Transcript Highlights:

• We have these literacy grant programs over $600 million over the past several years and one-time funds
• We have made a couple years of investments in all these programs.
• And then obviously, on a year-to-year basis, the cost is...
• In the Universal Meals Program for the budget year 2025–26, based on serving a projected 933 million
• So, in terms of the Universal Meals Program costs, we think the administration's current-year estimates

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• A test alone cannot make up for years of interrupted learning, and for many that simply isn't a realistic
• It complements GED programs, serving Arkansans who need a different learning model, more support, and
• A test alone cannot make up for years of interrupted learning.
• A test alone cannot make up for years of interrupted learning, and for many, it's simply not a realistic
• prior year.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• a year, so these are small community-based local programs that you give them a buck, they figure it
• I'm looking forward to that as well and learning more about the programs that are newer to us.
• We have a lot of early learning and child care-related programs that we did.
• Last year, the legislature provided funding to extend the program for one more year.
• Last year, the legislature provided funding to extend the program for one more year.

Keywords: 1187, senate, all

Transcript Highlights:

• We have seen participation in CCAP programs in particular increase significantly in recent years.
• feedback we've gotten and things we've learned to help improve the program.
• I mean, other programs like our CSAP program is a 30-year loan program.
• I mean, other programs like our CSAP program is a 30-year loan program.
• To another and every year request support to, uh, from this grant program.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• And while we have offered summer programs the last few years, next year, we will formalize our learning
• By fusing the Accelerated Campus Excellence (ACE) program and the additional school year (ASE) program
• So the residency in our program varies between $20,000 a year up to $32,000 a year.
• TEA is able to approve up to 20 of these programs per year.
• We did not learn that he was deaf-blind until he was 21 years old.

Keywords: 1184, house, all

Transcript Highlights:

• This includes a language learning disability program and an intensive learning needs program.
• It would take years to stand up such a program from scratch.
• We have the CIRT program, and we've had this program for 32 years.
• A couple of years ago, we moved the program. We've all been through staffing issues.
• It is anticipated the program losses for calendar year 25 will be greater than 2024.

Keywords: 995, all

Summary: The Joint Ways and Means Committee held its final public hearing on the FY26 state budget, with chairs and members emphasizing that public testimony would help shape the budget and asking speakers to keep remarks brief. Committee leaders introduced members, explained the hearing process, and repeatedly thanked residents, students, and advocates for participating. No votes were taken during the hearing. Testimony focused heavily on education funding and the Chapter 70 formula. Students from Amherst, Northampton, Gateway Regional, Chester Elementary, and other districts described budget-driven cuts to electives, special education supports, paraprofessionals, counselors, transportation, and building maintenance. They urged higher Chapter 70 aid, increased minimum aid, rural school aid, and a reopening or restructuring of the funding formula, arguing that current formulas leave many districts unable to meet student needs and force local layoffs and overrides. Other speakers urged funding or protection for a range of programs and facilities, including the Louis D. Brown Peace Institute for homicide survivor services, the Museum of African American History, the Massachusetts Commission for the Deaf and Hard of Hearing and CART/interpreter services, the Access to Counsel housing legal aid program, the Department of Mental Health and Pocasset Mental Health Center, and Pappas Rehabilitation Hospital for Children. One speaker opposed offshore wind-related spending and urged a reset of the state’s energy approach, while another advocated ending the aircraft sales tax exemption. Committee members responded sympathetically to many speakers, asked a few follow-up questions, and several expressed support for maintaining or expanding the programs discussed.

Transcript Highlights:

• real opportunities to learn, grow, and thrive. ...to learn, grow, and thrive.
• Training every year.
• And during my son's kindergarten year, I learned a lot about his school's nutrition program and the role
• He was 16 years old and early into sophomore year of high school.
• He was 16 years old and early into sophomore year high school.

Keywords: 995, all

Summary: The Joint Committee on Education held a public hearing on a large slate of bills, with the chairs emphasizing time limits, written testimony, and grouping similar measures together. Early testimony focused on opioid use disorder education in schools (S.382), with Senator Keenan arguing that students should be taught about the risks of substance use disorder and naloxone use as part of health curricula. Representative DeCost also briefly introduced H.551, a narrow bill concerning parent rights for children in third grade and younger. Several bills were then closed without testimony, including measures on type 1 diabetes informational materials and other diabetes-related proposals. A major portion of the hearing centered on school health and emergency response bills. Supporters of H.652/S.342 on diabetes management in schools described inconsistent district practices and urged clearer standards so students can receive care in classrooms rather than being sent out of instruction. Bills on epinephrine access and seizure disorders drew extensive testimony: advocates for stock epinephrine in schools argued that unassigned epinephrine can save lives and should be funded in a cost-neutral way, while a pediatrician opposed one version as an unfunded mandate. For seizure-safe schools (S.422/H.635), students, parents, educators, and advocates described missed or delayed responses to seizures, stigma, and the need for staff training, seizure action plans, and emergency medication protocols. A separate bill, H.645, allowing anti-seizure medication on school buses, was supported by a parent and student who said current law forces costly and restrictive transportation arrangements. The committee also heard testimony on youth skin health bills (S.334/H.600/H.619), which would let students carry and apply sunscreen at school and camp without a physician’s note. Supporters from melanoma prevention, dermatology, and industry groups said the bills would remove unnecessary barriers and promote sun-safe habits, while one witness cautioned about drafting details and unintended consequences. The hearing then moved to CPR/AED education for graduation (S.456), where Senator Tarr, a student advocate, and the Red Cross all supported requiring hands-on CPR certification for high school students. Finally, the committee took testimony on healthy school lunches (H.539/S.401): supporters from the Healthy School Lunch Coalition and school food directors backed stronger nutrition standards and a standing advisory council, while Consumer Brands Association witnesses opposed the bill as too vague and potentially disruptive. A nutrition scientist also warned about unintended restrictions on medically necessary or innovative foods. The chairs closed the hearing on the healthy lunch bills and then opened testimony on universal school meals for virtual schools (H.700), with Superintendent Patrick Latuka supporting access for students in Commonwealth virtual schools who currently receive no meal support.

Transcript Highlights:

• For REACT effects from the first year, nearly all submissions reference the required professional learning
• You went to school, you learned a specific way to teach, you've maybe been doing it for 10 to 15 years
• Paul Public School teachers who are working on their professional learning in the 2024-25 school year
• in uh the school professional learning in uh the school year year year 2425<01:15:05.040> uh<
• At this point, we are in the third year of the process, so most programs have gone through at least the

Keywords: 1187, senate, all

Transcript Highlights:

• Problem-based learning is rooted in what we call experiential learning.
• The topic varies year to year.
• We're also, what we try to do each year with our symposium over the last few years, is align our research
• Two years ago, 14-year-old Lucas was in crisis.
• the child referred was 14 years old.

Summary: The committee heard three presentations focused on child welfare workforce development and the needs of children in Florida’s dependency system. First, the Florida Institute for Child Welfare described its Grow Center and related initiatives, including academic curriculum enhancements, simulations, virtual reality training, coaching, on-demand learning, advanced certifications, and the planned Tallahassee learning lab opening in January 2026. Members asked about conflict resolution, domestic violence, addiction, and microcredentials; the presenter said the institute is expanding training in those areas and is working with DCF to align advanced certifications with the department’s career ladder. The Department of Children and Families then presented on the Continue the Mission initiative, which recruits veterans, military spouses, and former law enforcement officers into CPI, API, and case management roles. DCF said it has held more than 240 hiring events and hired 372 such workers since launch, while also improving recruitment and retention through higher starting pay, streamlined hiring, rebranding, wellness supports, and enhanced pre-service training. Senators asked about PTSD concerns, staffing levels, caseloads, hotline vacancies, and salaries; DCF said it had not seen direct PTSD issues from the hiring effort and provided figures including a $50,000 starting salary for CPIs, $37,000 for APIs, and average caseloads of 12 to 15 investigations for CPIs and about 10 for APIs. Finally, DCF discussed the increased acuity of children in the dependency system, explaining that fewer children are entering care overall but those who do often have more complex behavioral, mental health, developmental, or medical needs. The department highlighted a new Behavioral Qualified Residential Treatment Program (BQRTP) designed for youth who need more intensive support than traditional foster or group home settings but do not require inpatient psychiatric treatment; one facility is licensed with 12 of 14 beds filled, and DCF said it is seeking funding for placement for 230 youth total. Members pressed for details on licensure timelines, standards, funding, and the handling of crossover youth and lockouts, and DCF said it uses braided funding and works with DJJ, APD, and lead agencies through local and state review teams. A representative of the Florida Coalition for Children also testified, saying the issue is complex and multi-year, and that the coalition is working on possible legislative and programmatic solutions. The committee took no formal votes and adjourned after the presentations and discussion.

Transcript Highlights:

• four-year-olds, but three- and four-year-olds.
• and center-based programs, especially if we're taking three- and four-year-olds out and there's no funding
• So we had the LEARNS Act two sessions ago. with what these students were doing in a four-year-old classroom
• programs.
• And so do you see the HIPPY program or programs like the home visiting ...see the HIPPY program or programs

Summary: The committee met to review the minutes and then held a workshop-style discussion with Arkansas Department of Education early childhood officials about the state’s early learning programs, funding, and access. Officials explained that the state-funded ABC program has been largely flat for years, rising from $11 million to about $14 million in 2018, while the federally funded SRA/CCDF side is much larger. They described differences between the programs, including ABC’s 10-month school-year structure, current enrollment of about 23,000 children in ABC and about 14,871 in SRA, and a SRA wait list that has grown to roughly 2,971 children. Members raised concerns about rural access, school-based versus community-based providers, reimbursement rates, and the need to align early childhood funding with K-12 and kindergarten readiness goals. A major topic was the recent $14.741 million PDG B-5 competitive grant. Officials said it is a one-year systems-building grant, not a direct services grant, and will support local leads, CLASS observations, workforce efforts, and data systems while helping offset some costs that otherwise would have been paid through CCDF. Members also discussed the end of a federal pre-K funding stream in June, with children either moving into ABC slots or requalifying for SRA, and the state’s new enrollment-based payment approach, which officials said saved about $576,000. The committee also heard that the current cost-of-care study is about three years old and that a new market-rate survey is being planned. Several members questioned dual enrollment in home visiting/HIPPY and ABC, with officials saying about 1,200 children are enrolled in both and that limiting double enrollment could save about $2.4 million and affect roughly 470 children. Members also asked about provider closures after rate changes; officials said eight providers cited funding as a reason for closing, while 26 new providers have been added under the new rates. The discussion ended with broad agreement that the committee should continue regular updates, keep providers and families informed, and explore policy changes, waivers, and possible state investments to improve stability, access, and quality in early childhood education.

Transcript Highlights:

• First, it is our school readiness program that the Division of Early Learning helps implement.
• The other program that the Division of Early Learning helps implement is the voluntary pre-kindergarten
• And we're actually starting a new program this year, this coming week, where we are partnering with an
• And we're actually starting a new program this year, this coming week, where we are partnering with an
• And as we added a few years ago, Districts participate in the Guardian program.

Summary: The subcommittee first heard an overview from Department of Education Chancellor Paul Burns on Florida’s K-12 governance structure and major divisions, including early learning, public schools, safe schools, school choice, and accountability. He highlighted school readiness and VPK, teacher preparation and licensure, school safety functions, scholarship and virtual/home education programs, and FAST progress monitoring. Burns also cited statewide gains such as higher mid-year reading performance, a record graduation rate of 89.7%, and record CTE enrollment, while members questioned the meaning of Florida’s “number one” education rankings, teacher pay, post-COVID learning loss, vacancies, and chronic absenteeism. St. Lucie County Superintendent John Prince then described the scale and responsibilities of a mid-sized district, emphasizing student safety, transportation, meals, hurricane shelter operations, career and technical education, teacher recruitment and retention, progress monitoring, remediation, and mental health supports. Members asked about school shelter construction standards, remediation funding, late school start times, attendance, and concordance scores; Prince argued for more flexibility for CTE pathways and noted that local districts use a mix of state and federal funds to support remediation and staffing. The committee then moved to an early warning systems panel. Burns explained that Florida law requires districts to use attendance, behavior/suspensions, course performance, FAST results, and other academic indicators to identify students needing support, with districts and families developing intervention plans. Superintendents from Putnam, St. Johns, and St. Lucie counties said chronic absenteeism is tied to achievement and NAEP decline, but causes vary by district, including poverty, transportation, daycare, family instability, travel, and student athletics. They described MTSS, PBIS, home visits, attendance letters, and community partnerships as responses. Members also discussed VPK access, full-day VPK funding, excused versus unexcused absences, and the need for earlier intervention in pre-K and K-2. Finally, Vice Chancellor Darren Norris outlined Florida’s post-Parkland school safety measures, including armed school officers, anonymous reporting, behavioral threat assessment teams, mental health training, panic alert systems, emergency drills, active assailant response policies, and firearm detection canines. Superintendents said compliance is costly and often requires shifting local funds, but they praised state grants for mental health, hardening, and mapping. They noted ongoing challenges with new mandates, capital costs, manual reporting burdens, and the need to balance safety requirements with classroom resources.

Transcript Highlights:

• Ten years ago, 13.27, as a 35-year-old. So it is a learning opportunity.
• It is not just kids coming out of high school, 18-year-olds, 19-year-olds, we don't have any experience
• I have people in my apprenticeship program at 50 years old, again, with kids, with grandkids.
• and work-study programs.
• and work study programs.

Summary: The committee first took up HB 455, a local bill for the City of Lake Wales that would allow open containers in a downtown arts district. The sponsor said the city had invested heavily in the area and wanted to support business growth. An amendment clarified that the allowance was intended for cups, not bottles taken from restaurants, and the bill was then adopted favorably without opposition. Members then heard HB 1049 on building permit requirements, which would remove permits for certain work under $7,500 and for battery or backup power systems, while also preempting local governments from adding extra permitting rules. Two amendments were adopted: one clarifying modular homes on RV lots, and another addressing contractor “splitting” of projects to avoid the threshold and requiring five years of record retention. County and local-government groups raised concerns about inspections and permitting, while several business and advocacy groups supported the bill. It passed favorably. HB 1175, dealing with safety design standards for office surgery suites, was presented as a measure directing the Florida Building Commission and State Fire Marshal to establish new standards to improve safety and efficiency. There was no amendment or public testimony, and it passed favorably. The committee then spent extensive time on HB 221, which would let workers waive the state minimum wage for certain work-based learning, internship, or pre-apprenticeship positions for up to nine months, later narrowed by amendment to 252 days, or 126 days for minors with parental consent, and defining the program as structured learning. Supporters framed it as a way to expand apprenticeships and help small businesses offer training opportunities; opponents argued it would create free or subminimum labor, invite abuse and coercion, and raise constitutional concerns. Despite strong opposition testimony from labor, civil rights, and policy groups, the bill passed favorably after debate. The committee also heard HB 4035, a Palm Beach County local bill requiring applicants for a certificate of competency to pass the licensing exam before applying to the Construction Industry Licensing Board. The sponsor said it would streamline and modernize the process, and members discussed it briefly in support. The transcript ends before the final action on that bill is fully shown.

Transcript Highlights:

• Our program is the #ICan in the Trend program at the University of Kentucky.
• and years and years.
• and years and years.
• Old, utilizing data from just one school year to condemn a brand-new program does not give our teachers
• We agreed that if the program didn't provide a quality education and a strong learning environment, we

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and heard first from the Washway Nicotine Youth Advocacy Group, which urged stronger enforcement of Kentucky’s Tobacco 21 law. Youth advocates described the harms of flavored vaping products, argued that nicotine use is targeting children, and called for retailer licensing, annual compliance checks, harsher penalties for illegal sales, and more funding for enforcement. Committee members praised the presentation, and one senator said he had heard a bill on licensed retailers may be coming soon. The committee then heard a lengthy presentation from Cloverport Independent School District and the Kentucky Virtual Academy about the state’s virtual school model. Superintendent Keith Haynes and principals Brandy Fagan and Sally Johnson said KYVA serves about 2,800 students, many of whom are at-risk or have health, safety, behavioral, or family reasons for choosing virtual education. They emphasized that the program uses live synchronous instruction, provides devices and materials, and offers special education and related services. They also said the school had a large wait list and that virtual programs need more flexibility in staffing ratios, scheduling, and testing windows. School leaders acknowledged criticism of KYVA’s proficiency scores and said many students entered far below grade level, with 59% not proficient in English language arts and 79% not proficient in math on recent state testing. They argued the program is too new to judge solely on one year of data and pointed to growth in MAP scores, as well as middle and high school rankings in the top half of Kentucky schools. Fagan and Johnson outlined improvement efforts, including daily interventions, small-group instruction, literacy programs, staff training, and expanded clubs and student activities. No votes or formal committee actions were taken in the portion provided.

Transcript Highlights:

• Pre-apprenticeship-aligned CTE programs connect classroom instruction with structured work-based learning
• Pre-apprenticeship-aligned CTE programs connect classroom instruction with structured work-based learning
• Even with the reported volatility in the sector, the program is producing strong work-based learning
• And our students have been learning that for a couple years because the workflows are changing faster
• our so-wise, so-young program after 15 years in the community.

Summary: The Joint Committee on the Arts held an informational hearing on California’s first sector-specific creative economy strategic plan, “California’s Future Is Creative,” developed under AB 127 and related legislation. Chair Allen framed the plan as a response to California’s large but vulnerable creative economy, citing workforce losses, federal funding headwinds, and the need to support artists, cultural organizations, public media, museums, cultural districts, and film/TV production. He also highlighted budget asks including support for California Humanities, museums, public media, cultural districts, a post-production incentive proposal (AB 2319), and funding to implement the strategic plan. California Arts Council Director Danielle Brazel, Institute for the Future’s Rachel Hatch, CDE’s Allison Frenzel, and CWDB’s Michael Weoff described the planning process, which included a 30-plus-member work group, interagency coordination, and a phased approach from framework development to implementation and evaluation. They identified major forces shaping the sector over the next decade, including AI, climate disruption, affordability, access to capital, and social cohesion, and outlined six action areas: workforce preparation, business stabilization, cultural identity/tourism, cross-sector incentives, ROI/data tracking, and state capacity/infrastructure. Members and panelists repeatedly emphasized that the plan must be resourced and integrated across agencies rather than left siloed. A second panel of practitioners and advocates focused on workforce pathways and local implementation. Ricarlo Handy described the Handy Foundation’s registered apprenticeship pipeline into film and TV jobs and argued that current data systems undercount gig, 1099, and LLC-based creative work. Joanna Reynolds discussed Arts for LA’s Creative Jobs Collective, which aims to create 10,000 living-wage creative jobs in Los Angeles County by 2030, while Alejandro Gutierrez Chavez urged embedding artists in health, aging, and behavioral health systems as community problem-solvers. Roxanne Messina Kaptur spoke about the need to normalize arts careers and expand residency and school-based models. Senator Rubio, who joined later, shared her own arts and teaching background, supported arts access in schools and small theaters, and raised concerns about AI, asking how schools and educators can adapt. In the final panel, Rebecca Ratzkin reported on 26 statewide town halls with more than 1,100 attendees, which confirmed support for the plan but also highlighted needs for better information access, new financial models, stronger definitions and data, and more partnerships. Julie Baker of California for the Arts and California Arts Advocates urged sustained public funding, saying the plan is actionable only if the Legislature and administration provide resources, including increased California Arts Council funding and support for implementation. No formal votes were taken; the hearing was informational and concluded with calls for continued legislative and cross-agency collaboration.

Transcript Highlights:

• She is our first graduate of our apprenticeship program, and this year she is teaching at Cox's Creek
• ><00:13:09.200> is<00:13:09.519> teaching<00:13:10.160> at program and this year
• pathway this year teaching and learning pathway this year and<00:14:19.839> they're<00:14:20.160
• Kentucky's premier project-based learning organization, OET's Student Technology Leadership Program,
• students through program empowers students through project-based<00:42:16.720> learning,<00:42

Keywords: Call to Order and Roll Call - 0:25 Approval of Minutes – 3-50 2025 RS SB 253 – 4:25 Computer Science and AI Literacy – 27:36 Fayette County School District Budget Update – 51:46 Adjournment – 2:09:46, 958, all

Summary: The committee first handled routine business, including roll call, introductions, and approval of the previous meeting minutes by voice vote. It then heard a presentation on SB 253, focused on expanding support for teacher apprenticeship and teaching-and-learning pathways. Senator Hickman and staff from the Kentucky Department of Education and Nelson County Schools described how the program uses dual credit, work-based learning, and registered apprenticeship to help students earn an associate degree in high school and continue toward a teaching degree. They said the goal is to address the teacher shortage by creating a sustainable pipeline into the profession. Witnesses emphasized that the main barrier is cost. Mary Taylor said Kentucky’s youth apprenticeship model has been successful in other fields and that education should be added as an in-demand sector, but an associate degree alone will not solve the teacher shortage because teachers still need a bachelor’s degree and certification. Laura Arnold of Nelson County Schools described the district’s Lead Nelson program, saying the district has invested more than $800,000 since 2021, currently has 37 students in the pathway and seven committed apprentices, and spends about $85,000 per apprentice from freshman year through certification. She said district staffing, planning, and university partnerships are also significant hurdles. Members asked about job guarantees, tenure, and retirement; Arnold said employment is performance-based and retirement issues are being considered. Senator Hickman said the bill would use lottery funds to help cover tuition and dual credit costs so more districts can participate, noting that a prior version died because of a high fiscal note. Representative Payne and Representative Tipton praised the program but stressed the need for funding and noted inconsistencies between statute and budget language on Work Ready Kentucky and dual credit support. Representative Tipton also cautioned that lottery revenue may not keep pace with demand and said the General Assembly may need to make broader funding decisions. After the apprenticeship discussion, the chair moved the committee to the next agenda item on computer science and AI literacy, where Code.org began a presentation on the importance of computer science for all students.

Transcript Highlights:

• learning program that focuses on three critical milestones, which you'll be familiar with because they
• In addition, because of our facility in achieving these professional learning programs...
• In addition, because of our facility in achieving these professional learning programs, the state has
• Division of Early Learning, we articulated a professional learning program that has grown to include
• We have plans to pilot each of the program components before the end of this year.

Summary: The Education Postsecondary Committee held its first meeting and focused on state university centers and institutes, with an overview from the Board of Governors on how the more than 500 centers and institutes across Florida’s public universities are categorized, overseen, and reported. The Board described three categories: state-level centers, legislatively established centers, and university-established centers. Members were told universities must maintain policies, notify the Board of changes, publish public inventories, and submit annual reports and compliance certifications. Senator Harrell asked about funding sources and whether underperforming centers are reviewed for elimination; the response was that funding varies by center and that universities decide whether to maintain or disband centers under their own policies, with annual reporting and audit findings shared with the Board. Four university presentations followed. Florida Atlantic University highlighted its Center of Excellence in Biomedical and Marine Biotechnology, describing research in marine-derived drug discovery, genomics, imaging, cancer, neurodegenerative disease, and ocean sustainability, along with spin-off institutes and partnerships that have generated significant grant and contract support. FIU presented its Center of Excellence for Hurricane Damage Mitigation and Product Development, emphasizing the Wall of Wind facility, hurricane and water intrusion testing, code and product innovation, insurance modeling, and future expansion toward higher wind speeds and flood simulation. Florida State University’s High-Performance Materials Institute described work in advanced materials, aerospace composites, sensors, nanocomposites, and AI-enabled materials development, along with patents, industry partnerships, and new facilities tied to economic development. The University of Florida’s Lastinger Center for Learning outlined its work on teacher professional learning, literacy, New Worlds Reading, tutoring, and mathematics supports, including microcredentials, statewide book distribution, and early results showing improved reading confidence and growth. Members generally praised the centers for their research, commercialization, workforce development, and education impacts. Senator Jones and Senator Harrell commended the Lastinger Center’s literacy work and the broader return on investment from these programs, while Senator Berman noted the value of the synergies across institutions. The chair emphasized that future funding requests should clearly show measurable success, commercialization, and statewide impact. The committee then adjourned without any formal votes on legislation.

Transcript Highlights:

• over 100 years they've been providing over 100 years they've been providing programs<00:10:05.480>
• Other impactful programs in the past year in St.
• We broadcast over 1,630 hours last year of Legacy programs in our stations.
• We broadcast over 1,630 hours last year of Legacy programs in our stations.
• We broadcast over 1,630 hours last year of Legacy programs in our stations.

Keywords: 1187, senate, all

Transcript Highlights:

• So briefly problem in K space learning is rooted in what we call experience a learning problem based
• learning involves students working in groups to solve complex problems and case based learning uses detailed
• The topic varies year to year.
• are learned within class.
• In recent years.

Keywords: 999, senate, all

Transcript Highlights:

• So it also follows that eight-year cycle. Eight-year cycle. Okay.
• We have these literacy grant programs, over 600 million over the past several years and we're asking
• We have made a couple of years of investments in all these programs, and at some point, it does take
• In the Universal Meals Program for the budget year 2025-2026, based on serving a projected 933 million
• Regarding meals program costs, we think the administration's current year estimates are reasonable.

Keywords: 988, house, all

Transcript Highlights:

• Letters is a professional learning program that our teachers have really put a lot of time and effort
• In our welding program, students learn the art and science of joining metals.
• Our schools and CTE programs of study are designed to connect with students' learning in the classroom
• Our district had to find $570,000 to fund that program last year.
• Measures with D.A.R.E. that we started up this year and other programs help students understand what