Transcript Highlights:

• >> Representative Doan. >> present. >> Representative Fleming. >> Representative Grossberg. >> Representative
• Rabourn. >> here. >> Representative Riley. >> Representative Tipton. >> here. >> Representative Hale
• Representative Jackson. >> Representative Proctor. >> present. >> Representative Rabourn. >> here. >>
• Representative<00:14:07.360> Wilner. Representative Wilner. Representative Wilner.
• >> Yes. >> Representative Doan. >> Yes. >> Representative Fleming. >> Representative Grossberg. >> Representative

Keywords: 958, all

Summary: The House Standing Committee on Primary and Secondary Education met for its first meeting of the session, reviewed basic committee rules, and took attendance before considering two bills. The chair emphasized civility, no signs in the room, and deadlines for committee substitutes and amendments. House Bill 416, sponsored by Representative Clines, would change teacher-preparation admissions by replacing an entrance test score requirement with a formative assessment approach while retaining exit examinations for teacher certification. KDE witnesses said the bill would reduce barriers, provide programs with data to support students, and not lower standards. Members asked about content-specific preparation, whether the bill would water down standards, and available data on current entry-test barriers. Several members spoke in support, citing the teacher shortage and the value of giving more candidates a path into education. The committee approved HB 416 unanimously and sent it to the House floor with a favorable expression of opinion. House Bill 389, sponsored by Representative Hein, would define dysgraphia, require KDE to annually update the dyslexia toolkit, support district professional development and coaching, require local boards to develop screener/diagnostic processes, and require postsecondary teacher programs to include dyslexia instruction. A committee substitute made technical changes, including an IDEA citation and removal of specific three-cueing language in favor of evidence-based practices. Testimony stressed that dyslexia is not the same as special education eligibility and that early identification and intervention are needed. Members discussed the low number of districts with related policies, the quality of approved screeners, and the need for more local and regional support services. The committee approved HB 389 with the committee substitute attached and sent it to the House floor with a favorable expression of opinion.

Transcript Highlights:

• Representative Shaheen here. Representative Tenderholt. Representative Lambert?
• Representative Leilani? Here. Representative Perez? Representative Ward-Johnson? Here.
• Representative Davis? Here. Great.
• Let the record show that Representative Tony Tenderholt and Representative Lambert is present.
• Representative Ward-Johnson.

Keywords: 1184, house, all

Transcript Highlights:

• On page 19, this graph represents HEE students with greater ethnic identity having fewer absences across
• goes directly to students.
• Thank you, Representative.
• or other students.
• Thank you, Representative.

Transcript Highlights:

• additional funding based on enrollment for low-income students, English learners, and foster students
• LCFF base grant amounts are calculated on a per-student basis measured by student ADA according to grade
• So the grade span adjustment, the 10.4% that's applied to those students, it includes the students for
• Again, I think we would emphasize that those LCFF dollars are for all students, including students with
• of their students at unduplicated count, you're getting much less per student than a district that is

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• Thank you, Representative.
• Additionally, there's a disproportionate impact on students from lower-income backgrounds and students
• Then you can see that breakout for free or reduced-price lunch students and minority student quintiles
• And similarly, with free or reduced-price lunch students and minority students, it was generally highest
• Representative Beck was then recognized. Representative Beck said, “Thank you, Madam Chair.

Summary: The committee first approved the May 18 meeting minutes and then received a Legislative Audit presentation summarizing Arkansas Department of Education grant distributions for fiscal year 2025. Auditors said the department distributed about $4.6 billion in grants overall, including $3.2 billion from the Public School Fund, $1.1 billion in federal funds, and $268 million from other state and miscellaneous sources, across 56 Public School Fund programs, 14 other state programs, and 29 federal programs. Members asked about specific recipients and programs, including ClassWallet, master principal bonuses, Economics Arkansas, and CDC surveillance funding; audit staff and Department of Education representatives explained that the report was only a distribution summary and not a recipient-level audit. Members also questioned why many districts showed lower funding, and staff said the decline was largely due to reduced federal and one-time COVID-related funds. Senators and representatives also discussed whether some incentive programs, such as master principal and national board bonuses, were tied to student outcomes, and whether Economics Arkansas was the sole entity named in special language for financial literacy funding; department staff said they would follow up on several details. The committee then heard a Bureau of Legislative Research presentation on consumer price index projections from Moody’s Analytics and S&P Global, with discussion of CPI-U and core CPI estimates for future fiscal years. Dr. Carlos Silva explained that the forecasts generally trend toward about 2 percent over time and that recent projections may have understated actual inflation because of recent shocks. Members asked about the accuracy of past projections, and he said he would provide more detail later if needed. The bulk of the meeting focused on the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with a statewide student-to-teacher ratio of about 14 to 1, average teaching experience of 11.9 years, and a slight increase in National Board Certified teachers. The report found that districts with higher poverty and minority concentrations generally had less experienced teachers, and that teacher shortages remained widespread, especially in special education, math, science, and foreign language. Members asked about licensure exceptions, alternative preparation pathways, incentives for ESL and special education endorsements, and the cost and return on investment of traditional versus alternative routes. Staff said some licensure exceptions are being phased out under Act 304 of 2025 and that they would follow up on several requested details. The report also found that teacher retention averaged 87 percent statewide in 2025, with districts retaining teachers at higher rates than charters, and that 30 percent of surveyed teachers were considering leaving the profession. Principals and teachers identified school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the strongest negative factors. On salaries, BLR reported a statewide average teacher salary of $60,254 in 2025, with districts averaging $60,458 and charters $55,724. Arkansas ranked 45th nationally on average teacher salary in 2025, though its cost-adjusted ranking improved to 36th; among SREB states it ranked 12th, and among neighboring states it ranked fourth. Members asked about starting salaries, salary compression, district step increases, and whether the report should be shared more broadly with educators and school leaders. Staff said they would provide follow-up information on several questions, and the committee took no formal action beyond receiving the presentations and asking for additional data.

Transcript Highlights:

• We were able to increase student count by 10,000 students in career tech.
• students.
• The students loved her.
• Coming from this student, does it have to come from the student and the parent?
• Can it just be the student? What constitutes that formal request for students?

Keywords: 914, all

Transcript Highlights:

• Representative Collins, Representative Baker.
• Representative Collins, Representative Baker, Representative Drummond, Representative Daniels, Representative
• Dubose, Representative Estus, Representative Fincher, Representative Gidley, Representative Gray, Representative
• Morris, Representative Paramore, Representative Pascal.
• Representative Pascal, Representative Ross, Representative Smith, Representative Woods, Thank you very

Bills: HB9, HB102, HB9

Keywords: three-cueing system, reading instruction, K-12 education, structured literacy, scientific strategies, dual enrollment, high school, community college, university, educational access, high school credit, 1136, house, all

Transcript Highlights:

• Representative Emily Callaway present. Representative Josh Callaway. Representative Camuel.
• Representative Decker. Representative Don Fleming. Representative Grossberg present.
• Representative Rayborn. Representative Riley. Representative Tipton. Representative Truett here.
• yes representative trit yes tipson yes representative trit yes representative representative representative
• Representative Truett: Yes. representative Bowski yes representative representative Bowski yes representative

Keywords: 958, all

Summary: The House Primary and Secondary Education Committee met and first took up House Bill 14, which would establish Alyssa’s Law in Kentucky public schools. The bill, as amended by committee substitute, would allow districts to implement wearable panic alert systems for school staff beginning in the 2025-26 school year. Sponsor Rep. Kevin Jackson and supporters described the system as a silent badge/button that can alert school offices, 911, first responders, and other personnel, with different button sequences for different emergencies. Testimony from Lori Alade, Alyssa’s mother and founder of Make Our Schools Safe, emphasized that “time equals life” and said the technology can help in active threats, medical emergencies, weather events, and other urgent situations. Students from St. Margaret Mary’s Kentucky Youth Assembly also supported the bill, citing the Georgia school shooting response as an example of how such systems can save lives. Members asked about vendor neutrality, costs, training, and whether the system could be used off campus; sponsors said the bill is intended to be vendor neutral, estimated statewide costs ranged from about $2 million to $6 million, training would be provided before the school year, and they would follow up on the off-campus question. The committee approved HB 14 with the committee substitute attached. The committee then reconsidered and approved House Bill 48, a cleanup measure related to school reporting requirements. The substitute was described as addressing department concerns about eliminating certain reporting forms while preserving district flexibility and reducing burdensome reporting. It would allow schools to maintain or use alternative reporting methods, provide KDE a timeline and guidelines for reporting on Cognia software used for CPS and C-dips, and require a written report to the LRC describing reporting requirements imposed on public schools and districts, with items not reapproved by the legislature sunsetting in 2026. The bill passed the committee with the committee substitute attached. Finally, the committee heard House Bill 190, as amended by committee substitute, which would shift the measure from a planning-and-action bill to a planning-only bill for advanced coursework and codify some gifted-student regulations. Rep. Duvall and Dr. Julia Link Roberts of WKU said the bill is intended to expand opportunities for high-potential students by requiring districts to set policies on advanced coursework or accelerated learning options for grades 4 through 12. The substitute changes the standard from “proficient” to “distinguished,” allows districts flexibility in how they implement the policies, and may require automatic enrollment for students scoring distinguished, with opt-out provisions and a principal exception if coursework conflicts with career pathways or CTE access. Members discussed how the proposal differs from current advanced programs, the broader inclusion of students, and district variation in available opportunities. No final vote on HB 190 was included in the transcript excerpt.

Transcript Highlights:

• I also have students from St. Michael's High School.
• Students from St. Michael's High School.
• We'll have our students from St.
• graduate student at UNM.
• Starting with the students sitting behind me who represent an organization called HOSA, which is a career

Keywords: 996, all

Transcript Highlights:

• Any other questions for this representative? Yeah, Representative Hine. To inquire. Proceed.
• Questions from committee, Representative Shields. Representative Shields said, “Thank you.
• Representative Proudie: Thank you. Good afternoon. Representative Proudie: Thank you, Mr.
• Representative Proudie: Congratulations. Witness: Thanks. Representative Proudie: Where are you?
• Seeing Representative Wright.

Summary: The Committee on Higher Education and Workforce Development heard House Bill 3359, presented by Representative Wilson on behalf of Representative Riggs. The bill would create a 20% state income tax credit, capped at $10 million annually beginning in tax year 2027, for donations to registered school robotics/STEAM programs. Eligible contributions were described as cash, equipment, software, materials, supplies, and possibly employee volunteer hours, with a six-year sunset. Committee members asked for clarification on whether the credit applies to individuals or businesses, whether volunteer time by parents or other non-experts would qualify, which state agency would administer reporting, and whether the 20% rate should be higher. Wilson said the bill would need clarifying language, including on volunteer eligibility and the reporting department, and said he was open to revisiting the percentage and other details with the sponsor. The primary witness in support was Sarah Waldron, an 18-year-old Westminster Christian Academy senior and robotics team CEO who said she wrote the bill. She argued the credit would help businesses invest in robotics programs, address unequal access across Missouri, and strengthen workforce readiness in STEM and AI. She said the bill was intended to support business employee volunteer hours, not individual volunteer claims, and noted she had drafted an amendment to provide larger credits for under-resourced schools based on free-and-reduced-lunch percentages. Committee members praised her work and discussed how to target aid toward rural and under-resourced districts. One witness testified in opposition, State Public Advocate Arne C. A. C. Dinoff, who said he supported robotics and the student’s effort but opposed the tax credit because of the state’s budget deficit and the broader cost of tax credit programs. He objected particularly to subsidizing volunteerism and said robotics should be supported locally rather than through a state tax credit. The hearing concluded without a vote or other formal action on the bill.

Transcript Highlights:

• Representative Bean or anybody? Representative Hagen Phillips. Representative Murray.
• Representative Droy. Yes. Representative Murray. Yes. Representative Hacken Phillips.
• Representative Papavinci: I. Representative Bean: Yes. Representative Deroy: Yes.
• Representative Representative Bean. Yes. Representative Deroy.<00:47:09.359> Yes.
• Representative Papavinci: I. Representative Bean: Yes. Representative Deroy: Yes.

Keywords: 928, house, all

Summary: The committee held a work session on SB 145, which would require sexual assault evidence kits to be delivered to the state forensic lab within seven business days and analyzed more promptly. Pamela Kyle of the New Hampshire Coalition Against Domestic and Sexual Violence said the bill was developed after survivor concerns and extensive discussions with the Departments of Safety and Justice. She explained that most agencies already deliver kits quickly, but some kits sit for months, and the bill is intended to add structure without penalties while preserving chain of custody. Members discussed the use of common carriers or courier services for transport, the need for clear rules, and whether carriers would know what they were transporting. Representative Papovich offered amendment 2025-2301H to remove the reimbursement program for police shipping costs, arguing it would add administrative overhead and was unnecessary. The amendment was adopted on a roll call vote, and the committee then voted OTPA on SB 145 as amended, with members voting yes on the roll call. The committee then opened a work session on SB 295, and the sponsor presented a replace-all amendment intended to simplify and clarify the Education Freedom Account bill without changing its purpose. The amendment would remove income-cap language, define priority enrollment groups, establish an enrollment cap for the EFA program, and create rolling enrollment rules. It would set a 10,000-student cap for the 2025-2026 school year, allow the cap to increase by 25% if enrollment exceeds 90% of the prior cap, and ensure current participants can remain enrolled. The amendment also provides that certain sections would later be repealed once the Department of Education certifies that applications have not exceeded the cap for two consecutive school years. The sponsor walked through the amendment section by section, explaining that the bill is structured in two phases: one while caps exist and another after they are no longer needed.

Transcript Highlights:

• This designation benefits not just Latino students, but every student regardless of race or ethnicity
• Latino students account for nearly half of the CSU student population, and of our 22 universities, 21
• who have typically been left out: adult learners, students who have stopped out, and students who are
• Students in their region.
• He represents about 10% of the community college students who are working parents who apply for financial

Keywords: 988, house, all

Transcript Highlights:

• Thank you, >> Representative. >> Representative. >> Representative.
• district students. district students.
• . student. student.
• They have responsibilities for these students, and these students are not enrolled as a student, not
• <00:35:41.119> not students and these students are not students and these students are not

Bills: HB125, HB116, HB183, HB342, HB341, SB280, SB245, SB159, HB125, HB116, HB183, HB342, HB341, SB280, SB245, SB159

Keywords: HB125, sunset law, Alabama Sunset Committee, Alabama State Board of Veterinary Medical Examiners, veterinary medical examiners, veterinary board, veterinary licensing, veterinary regulation, professional licensing board, state board continuation, sunset review, regulatory board, animal health, veterinarians, disciplinary authority, HB116, Alabama Sunset Law, sunset bill, Alabama Professional Bail Bonding Board, bail bonding

Transcript Highlights:

• We also cover all of our students.
• So at any time, a student can exit because we don't believe that a student needs to stay four years if
• So at any time, a student can exit because we don't believe that a student needs to stay four years.
• Our students go grocery shopping.
• And so our students are working.

Summary: The committee first approved the minutes from November 17 by motion and voice vote. It then heard a presentation from Arkansas State University on its inclusive postsecondary education programs, HOWL and ATLAS, led by Dr. Kristen Johnson and Shane Broadway. The programs serve students with intellectual and developmental disabilities, including autism, by providing on-campus living, academic support, life-skills training, financial literacy, internships, employment support, and community integration. Johnson explained that HOWL is a comprehensive transition program that does not lead to a degree but is eligible for financial aid, while ATLAS is degree-seeking and provides additional supports. She reported strong outcomes, including high goal attainment and a majority of graduates working full time, and emphasized that the programs are designed to help students build autonomous adult lives. Members asked about recruitment, eligibility, costs, school outreach, business partnerships, and transition planning. Johnson said the programs have done extensive outreach through IEP meetings, transition symposia, email blasts, and school visits, but that awareness remains a challenge. She identified major roadblocks as business concerns about liability, fragmented collaboration, and difficulty navigating funding streams such as vocational rehabilitation and Medicaid. She also said more coordinated statewide communication and coalition-building are needed, and noted that ASU is helping launch a state alliance for similar programs, with new programs opening at ASU Mountain Home and the University of Arkansas Pine Bluff. The committee then heard from the University of Central Arkansas about Project Ascend, a new low-sensory living-learning community for neurodiverse students in Hughes Hall. Dr. Debbie Daly and Jeremy Gillum described it as a voluntary, self-identified program focused on community building, belonging, and retention rather than remediation or degree planning. The program has hosted a few low-sensory social events and plans to expand outreach through campus tours, orientation, and targeted communications. Members asked about recruitment, participation, success measures, and how to avoid duplicating ASU’s efforts; UCA said it is still in its infancy and will measure success mainly through participation, retention, and student engagement. The meeting ended with general support from members, discussion of collaboration across institutions and agencies, and adjournment of the task force.

Transcript Highlights:

• Enrollment fraud, particularly the rise of ghost students, represents a persistent, an evolving challenge
• Authenticity of a student.
• on behalf of students.
• Maintain strong collaboration between students, representatives, faculty, and system leaders.
• for students.

Keywords: 1187, senate, all

Transcript Highlights:

• For Representative Leechman, we have Representative Hall.
• For Representative Eel, we have Representative Luno.
• And for Representative Stringham, we have Representative Weber. Thank you to Representative Weber.
• Representative Daniels, yes. Representative Seaworth. Representative Bean, yes.
• Representative Weber, yes. Representative Pierce, yes. Representative Run, yes.

Keywords: 928, house, all

Summary: The Finance Committee first took up Senate Bill 63, which Representative Maguire described as a straightforward bill setting funding for the Division of Travel and Tourism. He said it was not controversial. The committee voted to retain the bill by roll call, with one no vote and one member absent, and the motion passed 23-1-1. The committee then considered Senate Bill 74, dealing with annual reporting requirements for state departments that issue permits. Representative Maguire explained Amendment 2282 would shorten the reporting burden by requiring summary data on delayed permits rather than listing every permit, and would delay the first report until 2027 so agencies would not have to reconstruct old data. The amendment was adopted by voice vote, and the bill was then approved as amended by a 24-1 roll call vote. Next, the committee heard Senate Bill 241 on construction of a public pier at Hampton Beach. Representative Sweeney moved inexpedient to legislate, saying the project was ambitious and lacked public support. The motion passed unanimously 25-0, sending the bill to consent. Division Two then took up Senate Bill 145, a replace-all amendment to the education freedom account bill. Supporters said the amendment clarified the bill, kept the policy intact, removed a reimbursement program and an open-ended appropriation, and established a cap of 10,000 students with priority for current students and certain other groups. Opponents argued the measure was still a major expansion, would increase spending after crossover, and that the cap was not meaningful. After discussion, Amendment 2301H was adopted and the bill was approved as amended by a 25-0 vote, with members noting it could go on consent because no money remained in it.

Transcript Highlights:

• Our students have their best chance of success when they feel represented and validated in the curriculum
• Solace a for Always speaking up on behalf of all students including Our lgbtq students.
• students in ways.
• With an address, with student name, with student medical information on accident.
• My team represents students from before their expulsion all the way through their readmission to their

Keywords: 988, house, all

Transcript Highlights:

• Thank you Representative Mueller.
• That means more students are on track, more students are graduating on time, and more students are prepared
• That means more students are on track, more students are graduating on time, and more students are prepared
• That means more students are on track, more students are graduating on time, and more students are prepared
• >> Representative<00:27:12.400> Mueller. >> Representative Mueller.

Keywords: 1183, house

Transcript Highlights:

• . >> Representative Baker. >> Here. >> Representative Bojanowski. >> Here. >> Representative Bowling.
• >> Representative Brown. >> Representative Brown. >> Representative Klein. >> Here. >> Representative
• Bray, Representative Petri, Representative Lewis. >> Representative Mcool. >> Representative Typton.
• Uh, Representative<00:18:35.679> Typton. Representative Typton. Representative Typton.
• Uh Representative Typton. >> Thank you. Uh Representative Typton.

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met and approved the July 15, 2025 minutes before hearing a presentation from the Kentucky Higher Education Assistance Authority (KHEAA/KIA) on student financial aid ahead of the January biennial budget session. KHEAA outlined its role administering 17 state-funded grant and scholarship programs, 529 plans, and outreach services, and emphasized that net lottery proceeds after a $3 million literacy appropriation are statutorily dedicated to student aid. The agency focused on the major need-based programs—College Access Program (CAP), Kentucky Tuition Grant (KTG), and KEES—along with dual credit, Work Ready Kentucky, teacher scholarship, and National Guard tuition assistance. Officials said the new federal FAFSA methodology created a major increase in eligible students, especially for CAP, and thanked lawmakers for adding substantial funding this biennium to meet the higher demand. Staff explained that CAP is for Pell-eligible, low-income students, while KTG is a need-based grant for students at private Kentucky colleges; both use FAFSA data, but schools verify final eligibility. They said CAP awards are first-come, first-served and that the higher funding level allowed the program to last the full 21-month application cycle in FY 2024-2025, compared with much shorter periods in earlier years. KHEAA reported about $232 million spent on CAP for roughly 72,000 students last year, with current applications running about 10% ahead of the prior year. Members asked about the difference between applicants and recipients, the effect of lower lottery revenues, and whether recent federal legislation would affect state aid; KHEAA said it does not expect major impacts on grants and scholarships, though student loan changes could affect graduate students. The committee also discussed KEES and dual credit. KHEAA said KEES has been fully funded since its creation and that its forecast was within $76,000 of actual need last year. For dual credit, staff said a recent bill consolidated work-ready dual credit and career/technical education under one scholarship program, and KHEAA will seek growth funding because participation and costs continue to rise. The agency said FY 2025 dual credit spending reached $26.4 million across dual credit and work-ready funding, requiring transfers from Work Ready Kentucky to keep dual credit fully funded. Members asked about transferability of dual credit hours and whether the program reduces later college costs; KHEAA said it does not have hard data on every credit transfer, but it does see higher bachelor’s completion rates and lower student debt, suggesting positive effects. No votes were taken beyond approving the minutes.

Transcript Highlights:

• Represent Representative Pernel first. Represent McGuire. McGuire. McGuire.
• by a student. by a student.
• Represent<01:14:45.520> Kokcom. Represent Kokcom. Represent Kokcom.
• represent Colcom. represent Colcom.
• Thank you.<03:31:57.680> Represent. you. Represent. you. Represent.

Keywords: 1189, house, all