Transcript Highlights:

• </c> from students of St. Francis as well. from students of St. Francis as well.
• There was a student, Rana, who participated on the health education standards development committee as
• There was a student<01:42:33.840><c> Rana</c><01:42:34.400><c> who</c><01:42:34.960><c> participated<
• /c><01:42:35.760><c> on</c><01:42:36.400><c> um</c><01:42:36.560><c> the</c> student Rana who participated
• on um the student Rana who participated on um the health<01:42:37.040><c> education</c><01:42:37.520

Bills: HF751 , HF3550 , HF3764 , HF1490

Committee: House Education Policy

Transcript Highlights:

• His proudest moment was participating in the county contest for his rifle project.
• Speaker, compared to an overall New Mexico student graduation rate of 77%.
• Kyla Navarro, UNM student regent Randy Ko.
• Acknowledge all of the students we have in the room today.
• Welcome students. Students from the Albuquerque Academy. Students from Akka Karate.

Transcript Highlights:

• It's unfair for the students who are going to use that, and we're going to be in a situation where we
• And in turn, we have to return back to all of the people who participated to share that news.
• The next one is arts education programming for our students in pre-K through grade 12.
• The next one is arts education programming for our students in pre-K through grade 12.
• Thank you for the invitation to participate in this hearing.

Committee: House House Committee on Federal Funding, Policy and Accountability

Summary: The hearing focused on the impact of recent federal policy and budget actions on Massachusetts libraries, humanities organizations, arts institutions, and tourism. Testimony from library leaders described the loss or jeopardy of Institute of Museum and Library Services funding, including statewide databases, local grants, staff positions, E-rate/hotspot support, and digital equity programs. Witnesses said the cuts have already forced reductions in services, canceled grants and workshops, and in some cases left schools, students, job seekers, and low-income patrons without access to key resources. Members of the committee asked for lists of affected communities and databases, and several witnesses said they would provide additional written detail. Arts and humanities witnesses said federal terminations from the NEA, NEH, and IMLS have hit organizations across the Commonwealth, including Mass Cultural Council, Mass Humanities, Mass MoCA, and local museums and historical societies. They described canceled or rescinded grants, layoffs, reduced programming, and a chilling effect on future applications and on artistic and scholarly work, especially where federal awards had already been matched with local or private funds. Several speakers also raised concerns about executive-branch DEI conditions attached to funding and about book challenges and book banning, saying these trends threaten intellectual freedom and public access to culture and history. Committee members emphasized the economic importance of the sector and the need to publicize the impacts. Tourism officials from Meet Boston and the Massachusetts Office of Travel and Tourism testified that federal cuts and broader geopolitical and tariff issues are hurting international visitation, especially from Canada and Western Europe, and could affect major upcoming events such as the 2026 World Cup and Sail Boston. They said reduced funding for Brand USA and Discover New England will weaken long-term marketing efforts and international partnerships, with downstream effects on hotel tax revenue, jobs, and workforce recruitment. No votes were taken; the hearing was informational, with members mainly asking questions and requesting follow-up written testimony and data.

Transcript Highlights:

• These pressures are directly diverting resources away from classrooms, student services, and staffing
• These pressures are directly diverting resources away from classrooms, student services, and staffing
• Every additional dollar spent on the SIBTF is a dollar that can't be spent on students.
• without participating in local bargaining sessions.
• They can participate whenever they're able.

Summary: The committee heard extensive testimony on AB 1729, which would update California state telework policy. The author and many unionized state workers argued that telework has improved productivity, reduced emissions and commuting costs, saved the state money on office space, and should be governed by written, evidence-based departmental policies rather than blanket return-to-office mandates. Supporters emphasized flexibility, morale, and the need for transparency through a public dashboard. There was no opposition testimony, and the bill was later moved on a 2-1 vote, with the item placed on call. Members also heard AB 805, which would create a Career Apprenticeship Bridge Program to connect high school career technical education with registered apprenticeships. The author and supporters said the bill implements recommendations from the California Youth Apprenticeship Model report and would expand earn-and-learn pathways, especially for youth facing barriers. The bill passed the committee 3-0 and was placed on call. Two workers’ compensation and labor-relations bills drew sharp opposition. AB 1576 would reform the Subsequent Injury Benefit Trust Fund; supporters said it would reduce litigation and employer assessments, while opponents argued it did not go far enough and preferred the administration’s trailer bill. AB 1582 would make it an unfair labor practice for UC or other higher education employers to disregard arbitration decisions on contracting out; supporters said it would protect arbitration outcomes for service workers, while UC argued it would interfere with bargaining agreements and threaten patient and student services. Both bills were moved on 2-1 votes and placed on call. After quorum was established, the committee also advanced AB 1630, allowing union representatives to invite bargaining-unit members to observe meet-and-confer sessions remotely; AB 2650, a CalSavers cleanup bill to improve retirement savings access and administration; AB 2054, expanding paid family leave eligibility for relatives of military service members on domestic duty; AB 2157, making permanent the Displaced Oil and Gas Workers Fund pilot program; and AB 1838, requiring bidders on local public works projects to disclose recent wage-and-hour violations. AB 1630 and AB 2157 were both placed on call after divided votes, while AB 2650 and AB 2054 passed 2-1 and 3-0 respectively, and AB 1838 was placed on call after a 1-1 vote. The transcript ends as the committee begins AB 2682, which would conform the appeal process for transportation network company driver unionization law.

Transcript Highlights:

• One student that we mentored about eight years ago may have been one of the students that didn't make
• in our student-run restaurant.
• And the fact that it's growing and the students want to participate says a lot.
• </c><01:09:23.359><c> want</c><01:09:23.600><c> to</c><01:09:23.880><c> participate</c> and the students
• want to participate and the students want to participate says<01:09:24.759><c> a</c><01:09:24.920><c

Committee: House Workforce, Labor, and Economic Development Finance and Policy

Transcript Highlights:

• We're increasing the base student allocation by $50.
• President, for your initiative on really helping our students with autism.
• Will those funds that revert back provide additional grants for students?
• who will participate.
• The operating expenses at New College per student are $83,000.

Summary: The Senate took up the 2026-2027 budget package, beginning with an overview of the $115 billion General Appropriations Bill (SB 2500). Appropriations Chair Hooper said the budget reduces overall spending from the prior year, preserves reserves, and includes a 3% pay raise for state employees and 5% raises for law enforcement, firefighters, correctional officers, and park rangers. Committee chairs then highlighted major spending in their areas, including K-12 education, higher education, health and human services, criminal and civil justice, transportation/economic development, and environmental/agricultural programs. Major items discussed included school funding increases, workforce and university investments, Medicaid and child welfare funding, corrections operating deficits, housing and hurricane recovery, Everglades and water quality projects, and state employee compensation. Members asked detailed questions about several budget items. In education, senators discussed teacher salaries, declining enrollment supplements, scholarship funding growth, and charter school capital outlay. In higher education, they asked about Bright Futures, New College funding, and the EASE grant program. In health and human services, senators focused on the iBudget waiver, Medicaid hospital rate reductions, the ADAP HIV drug program, and the use of opioid settlement funds. In criminal justice, questions centered on DOC deficits, inmate health care and food service costs, public defender and state attorney funding, and whether the budget would prevent the need for National Guard support. In environmental and state agency budgets, senators discussed Florida Forever land acquisition, conservation easements, cultural grants, the Emergency Management Trust Fund, and election security funding. After the budget presentations and questions, the Senate substituted House bills for the Senate budget bills and adopted amendments to place Senate language onto the House vehicles for conference. The chamber passed HB 5001, the appropriations bill, by a 36-0 vote and agreed to conference. It also passed the implementing bill, collective bargaining and state employee bills, retirement legislation, fuel tax and SLERS bills, the court trust fund bill, judicial certification bill, K-12 and higher education conforming bills, and other related measures, generally by unanimous votes. Several motions were adopted to request the House to pass the Senate versions or include them in budget conference.

Transcript Highlights:

• </c> are statutoily dedicated to the student are statutoily dedicated to the student financial<00:03:
• </c><00:05:28.080><c> at</c> a tuition equalization for students at a tuition equalization for students
• ,</c> and what that may mean um for students, and what that may mean um for students, especially<00:20
• </c><00:22:59.200><c> can</c> then on the CTE side the students can then on the CTE side the students
• Um we have talked to the students.

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

Transcript Highlights:

• It's not about partisanship, but it is about participation.
• Either way, Missouri students and St. Charles County families will pay the price.
• Because maybe we've adopted some ideology that hasn't been best for our students.
• So you can't have one county and the rest of the county doesn't participate.
• So you can't have one county and the rest of the county doesn't participate.

Committee: House Children and Families

Transcript Highlights:

• This was voluntary for employees to participate in that training.
• When the program first launched, it targeted students with one or more risk factors.
• Tolman: provide students with a bump at the beginning of kindergarten.
• Pre-K works for academic outcomes, especially for low-income students. Quality matters.
• and students spend interacting with each other.

Transcript Highlights:

• . students. students.
• </c> all of their students. all of their students.
• . students. students.
• </c> student well-being. student well-being.
• would be a student &gt;&gt; Home educated student would be a student receiving<02:10:01.040><c> a</c

Committee: Senate Education

Transcript Highlights:

• This amendment creates a new policy so that a student is not considered absent for the time the student
• A student may receive this excused absence only one time during each scheduled election.
• Or just bring, they can bring the student back after the election's over, if the parent chooses.
• Allowing for students to go with their family to see them and be with them when they vote.
• We think that is a great way to encourage civic participation.

Committee: House Special Committee on Intergovernmental Affairs

Transcript Highlights:

• sit here and directly say, but they did participate in the drafting of the bill.
• The answer I could give you is the local law enforcement did participate in the discussion.
• I can't sit here and directly say, but they did participate in the drafting of the bill.
• And so that's... ...it's hard for that person to participate in that role. It just is.
• And so I just choose not to participate in these two bills. So that's why I'm not voting.

Summary: The Senate reconvened, received House communications and committee reports, and then took up several bills and a resolution. Committee reports covered measures on composting, volunteer background checks, campaign finance, the Delaware John Lewis Voting Rights Act, publication of Public Integrity Commission reports, Cheswold’s territorial limits, child support, alcohol and marijuana, salary supplements, certified registered nurse anesthetists, land use, school taxes, and a constitutional elections amendment. House Bill 344 and House Bill 444 were referred to the Senate Finance Committee. The Senate also confirmed the nomination of Christy N. Vitola as Commissioner of the Family Court by a 21-0 vote. The chamber then recognized several fellows and Girls’ State delegates, with tributes to the Legislative Fellows Program and the Communications Fellowship, followed by House Concurrent Resolution 152 honoring the 2026 Delaware Girls’ State participants. The resolution passed unanimously. Senators and guests spoke about the civic value of the program and introduced the Girls’ State leadership team and delegates. On legislation, the Senate passed House Bill 89, creating a dispute-resolution process for home improvement fraud and strengthening consumer protection enforcement; House Bill 381, requiring notice to the Attorney General of computer security breaches; House Substitute 1 for House Bill 407, making technical and penalty updates to the Hazardous Substance Cleanup Act; House Substitute 1 for House Bill 150, limiting civil arrests at courthouses and Industrial Accident Board offices; and House Substitute 2 for House Bill 94, restricting state and local participation in civil immigration enforcement at sensitive locations such as schools, houses of worship, and health care facilities, with emergency exceptions and reporting requirements. The Senate also began consideration of House Substitute 1 for House Bill 368, which would limit use of state and local resources for federal civil immigration enforcement while preserving exceptions for serious offenses and judicial warrants, but the transcript cuts off before final action on that bill.

Transcript Highlights:

• All the young people who participated were given stipends for their participation and their expertise
• But your question is about medical students.
• Number one, medical students, we have a four-year program.
• If you want to expand medical students, that's great.
• ...this new school, and would we look at maybe having more in-state students, students from our tribal

Bills: SB5 , SB6 , SB8

Committee: Senate Senate Health & Public Affairs

Keywords: physician residency, healthcare, rural communities, medical education, appropriation, education, medical school, New Mexico, construction, behavioral health, funding, mental health services, general fund transfer

Transcript Highlights:

• So that's a teacher, students. We're... A curriculum-based format. So that's a teacher, students.
• You know, there are 11 states that require it for students only, 13 require it for both staff and students
• And then my next question would be, do we want students and educators to do it, or do we just want students
• And we generate around 400 participants through that.
• And we generate around 400 participants through that.

Committee: Joint Protection and Victim Services Committee

Transcript Highlights:

• So that's what I tell my students.
• How do you see how much of your content is either student-driven or some level of engagement or participation
• But I know the impact of being a student here and the real world experience you have. ...of being a student
• Thank you for your participation.
• Thank you for your participation.

Summary: The hearing focused on the impact of the federal rescission of Corporation for Public Broadcasting funding on California public media, with Assemblymember Chris Ward and Senator Akilah Weber Pierson framing public media as essential civic infrastructure for education, local news, arts, emergency alerts, and underserved communities. Local officials from San Diego and La Mesa voiced support, emphasizing public media’s role in trusted information, children’s programming, and community arts access. Panelists from PBS SoCal, KCRW, Rebuild Local News, NPR, KPBS, Radio Bilingüe, and KVPR described significant budget losses, layoffs, reduced programming, and threats to rural and specialized services. They highlighted impacts on children’s educational content, local journalism, arts coverage, science and documentary production, and emergency alert systems. Several speakers noted that smaller stations in rural or low-broadband areas are especially vulnerable, while larger stations are also cutting staff and delaying projects. They also discussed possible responses such as shared services, cost reductions, philanthropy, and state support, while warning that one-time bridge funding is not a long-term fix. Committee members asked about operational changes, alternative revenue sources, the role of state programs, and whether public pressure could restore federal funding. Witnesses said the loss is already being felt, that restoration appears unlikely in the near term, and that any state support should be structured to protect editorial independence and provide stable, timely funding. The hearing concluded with a shift to labor and production testimony and then to station-specific testimony from KPBS, Radio Bilingüe, and KVPR, followed by public comment.

Transcript Highlights:

• And in that sense, tragically, what happened to a student or students at Concord-Carlisle and the response
• and all types of students.
• on these issues and to craft local policies that protect Jewish students and all types of students.
• attack and harass students based on their identity.
• All right, it's cool. persuasion is I really participate folks participating in this process.

Summary: The Special Commission on Combating Antisemitism met to review and discuss draft preliminary recommendations, with the co-chairs explaining that the draft had been released publicly and that the meeting was intended for open discussion and edits rather than a final vote. They emphasized the urgency of addressing antisemitism in Massachusetts, especially in K-12 schools, while noting that the recommendations are preliminary, may be revised, and will be supplemented by further testimony and a final report later. Several members also referenced recent allegations and incidents in local schools as examples of why the commission’s work is needed. Commissioners broadly supported the draft but proposed numerous refinements. Common themes included clarifying the distinction between antisemitic incidents and hate crimes; strengthening reporting systems and privacy protections; adding clearer guidance from DESE and the Attorney General on First Amendment issues, curriculum, and investigations; expanding Holocaust and genocide education; and improving professional development for educators, school committees, and administrators. Several members urged better links to mental health and victim services, more support for the Genocide Education Trust, and stronger language on bystander training, digital literacy, and the role of school committees in addressing bias. There was also discussion of how to frame antisemitism as a distinct form of hate, how to address antisemitism related to Israel and Zionism without restricting legitimate political speech, and how to avoid unfunded mandates for school districts and municipalities. Some commissioners suggested adding timeframes, a centralized reporting or investigative mechanism, and more explicit model policies for schools. The meeting ended with the chairs thanking participants and the public for their input, and the commission then moved to adjourn.

Transcript Highlights:

• to underrepresented students, and charged the work group with defining what underrepresented students
• to underrepresented students, and charged the work group with defining what underrepresented students
• But these are also your underrepresented minority students. These are your LGBTQ students.
• These are your homeless students.
• But these are also your underrepresented minority students. These are your LGBTQ students.

Summary: The subcommittee met with a quorum, approved the minutes, and welcomed new members before taking up Council on Postsecondary Education regulations 13 KAR 2:120 and 13 KAR 2:130. The regulations, as amended by staff and agency amendments, update public university and KCTCS performance funding models to conform to 2024 Senate Bill 191 and the performance funding work group’s recommendations. Changes discussed included replacing the underrepresented minority metric with an underrepresented students metric defined as first-generation students, adding an adult learner metric, increasing the low-income degree premium, adjusting small-school and nonresident credit-hour weights, revising data aging and progression metrics, and adding STEM+H criteria in 13 KAR 2:120. Travis Pal of the Council on Postsecondary Education explained that the changes reflect the work group’s three-year review process and that the work group ultimately voted to define underrepresented students as first-generation students and to apply half-weighting between research and comprehensive universities for the new metric. Michael Frasier of the Kentucky Student Rights Coalition and Eastern Kentucky University student government opposed 13 KAR 2:120, arguing that the regulation improperly applies weights where the statute does not clearly authorize them and that the funding changes disadvantage comprehensive universities and vulnerable students. He asked the committee to find the regulation deficient or, alternatively, recommend legislative clarification and a revised fiscal analysis. Pal responded that weighting has been part of the model since 2017, that CPE was following the statute and work group recommendations, and that the model could be changed by future legislation. Members asked about the timing of the broader performance funding review, and Pal said the full model is reviewed every three years, with the next work group cycle beginning in 2026. No motion to find the regulation deficient was made, and the committee allowed the regulations to proceed to the committee of jurisdiction. The committee then approved a staff amendment to Teachers’ Retirement System regulations 102 KAR 1:195 and 102 KAR 1:340, which require annual reporting of accumulated sick leave, leave policies, and salary schedules to TRS and make technical changes to the final average salary calculation and related definitions.

Transcript Highlights:

• </c> students been in and the sixth student students been in and the sixth student doesn't<00:20:44.320
• They can deny the student new students."
• </c> that student. that student.
• But the goal is to allow those students who are already participating in open enrollment to continue
• to participate and stay with their cohort, stay with the students they're working with.

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• Crisis Lifeline be printed on student ID cards.
• It ensures every student has a lifeline in their hands, literally.
• Not every student feels comfortable asking an adult for help, but a phone number on the back of a student
• We teach our students how to prepare for fire drills and lockdowns.
• IDs for grade 6 through 12 and IDs for college students.

Committee: Joint Joint Committee on Mental Health, Substance Use and Recovery

Summary: The Joint Committee on Mental Health, Substance Use and Recovery opened its first public hearing of the 2025–26 session with remarks from the Senate and House chairs outlining the committee’s priorities. They noted recent work on addiction and recovery legislation, the ongoing youth behavioral health crisis, and that members might need to leave periodically for floor votes. The chairs explained hearing procedures, including three-minute testimony limits, written testimony deadlines, and reporting deadlines for Senate and House bills. The hearing then focused on several bills related to youth mental health, overdose prevention, and psychedelic treatment research. A major portion of the hearing centered on bills to improve youth crisis response and overdose prevention. Testimony strongly supported bills to print the 988 Suicide and Crisis Lifeline on student ID cards, with speakers from mental health organizations, crisis centers, and individuals sharing personal stories of depression, suicide attempts, and the importance of making 988 as familiar as 911. Another set of bills would require schools to stock naloxone and provide overdose prevention education. Physicians, harm reduction advocates, students, and grieving family members testified that school-based Narcan access and education could save lives, reduce stigma, and help students recognize overdoses and understand Good Samaritan protections. Senator O’Connor and Tamika Perry also testified for a bill to strengthen substance use prevention education and reduce overdose abandonment, emphasizing the need to teach students about overdose risks and the legal protections for calling 911. The committee also heard testimony on a bill to authorize a pilot program for psychedelic treatment in licensed facilities. Senator Friedman and several medical and behavioral health professionals argued the proposal was a narrow, research-based approach distinct from the broader ballot question rejected in 2024. They said the bill would allow only a small number of supervised clinics to use psychedelics for conditions such as depression, PTSD, anxiety, and substance use disorders, with data reporting and Department of Public Health oversight. Supporters described it as a cautious way to study promising treatments while avoiding unsupervised or commercialized use. Finally, the committee heard support for a bill to create a special commission and five-year strategic plan for children’s behavioral health services, with testimony that the current system is fragmented, difficult for families to navigate, and strained by workforce and funding challenges. No votes or final actions were taken during the hearing; the committee primarily received testimony and questions on the bills.

Transcript Highlights:

• We're increasing the base student allocation by $50.
• Where students get the appropriate community-type support that they need.
• President, for your initiative on really helping our students with autism.
• who will participate.
• , and that the operating expense at New College per student is $83,000.

Summary: The Senate took up the 2026-2027 budget and related implementing bills. Appropriations Chair Hooper presented a $115 billion General Appropriations Bill, saying it reduces overall spending from the prior year, preserves reserves, and includes a 3% raise for state employees and 5% raises for state law enforcement, firefighters, correctional officers, and park rangers. Committee chairs then outlined major budget areas, including K-12 education, higher education, health and human services, criminal and civil justice, transportation/tourism/economic development, and environmental/agricultural agencies. Highlights included increased funding for school safety, teacher and scholarship funding, workforce education, Medicaid and kid care, corrections operations, judgeships, affordable housing, hurricane recovery, Everglades and water quality projects, and arts and cultural grants. Members asked detailed questions about several items. Senators discussed the Emergency Management Trust Fund, cultural arts grant allocations, Florida Forever land acquisition versus conservation easements, teacher salary support, charter school capital outlay funding, Bright Futures and EASE funding, New College funding, DOC deficits and inmate health care/food service costs, the ADAP HIV drug program, Medicaid reductions for non-critical access hospitals, and the use of opioid settlement and COVID relief funds. Chairs explained that some apparent reductions reflected shifts below the line or reclassification, that the ADAP appropriation would only cover about six months, and that some vacant positions were being removed as part of a right-sizing effort. Questions also covered lottery staffing, concealed weapons permit processing, elections security funding, and arts grant selection and proviso language. The Senate then substituted House bills for the Senate budget and implementing measures, amended them into the Senate posture, and passed them. HB 5001 (the appropriations bill), HB 503 (implementing bill), HB 5201 (collective bargaining), and HB 5205 (retirement) all passed 36-0 and were sent to conference. Other budget-related bills also passed, including SB 2506 on fuel taxes, SB 2508 on the state agency law enforcement radio system surcharge, SB 2510 on court trust funds, SB 2512 creating 13 circuit and 12 county judgeships, SB 2514 on K-12 education, SB 2516 on higher education, and SB 2518 on health. Most of these passed unanimously, with the Senate requesting the House either pass the Senate versions or include them in budget conference.