Transcript Highlights:

• There were two middle school teachers in Battleground that lived in community with homeschool families
• There were two middle school teachers in Battleground that lived in community with homeschool families
• There were two middle school teachers in battleground that lived in community with homeschool families
• We have a comprehensive middle school, a comprehensive high school, and then a learning option school
• And then as they develop toward middle school, we're really thinking more about AI literacy, with the

Committee: Senate Early Learning & K-12 Education

Summary: The committee first received an overview of Washington’s Alternative Learning Experience (ALE) programs from OSPI. Staff explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional school setting, and that it can take the form of online, site-based, or remote courses. OSPI said ALE is still basic education, with the same student rights and district responsibilities as other public school programs, and that the agency provides technical assistance, annual reporting review, and program reviews. Members asked for more detailed statewide data on demographics, outcomes, and post-graduation tracking, which OSPI said it would follow up on. Representatives from several ALE programs then described their models and student populations. Washington Virtual Academies, Columbia Virtual Academy, Pearl, and River Home Link each said they serve students through different combinations of online, remote, or site-based learning, with families choosing these programs for reasons such as medical needs, athletics, travel, homeschooling preferences, religious or political concerns, bullying, or the need for more individualized instruction. The presenters emphasized that they provide certificated teachers, special education and multilingual services, assessments, clubs, field trips, and other supports, while also noting funding and capacity limits. Senators asked about for-profit versus district-run structures, transportation, meals, early learning, CTE access, vaccination requirements, and how students socialize and transition to high school. Several presenters said they would provide follow-up information on demographics, language access, and funding details. The committee then shifted to an update on artificial intelligence in schools. OSPI described its AI guidance, which centers on human input, AI output, and human evaluation, and said it has issued practical documents for classroom use and ethics, revised standards to emphasize critical thinking, digital literacy, media literacy, and data literacy, and supported statewide professional development. OSPI also highlighted an AI innovation summit, educator training courses, and new AI-related course codes and equivalency frameworks. District presenters from Quincy and Peninsula described local AI integration efforts, including board policies, classroom guidance, teacher professional learning, custom support tools, and career-connected programs such as drone certification. They stressed that AI should be introduced in a human-centered way and asked for state support for innovation, equity, workforce partnerships, and clear governance standards.

Transcript Highlights:

• Last year, I was a seventh grader in a public middle school in San Jose.
• Ayelet Aron mother of four from Cupertino School District in Fairmont High School.
• I have three kids in the public schools, Moreland School District and Campbell Union High School District
• favor of the school board.
• School boards ultimately are in charge of what happens in the school district.

Committee: House Education

Transcript Highlights:

• program, with our out-of-school time programs, both on-site and then at our local schools.
• We are currently in the middle of hosting our 32nd Governor's School at North Dakota State University
• I go to Cheyenne High School. I'm also a 2026 Governor's School scholar.
• Was it from the schools? Was it... ...where you got that response from? Was it from the schools?
• And like I said, it's already available in middle school and high schools through areyouready.ndi.gov

Committee: Joint Higher Education Institutions Committee

Summary: The Higher Education Institutions Committee met at NDSU and heard an extensive presentation from President David Cook/President Stewart and NDSU leadership on the university’s priorities, including enrollment, student success, research growth, and use of New Horizons funding. Leaders emphasized NDSU’s land-grant mission, its role in workforce development, and its goal of becoming more distinctive through strategic planning, recruitment and retention, commercialization, and partnerships. They highlighted that NDSU awarded 2,370 degrees in 2025, produces a large share of the state’s engineering, nursing, and agriculture graduates, and reported strong outcomes for graduates staying and working in North Dakota. They also noted enrollment headwinds, competition from other institutions, and the need to manage tuition waivers more carefully through a scholarship optimization effort. Provost Sherry Vale outlined academic stewardship efforts, including review or consolidation of low-producing programs, strategic hiring tied to institutional priorities, faculty workload policy changes, and expanded online and regional offerings. She said the university is using New Horizons dollars to strengthen advising, student support, and programs in engineering, agriculture, and health. NDSU leaders also described new or expanded academic offerings such as robotics and automation, artificial intelligence, material science and engineering, nuclear engineering certificates, accelerated nursing, nurse practitioner certificates, a Master of Health Administration, and a clinical research master’s program with Sanford Health. They stressed that these investments are intended to improve student completion, meet workforce needs, and increase return on public investment. The committee also heard testimony from students and recent graduates who described the value of NDSU’s education, mentorship, internships, research opportunities, and support services. Alyssa Hodges spoke about pharmacy education, public health work, and campus support as a parent and student; Ethan Blessy described engineering coursework, internships with Marvin, and career preparation; and Aiden Freolic discussed neuroscience research, federally funded projects, and plans for graduate study. Their testimony was followed by presentations on partnerships with Gateway to Science for K-12 STEM outreach and with Sanford Research on biomedical research, clinical trials, obesity research, and a joint biostatistics hire. NDSU also highlighted systemwide shared services, Governor’s School programming, and research growth, including a reported 8% increase in research expenditures from $199 million to $215 million. No bill votes were taken; the meeting was informational and featured presentations, testimony, and discussion of future planning and partnerships.

Transcript Highlights:

• school high school and beyond.
• And I also assist all of our middle and high schools with transition planning.
• school teacher.
• So I have 15 school districts.
• That school is attending that school.

Transcript Highlights:

• school.
• Clearly, what we're seeing here is that even though students are learning, once they get to middle school
• and high school.
• and school districts.
• You see student proficiencies increase when you get to that secondary space, middle school and high school

Committee: Senate Senate Finance

Transcript Highlights:

• And then they have to be tutored or mentored by middle school or high school instructors.
• This amendment requires school districts and charter schools to adopt policies that prohibit a school
• principal who is a former high school athlete or high school coach.
• and high school.
• dollars to teach calculus to Hispanic and black students in middle school and I just wonder how this

Summary: The subcommittee first heard HB 461, which would allow registered or preregistered students to volunteer at polling locations to earn community service hours, including on weekends. The sponsor and several supporters, including the Duval County Supervisor of Elections and League of Women Voters representatives, said the bill would promote civic education and give students firsthand experience with elections. After brief questions and overwhelmingly supportive testimony, the committee voted unanimously to report HB 461 favorably. The committee then took up HB 1071, an omnibus education bill described by the sponsor as reinforcing parental rights, student safety, early learning accountability, and oversight of scholarship and instructional programs. Members adopted eight amendments, including provisions on charter school discipline during improvement plans, child care and attendance accountability, medically accurate embryologic/fetal development materials, school space calculations, reading notifications, law enforcement access to campuses and canine units, lab school admissions criteria, and the composition of the FHSAA advisory council. Debate and testimony focused heavily on the bill’s provisions restricting DEI- and activism-related spending, the fetal development video requirement, and the law enforcement amendment; supporters framed the bill as promoting merit, safety, and parental rights, while opponents warned about vague definitions, censorship, and potential impacts on students and school programs. Public testimony on HB 1071 was extensive and sharply divided. Supporters included organizations such as Florida Voice for the Unborn, the Christian Family Coalition, and various individuals who backed the fetal development instruction and limits on DEI-related spending. Opponents included Planned Parenthood Florida Action, the Southern Poverty Law Center, Equality Florida, the ACLU of Florida, the Florida Education Association, teachers, parents, and students, who argued the bill was too broad, could chill instruction and student activities, and could introduce ideological content into health education. The transcript ends during closing debate on the amended bill, before a final vote is shown.

Transcript Highlights:

• Drivers at schools take place at public schools.
• When I was in high school, I took my driver's ed at my high school.
• Over on the middle left part of your page is a map of District 1.
• There's a middle school, so we're adding sidewalks and multi-use paths.
• Page 13: continues our local government with our school bus route, our school district cooperative agreements

Transcript Highlights:

• , and they're... ...focus areas of the Food Policy Forum in the middle of this diagram right here.
• Farm to School Program, Summer Meal Program, things like that.
• At no cost to schools, that federal funding is no longer available. But the program still exists.
• technical assistance, resources, and training so schools and other institutions have access to best
• As you know in our committee, any time our electronics go off in the middle of testimony, you owe the

Summary: The House Agriculture and Natural Resources Committee opened its 2026 session with committee housekeeping, member introductions, and a reminder that schedules are set a week in advance and amendments must be submitted by the prior day’s deadlines. Chair Reeves emphasized solution-oriented, collaborative, and respectful participation, then outlined that the committee would focus on three interim reports relevant to its work this session: municipal water efficiency, ecosystem services, and food policy. The first presentation, from the William D. Ruckelshaus Center and WSU, reviewed Washington’s municipal water efficiency statute and regulation. Presenters said interviewees largely agreed on the need for better data collection, more technical assistance for smaller systems, and more state funding for both agency staffing and water system infrastructure. Most opposed shifting oversight of the conservation program from the Department of Health to Ecology, and the report recommended keeping oversight at DOH while improving collaboration across agencies and tribes. The presenters also urged broader statewide water planning, more consistent reporting using the AWWA water audit method instead of leakage percentage, re-evaluating the 500-connection threshold, and addressing outdoor water use, rebates, reuse, and public education. Members asked about creating a new office for water oversight, but the presenters said that idea was generally viewed as too costly and impractical under current budget conditions. DNR then presented its 2025 ecosystem services work group report. The department described ecosystem services markets it studied, including regulatory and voluntary forest carbon, avoided wildfire emissions, and water leasing, with lower potential identified for blue carbon, biodiversity, and water quality markets. DNR said about 15,000 acres of state forest land may have carbon-market potential, but emphasized that the analysis was broad and not project-specific, so the report recommends pilots, continued market monitoring, use of third-party developers, and clarification of authority through House Bill 2170. Committee members asked about economic feasibility, timber tradeoffs, and how success would be defined, and DNR said those questions would be better addressed in future, more detailed project-level work. The final presentation covered the Food Policy Forum’s 2025 report to the legislature. Speakers described broad consensus recommendations on food security, local foods in schools, farm-to-food-bank programs, a state farm bill, commercial access, and food system infrastructure. They highlighted pressures on agriculture from development, flooding, drought, water shortages, and the need to preserve farmland and support farmers, food banks, and local procurement systems. The committee chair thanked the presenters and noted that several related bills and policy proposals would be heard later in session. No votes were taken; the meeting concluded after the presentations and brief member questions.

Transcript Highlights:

• And within our umbrella, we have three medical schools, seven schools of nursing, a pharmacy school,
• Next year, in the 2026-27 school year, they'll all be required to offer it at high school and middle
• school.
• I want to thank Jesuit High School, St. Thomas More High School, St. John Catholic High School, St.
• school.

Committee: House Education

Summary: The committee heard several higher education and K-12 bills centered on TOPS, school accountability, and curriculum alignment. It first welcomed University of Louisiana at Lafayette’s new president, Ramesh Kuluru, who spoke about student success, workforce alignment, and the university’s financial recovery. The committee then adopted amendments and reported HR 17 favorably, directing a study of TOPS return on investment with the Board of Regents, Louisiana Works, LED, and the Blanco Public Policy Center. Testimony from business and policy groups supported the study as a way to assess whether state financial aid is producing workforce and retention outcomes. Members then considered HB 385 by Rep. Bamberg, which would require repayment of TOPS awards under certain circumstances when students lose eligibility, with exemptions for hardship and a pathway into LCTCS or career-technical programs. The bill drew strong debate over whether merit scholarships should ever be repaid; opponents argued TOPS is earned for the semester and should only be lost going forward, while supporters emphasized taxpayer accountability. After amendments, the committee narrowly approved the bill by roll call vote, with Chair Schlegel casting the deciding yes to report it favorably as amended. The committee also unanimously reported HB 1058 favorably, which requires the Board of Regents to maintain a uniform data system for state financial assistance; independent colleges and business groups supported the measure as a way to improve accountability and analysis. The committee next heard HB 406 by Speaker Pro Tem Johnson, which asks the Department of Education to study the feasibility of moving oversight of interscholastic athletics to a more accountable model after a legislative study found widespread complaints about the private LHSAA’s transparency and consistency. Supporters said the bill is a cautious step toward reform and a possible 2028–2029 transition, while an LHSAA representative defended current audits and governance and opposed the premise of the bill. Despite objections, the committee reported HB 406 favorably. It then heard HB 787 by Rep. McMakin, as substituted, which would exempt non-public high school students from the TOPS computer science requirement; BESE and the Department of Education opposed the bill, saying it would separate diploma and TOPS requirements and create scheduling confusion, while Catholic school representatives said the requirement conflicts with their theology curriculum. McMakin asked to defer the bill for two weeks. Finally, the committee unanimously reported HB 1059 favorably, which aligns TOPS math requirements with BESE’s integrated math pathways, and began hearing HB 1021 by Rep. Egan on repayment of certain TOPS awards, though the transcript cuts off before that bill was completed.

Transcript Highlights:

• Seventy-five percent of schools in Massachusetts rely on school nurses, teachers, students, ... 35% of
• Driscoll, Bridgewater Middle School water filtration. Question comes on the opposite amendment.
• This fear has filtered down to our schools, where many kids are not going to school every day.
• Many kids are not going to school every day, parents are not going to work, athletic school programs
• This particular amendment is aimed at the middle school and making sure that the folks that work there

Summary: The Senate considered a supplemental appropriations bill and a series of amendments focused on education, health, transportation, and tax administration. Senator Kennedy spoke in support of increasing funding for DTA caseworkers to improve SNAP access and reduce errors, citing food insecurity and staffing shortages, but then withdrew the amendment by unanimous consent. Senator O’Connor’s amendment providing $500,000 for Free Period to supply menstrual products in public schools was adopted, as was Senator Miranda’s $1 million METCO transportation and student support amendment. Senator Collins withdrew an amendment to extend paid family and medical leave and unemployment insurance to graduate student workers. Other adopted amendments included funding for Bridgewater Middle School water filtration, Randolph High School restroom improvements, Uffum’s Corner Health Center, and NeighborHealth’s student pharmacy technician program. Several amendments were debated and rejected after standing votes. Senator Tarr proposed oversight and reporting requirements for the Group Insurance Commission and the MBTA deficiency fund, as well as a 90-day notice requirement for tax-code decoupling with major fiscal impacts; all were opposed and not adopted. Senator Rodrigues and Senator Crighton argued that the GIC and MBTA already have oversight mechanisms and need flexibility, while Tarr argued the measures would improve transparency and fiscal discipline. Senator DiDomenico withdrew a Chapter 70 education funding amendment after speaking about declining enrollment, school funding losses, and the need to protect gateway city districts; he also used the opportunity to reaffirm support for gender-affirming care funding. Senators Collins and others echoed concerns about school funding inequities and the need for future action. The Senate also adopted a motion to adjourn in memory of Arthur H. Tobin, a former Quincy mayor, state representative, state senator, and longtime clerk magistrate of Quincy District Court, with a detailed tribute to his public service and military record. After all amendments were resolved, the Senate substituted the new draft, ordered the bill to a third reading, and then passed House No. 5280 to be engrossed by a roll call vote of 35-4. The chamber then agreed to adjourn until the following Monday at 11 a.m., with the clerk directed not to print a calendar.

Transcript Highlights:

• and middle school behavioral health needs.
• Or the middle school students, and those middle school students give presentations to their peers and
• Partnerships between the schools and school districts and healthcare systems.
• When I see that local middle school, high school, and undergrad students have more opportunities to serve
• Back, uh, school on wheels, a non-traditional high school.

Committee: House Legislative Health & Human Services Committee

Transcript Highlights:

• of stable, much-needed, good-paying middle-class jobs.
• of stable, much-needed, good-paying middle-class jobs.
• They are developing a strong middle class.
• We also actively support local schools, We also actively support local schools, youth athletics, charities
• As a result, everything kind of comes into the middle of the community.

Bills: SB22 , SB310

Committee: Senate Senate Conservation

Summary: The committee first heard Senate Bill 22, which would allow certain motor vehicle manufacturers, including electric vehicle companies, to be licensed as dealers in New Mexico and sell/service directly to consumers. Supporters, including the sponsor’s office, Taxation and Revenue, Rivian, and clean-energy advocates, argued the bill would expand consumer choice, lower prices, improve EV access and service in-state, and bring new investment and jobs without eliminating existing franchise dealers. Opponents, including auto dealer associations, chambers of commerce, and franchise owners, argued the measure would weaken the franchise system, harm local businesses and jobs, reduce community reinvestment, and could disadvantage rural and tribal communities. After questions about trade-ins, tribal land sales, tax effects, and economic impacts, the committee voted to table SB 22 by a vote of 7-2. The committee then took up Senate Bill 310, which appropriates $1.1 million to the New Mexico Environment Department for planning, design, and construction improvements to the Mora mutual domestic water system. Supporters described aging water and wastewater infrastructure, an AOC related to discharge into the Mora River, flood and fire impacts, and heavy-metal contamination concerns in private wells. They said the project is part of a larger effort to address inflow and infiltration, improve treatment capacity, and protect public health, with additional funding already sought through the Clean Water State Revolving Loan Fund and the Water Trust Board. Some senators questioned whether the request should instead go through existing water funding programs and raised concerns about piecemeal financing and the Environment Department’s role, but others supported the need for the project. The committee approved SB 310 on a 5-3 due-pass vote.

Transcript Highlights:

• Another mom told me that her kids attend a Title I school and they get enough to eat because of school
• High-poverty schools, about half the schools in the U.S., have greater educational needs. special needs
• to eat because of school get enough to eat because of school breakfast<00:08:09.039><c> and</c><00:08
• , Yash Triathy from Broadrun High School, Niger Sha and ... schools who participated in this schools
• High School.

Bills: HR1048 , HR242 , HB1534

Keywords: House resolution, committee assignment, standing committee, House Committee on Science, Space, and Technology, committee membership, committee seniority, Mr. Menefee, Mr. Riley of New York, House organization, congressional procedure, internal rules, legislative administration, Energy Conservation, Energy Standards, Department of Energy, Higher Education Act, Foreign Contracts, rules resolution, House Rules Committee, Congressional Review Act

Transcript Highlights:

• </c> would in the school. would in the school.
• My dad was my middle school principal.
• My dad was my middle school parents.
• My dad was my middle school principal.<01:40:59.040><c> There</c><01:40:59.199><c> were</c><01:40:59.440
• > largely</c> to schools, but schools were largely to schools, but schools were largely unaware<02:08

Transcript Highlights:

• So we're going to start in the middle.
• I am a working mom of three amazing children, two of whom are in college and one in middle school.
• The school routinely suspended him.
• The other factor is that she was a white girl in an all-white, middle-class elementary school that was
• school.

Committee: Joint Joint Committee on Education

Summary: The Joint Committee on Education held its sixth public hearing and took testimony on a large slate of bills, with the chair moving H. 542/S. 341 on family, friend, and neighbor (FFN) child care to the top of the agenda so young constituents would not have to wait. Witnesses from labor, community organizations, and FFN providers strongly supported the bill, saying FFN care fills critical gaps for families working nonstandard hours, especially in low-income, immigrant, and BIPOC communities. Testimony emphasized that FFN providers are currently underpaid, often receive only about $24 per child per day, and should be guaranteed at least the state minimum wage. Witnesses also backed changes to the voucher system to allow families to combine formal and FFN care more flexibly, and they supported creating an FFN advisory council. Committee members asked about the difference between FFN and center-based care, registration requirements, fingerprinting/background checks, EEC’s ongoing study group, and the fiscal impact; witnesses said the current annual cost is about $1.8 million and could rise to about $6 million if all current FFN providers were paid minimum wage, still under 1% of the EEC budget. The committee then closed testimony on that bill. The committee next heard testimony on several preschool and universal pre-K bills, including H. 707 on public preschool facilities, H. 687/S. 339 on universal pre-K and mixed delivery, and related bills such as H. 606, H. 523, H. 618, H. 522, H. 510, and H. 615, many of which were later closed without additional witnesses. A Lowell school official testified that space and facilities funding are major barriers to expanding preschool and that the city has hundreds of children on voucher waitlists. Other witnesses and organizations, including the Early Care and Education Consortium and AFT Massachusetts, supported mixed-delivery universal pre-K and warned that public-school expansion should not undermine community-based providers, whose preschool tuition helps subsidize infant and toddler care. Several witnesses also urged stronger standards for preschool teachers, better staffing ratios, and more integrated special education and support services. The committee accepted written testimony on some bills and closed testimony on the others when no one else came forward. A major portion of the hearing focused on H. 541/S. 373, which would ban school exclusion in pre-K through third grade. Advocates from Massachusetts Advocates for Children, Mass Appleseed, Citizens for Juvenile Justice, AFT Massachusetts, and the Mental Health Legal Advisors Committee argued that suspensions and expulsions at young ages harm learning, worsen inequities, and contribute to the school-to-prison pipeline. They cited data showing disproportionate impacts on Black and Latinx students, students with disabilities, and low-income children, and described personal stories of children whose behavior improved when schools kept them in class and addressed underlying needs. Committee members asked for updated data on the number of students and districts affected, and witnesses said they would provide more detailed written information. After testimony on this and a few other bills, including S. 372, S. 357, and H. 275/S. 133, the committee closed testimony and adjourned.

Transcript Highlights:

• and that I'm continuing that work at the middle school.
• that work at the middle school.
• I'm the principal at Kearsarge Regional Middle School.
• happy in middle schools.
• </c> school for I'm happy in middle schools. school for I'm happy in middle schools.

Summary: The meeting focused on school governance and a proposed shift in responsibilities related to SAU consolidation, with committee members first discussing how school board members and other local officials would be selected for future testimony. The main presentation came from the New Hampshire Association of School Principals, whose executive director Brady Belair and several principals argued that mandatory statewide administrative consolidation should be approached cautiously and that any consolidation should be voluntary and locally driven. They said anticipated savings may not materialize, citing possible higher personnel, transportation, and technology costs, and warned that forcing changes could create disruption without improving student outcomes. Principals testified that their jobs are already broad and demanding, centered on instructional leadership, student safety, staff supervision, family communication, and day-to-day crisis response. Kathleen Murphy of Amherst described working 60 to 70 hours a week and said principals spend substantial time coaching teachers, handling student issues, and supporting school climate; she said adding more administrative duties would compromise student learning and teacher growth. Adam Osborne of Bow Memorial School similarly described principals as daily problem-solvers who set school-level direction and create conditions for schools to thrive. The witnesses also emphasized that principals, superintendents, school boards, and business administrators have different training and responsibilities, and that specialized tasks such as special education compliance, FERPA/HIPAA issues, and labor matters require appropriate expertise. Committee members questioned the witnesses about overlap between superintendent and principal duties, the completeness of statutory responsibility lists, and whether some functions such as curriculum, discipline, hiring, and evaluation are shared. The principals acknowledged some overlap and collaboration, but said superintendents typically handle broader system-level, legal, and central-office responsibilities while principals focus on building-level leadership and teacher support. One member raised the earlier expectation that districts might move to a principal-plus-business-manager model, but the witnesses said that model did not develop as expected and that district structures vary widely. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• This context requires great collaboration across multiple entities, including middle and high schools
• I have a middle schooler.
• Regarding the intentionality and focus, as I said, I'm beginning to get into this as a middle school
• a school offers dual credit?
• a school offers dual credit?

Bills: SB6209 , SB6217 , SB6227 , SB6235

Committee: Senate Higher Education & Workforce Development

Keywords: financial aid, higher education, private institutions, student awards, affordability, Washington college grant, postsecondary education, nondegree programs, educational access, data collection, parenting students, education, support services, academic performance, college athletics, private equity, sovereign wealth funds, student athletes, financial agreements

Transcript Highlights:

• Public media is essential civic infrastructure, much like libraries and schools.
• I'm a student at Lake Washington High School. Thank you for listening to my testimony today.
• If you're going to put a building in the middle of it, look at the hazard map.
• If you're going to put a building in the middle of it, look at the hazard map.
• If you're going to put a building in the middle of it, look at the hazard map.

Bills: HB2579

Committee: House Technology, Economic Development, & Veterans

Keywords: public media, digital equity, funding, media access, communication technology

Transcript Highlights:

• You'll hear about individuals that say we do gun training at middle schools, in high schools, and college
• You'll hear about individuals that say we do gun training at middle schools, in high schools, and college
• We may realize that we need to do a better job with middle school, where we're dropping the ball there
• She set fire to a school dorm because the school took her gun away.
• When the Bible was in the school, when the Bible was in the school... ...in the schools, bring the Bible

Bills: SB156

Committee: Assembly Government Affairs

Transcript Highlights:

• and have them then flow into our school and have them then flow into our post-secary<00:09:23.680><c
• </c><00:09:42.800><c> Uh</c><00:09:43.120><c> this</c> within the public school system.
• Uh this within the public school system.
• </c><00:09:45.200><c> startup</c> can help uh reduce the school startup can help uh reduce the school
• </c> in be able to to produce missing middle in be able to to produce missing middle housing,<00:23:55.039

Summary: The committee first heard a presentation from Northern Kentucky building industry representatives Brian Miller and Matt Mains on housing affordability and construction workforce issues. They argued that regulatory and code requirements add significant cost to new homes, citing an estimate of nearly $94,000 per home nationally and $15,000 to $20,000 per home in Boone County over the past decade. They recommended reforms to building code adoption, architectural design mandates, permit fees and delays, and setback/land dedication rules, saying these changes could reduce costs by $25,000 to $35,000 per home without affecting public safety. They also discussed workforce training efforts through the Enzwe Building Institute, dual-credit programs, apprenticeship incentives, and workforce grants, saying these efforts have helped hold wage growth below regional trends and improve housing affordability. Committee members asked about the breakdown of regulatory costs, the effect of energy codes, and ways to speed up permitting. The presenters said the costs were roughly split among federal, state, and local requirements, with local regulations adding about $25,000 to $35,000 and some energy-code changes adding about $19,000 per home. They said faster plan review, coordination with the Kentucky Division of Water, and addressing municipal staffing shortages could cut 30 to 45 days from approvals. Members also discussed the difficulty of building starter homes under about $350,000 and the need for more missing-middle housing, with the presenters saying such homes are hard to produce without sacrificing quality. The committee then took up Representative Kim Moer and Dr. Dale Bertram’s discussion of marriage and family therapist licensing and healthcare workforce data reporting. They explained that the bill would allow Kentucky to recognize out-of-state marriage and family therapists who meet licensure requirements, have no disciplinary history, and have passed the national exam, in order to reduce barriers and address provider shortages, especially in rural areas. They also described a separate workforce data reporting section that would require licensure boards to collect consistent information on where licensees practice and whether they are actively seeing patients, including through telehealth, so the state can better understand its healthcare workforce. Members supported the portability idea, noted that some qualified applicants are currently working in Indiana instead of Kentucky, and asked whether the data collection could be handled administratively; the sponsors said the bill would create consistency across boards. The committee also briefly discussed occupational board updates and the need for stronger communication between legislators and licensing boards, including architecture licensure issues and efforts to recruit more professionals.