce bill, an amendment clarified that DBPR handles professions without boards, and the bill passed favorably 15-0. The committee then received a presentation from DBPR Secretary Melanie Griffin on the department’s role overseeing more than 1.7 million businesses and professionals across over 30 fields. She highlighted enforcement and complaint data, including more than 24,000 inspections and complaints handled in the last fiscal year, a preference for education and voluntary compliance over formal discipline, and the department’s alternative dispute resolution program, which returned $2.7 million to consumers and saved $270,000 in costs. Griffin also reviewed recent deregulatory and efficiency efforts, including endorsement/reciprocity reforms, fee waivers, reduced processing times, and shorter call wait times, and said DBPR is continuing to look for ways to cut red tape while protecting public safety. Members questioned Griffin about permitting, continuing education, complaint processing, board vacancies, fraud in cosmetology and construction, coordination with other agencies, and whether schools can block students from taking state exams over unpaid tuition. DBPR staff said complaints are generally processed within 60 days, schools cannot bar graduates from taking the exam because of tuition debt, and the department works with other agencies when issues cross jurisdictional lines. The panel discussion that followed featured industry representatives from landscape architecture, building/code administration, pools, roofing, construction, HVAC/electrical, and hospitality, who generally supported reducing local permitting burdens, standardizing requirements, improving reciprocity and training pathways, and using technology and clearer scopes of work to make licensure and inspections more efficient.

Transcript Highlights:

• Well, thank you so much, and ChatGPT served you well.
• I took a wonderful anatomy class. Ms.
• So if a student gets an A, B, or C in all five of their first five classes, it doesn't matter which classes
• So class usually runs from 7:30 to 3:30.
• You've got to take algebra and then, you know, the next class and the next class.

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:

• Well, good afternoon. Ross White.
• Well, if we look a little further, the former scholarship allowed two classes a semester.
• I'm thinking like with concurrent credit classes.
• I think, well, Dr.
• Well, let me give you an example that I think might work.

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.

Transcript Highlights:

• well on our campus.
• And make sure to keep focused on the actual topic of the class. Doing that well also helps.
• The high school branch has been around for three years in Texas as well Yeah, nationally well, but in
• I still remember those as well.
• Um, well, my name is Dillon cider.

Keywords: 1185, senate, all

Transcript Highlights:

• explain uh that process as well. Mr. explain uh that process as well. Mr. Wonka. Wonka. Wonka.
• So,<01:25:17.760> well, So, well, So, well, we've<01:25:19.120> got<01:25:20.040> uh
• .<01:29:19.560> So, well.
• So, well.
• get a class action under rule 23. get a class action under rule 23.

Keywords: 1187, senate, all

Transcript Highlights:

• Well, we've got a fairly short presentation to the point.
• We're looking at cohorts of 30 with each class that would come in.
• So if the incoming<00:18:15.760> class<00:18:16.000> was<00:18:16.240> class<00:
• was class was 2030 uh the incoming class was class was 2030 uh the soonest<00:18:19.120> that
• That was very well stated.

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Summary: The House Budget Review Subcommittee on Postsecondary Education met to begin hearing budget requests from Kentucky universities. Eastern Kentucky University President David McFaden highlighted EKU’s enrollment growth, its large population of Pell-eligible and first-generation students, and its role in producing graduates for Kentucky’s workforce, especially in health care, public safety, manufacturing, engineering, and aviation. He said EKU is seeking support for a Center for Health Innovation, including a doctor of osteopathic medicine program, with a $50 million accreditation escrow and startup funding that would be returned to the state after accreditation. He also described EKU’s health programs, which have strong pass rates and high in-state employment outcomes, and said the university wants continued asset preservation funding, inflationary operating support, and other recurring budget items. McFaden also outlined EKU’s aviation request, including $10 million for new aircraft and support for an enhanced air traffic control program created in response to a legislative study. He said the program would enroll cohorts of about 30 students, likely attract out-of-state students, and require a $5 million startup investment plus $1.5 million in annual recurring support. He added that EKU’s lab school is seeking a revised funding model tied to enrollment rather than a flat mandated amount. Committee members asked follow-up questions about the medical school escrow, aircraft needs, and program capacity, and McFaden clarified that the escrow would remain intact until accreditation and then be returned to the general fund. Kentucky State University President Kakpo then reviewed prior capital support that helped repair a dorm and several leaking roofs, and said the university is still addressing campus infrastructure problems. He said KSU’s main request is a new health sciences building to house its growing nursing program and language program, along with $40 million for additional dorm renovations and a carve-out for its aquaculture program. Kakpo said the aquaculture PhD proposal would be federally funded and could bring in more revenue, while the new building would help relieve overcrowding and support KSU’s research role. In response to questions, he said KSU’s campus housing capacity would be about 1,334 beds if all dorms were repaired, and that the university is rotating students through renovated buildings while trying to keep them on campus. Committee members also raised safety concerns about the December campus shooting at KSU. Kakpo said the incident was isolated, expressed sympathy for the families affected, and said the university has reviewed campus procedures, added police and security positions, and is strengthening safety processes. The meeting did not include any votes or formal actions; it was a budget presentation and question-and-answer session.