Transcript Highlights:

• I can't imagine not having an FBM instructor to help me evaluate my financial standing and also stay
• um to help me having an fbm instructor um to help me evaluate<00:04:51.720> my<00:04:52.039><
• About two weeks ago, I was talking with one of our members who is an FBM instructor, and she told me
• Continued funding and increased funding for this program will help ensure that these instructors have
• About two weeks ago, he was talking with one of their members who is an FBM instructor, and she told

Keywords: 1183, house

Transcript Highlights:

• I also want to say the differences and Matt Elling with MNOG has did a great piece about the differences
• 51:36.880> differences<00:51:37.359> and<00:51:37.599> Matt<00:51:38.000> Elling
• <00:51:38.559> with say the differences and Matt Elling with say the differences and Matt
• Elling with uh<00:51:40.079> MNOG<00:51:40.720> has<00:51:41.760> did<00:51:42.000

Keywords: 1183, house

Transcript Highlights:

• We know, as our instructors leave and retire, a new instructor comes in.
• We know, as our instructors leave and retire, a new instructor comes in.
• door or hard to find the fbm instructor door or hard to find the fbm instructor is<00:35:06.400>
• so several years ago my instructor so several years ago my instructor invited<00:51:46.839> me
• to hire new emerging farmer instructors to hire new emerging farmer instructors and<00:51:59.799

Bills: HF711, HF653

Keywords: agriculture, agricultural education, leadership development, Minnesota Agricultural Education and Leadership Council, MAELC, chapter 41D, grant funding, general fund appropriation, commissioner of agriculture, farm education, youth agriculture programs, ag literacy, workforce development, extension education, research funding, extension services, technology transfer, grant programs, 1183, house

Transcript Highlights:

• This bill would allow for instructor-led online classes.
• Instructor-led driver's education.
• I am an orientation and mobility instructor for...
• And we're sending our instructors into the classroom.
• Teaching a classroom with a live instructor allows students to ask questions and for the instructor to

Keywords: 995, all

Summary: The Joint Committee on Transportation held a public hearing on several bills related to driver’s license suspensions, junior operator training, online driver education, and regulation of e-bikes/scooters. A major focus was the Road to Opportunity Act (H. 3662/S. 2368), which would end license suspensions and registration holds for unpaid fines and fees unrelated to road safety, create hardship waivers and payment options, and replace suspension with nonrenewal in some cases. Supporters included the Attorney General’s office, ACLU, CPCS, Greater Boston Legal Services, transportation and anti-poverty advocates, and several affected residents who described job loss, housing instability, and difficulty paying toll and fee debts. They argued the current system punishes poverty, disproportionately affects Black and Latino residents, and is costly to enforce. Some testimony also noted that the bill would preserve suspensions for dangerous driving offenses. District Attorney Marion Ryan testified in favor of two bills: one allowing partial payment plans for certain RMV penalties and another closing a loophole that makes the penalty for violating a hardship license less severe than driving after a full suspension. Senator Sear and Representative Reed also spoke for the Road to Opportunity Act, while the AAG said the Attorney General supports it. Committee members asked about RMV implementation and whether the agency supports payment plans; Ryan said the RMV has been cooperative but believes legislation is needed. No votes were taken during the hearing. The committee also heard testimony on bills affecting young drivers. Senator Lovely and Representative Cruz supported a bill to create a junior operator license training fund, expand access for low- and moderate-income families, require refunds in some cases, and allow earlier passenger privileges. Another bill would make virtual instructor-led driver education permanent; AAA and several driving school owners supported it as an access and convenience measure, while other instructors opposed it, arguing in-person instruction is safer and more effective. Finally, Senator Collins and others testified for a transportation safety bill regulating motorized bicycles, scooters, e-bikes, and mopeds, increasing fines, requiring insurance for commercial use, and requiring public hearings and accessibility review for new bike lanes. Advocates for blind and disabled pedestrians supported that bill, while some transportation and business voices backed it as a safety and planning measure.

Bills: SB710, SB843, SB1317, SB1338, SB1410, SB1477, SB1489, SB1593, SB1614, SB1630, SB1632, SB1633, SB1670, SB1726, SB1734, SB1725, SB1735, SB1894, SB1975, SB346, SB2045

Keywords: teacher preparation, teacher education, teacher shortage, teacher workforce, educator pipeline, alternative certification, apprenticeship, residency program, paraprofessional pathway, high school to teacher pathway, nontraditional teacher candidates, Commission for Educational Quality and Accountability, TeachForwardOK, higher education, public school districts, workforce development, grant program, technical assistance provider, mastery-based assessment, emergency clause

Transcript Highlights:

• we've got to have a quality instructor we've got to have a quality instructor or<00:29:00.640>
• <00:34:59.599> Colonel instructor at Madison Central.
• Colonel instructor at Madison Central.
• at Allen County High RTC instructor at Allen County High School.
• We've held annual virtual training sessions for instructors.

Keywords: 958, all

Summary: The committee heard an Office of Education Technology presentation on the Kentucky Education Technology System (KTS) and a request to increase its annual budget from $15.4 million to $30 million, including an additional $14.6 million. The witness described KTS as a statewide service model that provides districts with student information and financial systems, internet bandwidth, regional support, cybersecurity, online registration, learning management and email services, and collaborative instructional technology support. He argued the state’s centralized purchasing saves districts 40% to 60% compared with buying services individually, and said federal internet discounts and district matching funds create a strong return on investment. He also said KTS has faced long-term funding cuts, has not received a cost-of-living increase since 1992, and is now at a “breaking point” where some services may have to be shifted to districts at higher cost. The request was broken into six main items: restoring funding for the computer science and information technology academy; strengthening cybersecurity defenses in response to sharply rising attacks on K-12 systems; funding online registration through Infinite Campus; stabilizing ongoing support costs for Infinite Campus; providing cost-of-living increases for KTS services; and increasing the KTS financial assistance sent to districts, which requires local matching funds. Members asked about the current appropriation, and the witness said it is $15.4 million. One member praised the office’s work and support for districts, while another noted the district had been an early adopter of one-to-one technology. The committee then received an overview of the KRS 156 salary schedule and step-and-rank system for state-operated career and technical education staff at area technology centers. Officials explained that salaries are set under statute and regulation based on years of service and educational rank, with annual calculations tied to statewide teacher salary averages and retroactive adjustments to July 1. They said the current ABR request is $325,000 over the biennium to cover step and rank increases. The presentation noted that KRS 156 salaries are generally comparable to local districts but are less competitive with business and industry, making recruitment and retention difficult, especially for instructors coming from the trades. Members agreed that trade instructors are underpaid relative to the market and said the issue deserves further review, with department officials indicating they are considering possible statutory revisions and a delayed implementation in a future biennium.

Transcript Highlights:

• That's over 6,000 staff that were trained by these newly certified instructors, and we had 217 instructors
• Funding should support both new instructor certification as well as ongoing instructor certification.
• So funding should support both new instructor certification as well as ongoing instructor certification
• As ongoing instructor certification.
• It was the number of new certified instructors, a description of how the instructors are distributed

Keywords: 907, all

Transcript Highlights:

• That then requires the instructor to show for the student, like we said, and what it effectively does
• is it reduces instruction time that the instructor could be using and an increased program.
• must think about locally instructors must think about this<00:04:56.560> when<00:04:56.759>
• instruction time that the instructor instruction time that the instructor could<00:05:28.240>
• It is including, but not limited to, instructor salary, books, course materials, and really the most

Keywords: 1183, house

Transcript Highlights:

• In other cases, someone might be... ...to be an instructor.
• And instructors are probably our biggest challenge in terms of growth.
• Our cap comes into the fact of what Peter mentioned about the instructors.
• Because you can't have a room of 75 people with one instructor.
• , all those are impacted by the amount of money we have in order to pay instructors.

Summary: The Careers and Workforce Subcommittee met to discuss apprenticeship education and workforce development, with panelists from Santa Fe College, the Florida Refrigeration and Air Conditioning Contractors Association, ABC East Coast/ABC Institute, and Piper Fire Protection. Members heard that apprenticeships are growing in Florida, with panelists emphasizing that these programs offer paid, tuition-free training, progressive wage increases, and strong job placement in high-demand fields such as HVAC, electrical, fire protection, and construction. Panelists also described efforts to expand into new areas like accounting, cybersecurity, network infrastructure, and surgical technology, while stressing the importance of aligning programs with employer demand. A major topic was funding and reimbursement. Panelists said the current model is complicated and often leaves providers with only a portion of the funds appropriated for apprentices, with one provider saying reimbursement can be as low as 44% and others describing caps, contract delays, and inconsistent CareerSource support. They argued that more of the money should reach training providers, that small businesses need more support to participate, and that transparency and contract reform could help expand enrollment and improve program quality. Several also raised barriers such as instructor approval rules, paperwork, and facility costs. Members asked about admission criteria, program costs, employer incentives, outreach to high school students, and whether apprenticeships should have greater access to other funding sources. Panelists said the main requirements are being employed and willing to work and learn, and that outreach through schools, career fairs, community partnerships, and public awareness campaigns is essential. They also discussed articulation agreements that can provide college credit for apprenticeship training and suggested statewide credit recognition and possible direct funding to providers as policy improvements. No votes were taken, and the meeting ended with the subcommittee adjourning.

Transcript Highlights:

• I'm an instructor at NDSCS for architectural modeling and design technology.
• We don't pay our industry folks that in CTE instructors enough.
• So not even all of our instructors know about it, let alone industry.
• And the key is that the college is paying the instructor.
• What does that institution instructor salary represent?

Keywords: 908, all

Transcript Highlights:

• I'm an instructor at NDSCS for architectural modeling and design technology.
• We don't pay our industry folks and CTE instructors enough.
• And the key is that the college is paying the instructor.
• Our faculty are directly connected to each of the high school instructors.
• What does that institution instructor salary represent?

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• The instructor is typically hands-on. A lot of you have your kids in swim lessons with us.
• If we have a maximum of four in the class, the instructor is present.
• We're diligent about this, and our instructors do a great job. Yeah, can you wrap it up?
• Swim lessons in a group with one instructor?
• And with the instructor, is there an assistant, or is it just one instructor and four students?

Bills: SB650, HB3667, SB28, HB3201, SB1184, HB1800, SB 28

Keywords: permit issuance, regulatory framework, business operations, efficiency, application process, lottery, gambling, internet gaming, mobile application, criminal offenses, lottery regulations, occupational licensing, fraud prevention, criminal background checks, lottery couriers, SB 1184, Texas Alcoholic Beverage Code, wine collection seller, collectible wine, vintage wine

Transcript Highlights:

• And like I said own instructors.
• And it's just not DOE instructors. It's also private driving school instructors.
• private driving school instructors. private driving school instructors.
• instructor has these responsibilities. instructor has these responsibilities.
• was signed by the instructor while the instructor was still licensed.

Keywords: 912, senate, all

Transcript Highlights:

• I'm an instructor at NDSCS for architectural modeling and design technology.
• With regard to aviation maintenance, our challenge is going to be instructors.
• We don't pay our industry folks in CTE instructors enough.
• And the key is that the college is paying the instructor.
• What does that institution instructor salary represent?

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.

Transcript Highlights:

• With us If we have a maximum of 4 in the class, the instructor.
• Closer than I am to you, the instructor is closer to the kids on the wall.
• Our instructors do a great job, sir. Can you, yeah, can you wrap it up?
• And then and then with the instructor, is there an assistant?
• Or is it just one instructor and 4 students?

Bills: SB 28

Keywords: groundwater, groundwater conservation district, Water Code, Water Development Board, modeled available groundwater, aquifer, water permit, groundwater transfer, export groundwater, out-of-district transfer, management area, desired future conditions, well permit, retail public utility, potable water, emergency interconnect, subsidiary, controlled entity, aquifer management, water resources

Transcript Highlights:

• Second, instructors might not comply with the Commission's expectation of teaching twice each year.
• Second, instructors might not comply with the Commission's expectation of teaching twice each year.
• In the view of Commission staff, this consequence was unfair for instructors.
• That is just a bandwidth issue of how many instructors are teaching the Patrol Tactics course.
• And it's even a longer, I believe it's an 80-hour course for them to become an instructor.

Keywords: 904, all

Summary: The Joint Legislative Audit and Review Committee subcommittee held a hybrid hearing to receive three State Auditor’s Office performance audits. The first audit examined implementation of the Law Enforcement Training and Community Safety Act. Auditors said the Criminal Justice Training Commission had developed most required training, but six community/cultural topics were still unfinished, the patrol tactics curriculum was incomplete in one area, and the agency lacked a systematic project management approach. They reported that most officers had not completed the 40 required hours, with low participation in patrol tactics training, weak communication, limited data to track compliance, and ineffective incentives or consequences. Committee members questioned staffing, liability, and enforcement, and the Commission said it generally agreed with the findings and had begun implementing recommendations, including improving training development and communication. The second audit reviewed Washington’s digital equity planning. Auditors concluded the state lacked a comprehensive, unified digital equity strategy, a designated lead, and reliable funding. They said the existing PEAR/Impact Plan, BEAD five-year plan, and NTIA-approved digital equity plan each addressed parts of the issue but none provided a full statewide framework with clear authority across agencies. The Department of Commerce’s Broadband Office and the Office of Equity said they agreed with the findings and were open to working with the legislature and the Digital Equity Forum on a more structured approach. A public witness described local and regional digital equity planning efforts and emphasized the importance of coordination and community-based work. The third audit focused on Commerce’s management of the Digital Navigator Program. Auditors said Commerce did not consistently use a competitive process, did not adequately vet grantees and subgrantees, wrote contracts that lacked clear deliverables and monitoring requirements, failed to enforce reporting, and paid $10.7 million without sufficient documentation to verify reimbursement eligibility. They said agency staff had raised concerns that were ignored and that some payments and contract expansions occurred despite warnings. Commerce officials said new leadership had already begun major contract-management reforms, including centralized oversight, risk assessments, clearer documentation standards, and staff training, and they said they would pursue recapture where appropriate. Committee members expressed strong concern about accountability, and the hearing ended after public testimony and committee discussion.

Transcript Highlights:

• Mesa Lands Community College: Nathaniel Alexander, Wind Instructor; Terrell Stowe, Wind Instructor; Shannon
• I've been with the Mesa Lands Community College as an instructor for 16 years.
• I'm a certified GWO instructor and a CPR instructor as well.
• When it comes to instructors, you see the program in its entirety in front of you.
• When we came about six or seven years ago, I spoke to instructor Mr.

Transcript Highlights:

• Elle Grant on behalf of the California Alliance of Child and Family Services.

Keywords: 988, house, all

Transcript Highlights:

• Elle Grant on behalf of the California Alliance of Child and Family Services.

Keywords: 988, house, all

Transcript Highlights:

• Change the minimum faculty-to-student ratio from one instructor per 20 students to one instructor per
• per 20 students to from one instructor per 20 students to one<00:03:51.840> instructor<00:03:
• Exclude one instructor per 25 students.
• ><00:03:55.760> ratio apprentice instructors from the ratio apprentice instructors from the ratio
• :03:58.560> to calculation. require an instructor to calculation. require an instructor to submit

Keywords: 958, all

Summary: The Administrative Regulation Review Subcommittee met in August with a quorum present and approved the prior meeting minutes without objection. The committee then reviewed several regulations, generally adopting staff-suggested amendments without objection, and heard brief explanations from agency representatives on each item. The Board of Pharmacy regulations would clarify what registered and certified pharmacy technicians may do under supervision and what certified technicians may not do, while updating registration applications. The Board of Cosmetology package included changes to executive director authority, licensure and reciprocity rules, school requirements, training hours, instructor ratios, sanitation and disease-related rules, complaint procedures, and permit terms; members asked about straight razor language and the increase in student-to-instructor ratios, and the board explained that cosmetologists are not permitted to use straight razors and that the higher ratio was intended to give schools flexibility, especially for part-time students and schools with wait lists. The Occupational Therapy emergency compact regulation added four compact rules adopted in April 2025, and Senator West raised a technical question about certification requirements under House Bill 6; the agency said it had been instructed to file the regulation as submitted. The Department for Fish and Wildlife Resources presented a package covering wildlife management area rules, a northern pintail bag limit increase, reportable disease reporting, and a repeal tied to boat registration fees. After a brief explanation of the new wildlife disease reporting rule, the agency requested and received a deferral of 301 KAR 2:031 to avoid a gap while replacement language is finalized. The Economic Development Finance Authority explained an emergency regulation for the Kentucky Entertainment Incentive Program, saying it was needed because the program had become oversubscribed and because administration was shifting to a new film office and council; members also asked about certification issues under House Bill 6, and the agency said it had filed the regulation as directed. The Department of Workplace Standards emergency PPE regulation was also discussed, with members asking about HB 6 certification language, and the agency gave the same response. The Department of Insurance regulation would create a $10,000 registration fee and a $1,000 annual licensing fee for pharmacy benefit manager licenses, with an agency amendment exempting PBMs that solely serve workers’ compensation plans. Members asked how many PBMs would be affected and why workers’ compensation PBMs were carved out; the agency said there were 70 registered PBMs total, four solely workers’ comp, and that workers’ comp rates are set by statute and could not absorb the fee. Finally, the Public Service Commission’s pole attachment regulation was summarized as a broadband-expansion measure that speeds application review, increases the number of poles allowed in a single application, and shortens dispute timelines; the commission explained it grew out of earlier legislative direction and subsequent emergency amendments, and the committee adopted the staff amendment.