Transcript Highlights:

• ><c> that</c><00:32:56.919><c> school</c> trajectory of that school trajectory of that school and<00:
• While we got involved in this, the Charleston school system had a school, and the name of the school
• While we got involved in this, the Charleston school system had a school, and the name of the school
• While we got involved in this, the Charleston school system had a school, and the name of the school
• </c><00:56:10.839><c> of</c> school of improvement or School of school of improvement or School of interv

Keywords: 958, all

Summary: The Primary and Secondary Education Committee met and first considered Senate Concurrent Resolution 43, a proposal tied to the Southern Regional Education Board’s crisis recovery network. Senator West and Dr. Puit explained that, for an additional $10,000 in dues, Kentucky would help create a network of 40 trained counselors in each of the 16 Southern states to provide post-crisis stabilization and psychological first aid after events such as the Marshall County shooting. They emphasized that the effort would be complementary to local and state response, would run through the school district, would not replace therapeutic services, and would allow districts to coordinate parent notifications and other protocols as usual. Members asked about parent involvement and whether pastoral counselors could participate; the presenters said local districts would remain in charge and that pastors could be included if properly credentialed. The committee then voted, and SCR 43 passed with the expression of opinion that it should pass. The committee next took up Senate Bill 207, the School of Innovation Act, with a committee substitute. Senator West described the bill as creating an optional path for districts to contract with an outside education service provider for a three-year school-of-innovation model, aimed at turning around low-performing schools or supporting other schools that want to innovate. He said the model would preserve core district functions such as transportation, facilities, and SEEK funding, while allowing waivers from certain statutes and regulations inside the school building. The committee substitute also added a high-quality instructional materials component, creating a vendor-supported repository of vetted instructional materials that KDE would still control, with testing data used to evaluate whether the materials were improving outcomes. Members questioned how the proposal differed from existing district-of-innovation law and what safeguards would exist for students. Senator West said the bill would repeal the unused district-of-innovation framework and replace it with a clearer process and guardrails, including KDE oversight, attendance rules, and authority to shut down a school arrangement for financial malfeasance. He also said the model could work with local partners, including superintendents’ associations, and could be used by magnet or other schools, not only low-performing ones. The discussion also touched on whether the bill would allow more flexibility in choosing third-party providers and whether it could support longer-term recovery and even philanthropy in schools. The transcript ends during the discussion of SB 207, with no final vote shown in the excerpt.

Transcript Highlights:

• </c> education schools. No private schools. education schools. No private schools.
• </c> Gatherings before school, after school.
• </c> a school? a school?
• </c> school as well. school as well.
• 02.640><c> school,</c><01:06:03.119><c> and</c> have before school, after school, and have before school

Bills: HB0159

Committee: Senate Education

Keywords: student rights, free expression, K-12 education, speech protection, religious views, political speech, 916, all

Transcript Highlights:

• Uh, one school from schools from Kona.
• School.
• School.
• School.
• School.

Keywords: 912, senate, all

Transcript Highlights:

• and rural school districts, sometimes border communities may have smaller schools.
• school district would make during that time. ...that school board and the decisions that that school
• Many urban schools have school resource officers on them.
• eight school districts, three charter schools, and 6,750 students.
• other school district.

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• Now, I can't tell you, with 47 schools, 1,200 students is like a school.
• I don't care if you're a public school, private school, home school—if you're receiving state dollars
• I don't care if you're a public school, private school, home school, if you're receiving state dollars
• school?
• That charter school for the student coming back to public school.

Summary: The Pre-K through 12 Budget Subcommittee met to review how Florida’s Education Finance Program (FEFP) works, receive an update from the Department of Education on the October 2024 FTE survey and third FEFP calculation, and hear from three county superintendents about forecasting enrollment and reconciling scholarship students. The chair explained that FEFP is funded by both state and local dollars, is recalculated multiple times during the year, and is now closely tied to school choice policy. Department staff said the third calculation was still being rerun but should be completed soon, and described the forecasting process as collaborative among districts, DOE, and the Education Estimating Conference. Superintendents from Polk, St. Lucie, and Hendry counties said enrollment shifts, especially students moving to Family Empowerment Scholarships, homeschooling, or private schools, make budgeting and staffing difficult. They said districts often must hold back funds to protect against midyear losses, which affects collective bargaining, staffing, transportation, and classroom organization. Several members raised concerns about duplicate counting, transparency, and whether students receiving scholarship funds can also remain in district classrooms. DOE said districts can access scholarship information through a secure portal and that scholarship funding organizations are paid quarterly, with a new process requiring certification and possible future payment adjustments to reduce duplication. The superintendents urged better real-time tracking of students through a statewide ID or student information system and suggested scholarship students should be funded separately from district FEFP calculations. Members also discussed whether more frequent or daily attendance-based calculations would improve accuracy, though some warned that daily attendance could create new problems for high-poverty districts. The committee also briefly discussed categoricals, including mental health and ESE funding, with DOE saying it evaluates programs through studies, reporting requirements, and legislative direction. No votes were taken; the meeting ended with a motion to rise and adjourn.

Transcript Highlights:

• or charter school.
• and school counselors.
• schools.
• For the 25-26 school year, three employers. financial impact on a school district.
• schools.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• </c> when they go to a charter school? when they go to a charter school?
• Charter school. We never should have built that school in Mills.
• </c> school they're in. school they're in.
• An example is when the UW Lab<00:41:32.040><c> School</c> Lab School Lab School was<00:41:33.720><c>
• </c> money for that school. money for that school.

Keywords: 916, all

Summary: The Select Committee on School Facilities met to satisfy its quarterly statutory requirement and to discuss interim priorities. Staff from LSO reviewed the committee’s duties: monitoring K-12 school facilities statewide, prioritizing needs for the interim, and preparing a budget request due by November 1. They also noted the ongoing litigation related to the Chapter 3, Section 8 exception process and said the committee would move forward with securing a consultant to study that issue, as previously authorized by Management Council. A major topic was school funding formulas, especially how average daily membership (ADM) affects routine and major maintenance funding and how excess square footage is treated. Members revisited an earlier proposal to fund 135% of allowable square footage, which did not advance this session, and discussed whether some schools should instead be funded at a minimum percentage of their actual square footage. Staff explained that some districts have buildings larger than their formula allowance, and that the issue is complicated by older buildings, pools, and other unique facilities. They also noted that recent changes to the major maintenance multiplier increased funding and that some districts are still not fully covered by the formulas. Safety and security funding was another focus. The State Construction Department reported that $10 million was appropriated this year for safety and security upgrades, with some funds expected to go toward vestibules, bollards, and design work, and the rest through a district application process. Officials said the last comprehensive safety assessment was done more than 10 years ago and suggested a new consultant-led study to update priorities, since technology and building conditions have changed. Members also discussed the role of school resource officers and whether the committee should continue leading this work rather than handing it off to the recalibration committee. The committee also examined declining enrollment and excess capacity across the state, citing examples such as Newcastle, Shoshoni, Casper, Campbell County, and Fremont County. Officials said some districts are right-sizing by taking schools offline, while others cannot easily reduce capacity because the buildings are essential to the community. Charter school leasing was raised as a related concern, including the Mills charter school and the fact that the state pays lease costs based on ADM and allowable square footage. No formal votes were taken, but the committee agreed to continue studying these issues, likely including site visits and further data requests during the interim.

Transcript Highlights:

• </c> school or certain accredited schools school or certain accredited schools with<03:04:43.040><c>
• with that my school is in an old school. with that my school is in an old school.
• </c> schools right now, new charter schools. schools right now, new charter schools.
• </c><04:02:57.760><c> have</c> school law, it says charter schools have school law, it says charter schools
• </c> schools, not public charter schools. schools, not public charter schools.

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• district's population where the schools what school schools are however we would note that this would
• school site.
• middle school year.
• middle school year.
• schools.

Summary: The committee heard opening public comment and then took up several K-12 budget items in the Governor’s January proposal. On LCFF and necessary small schools, the Department of Finance described a 2.41% COLA, a roughly $2.2 billion increase for districts and charters, and a $30.7 million ongoing augmentation to raise necessary small schools funding by 20%. The LAO supported funding the COLA and said the small schools proposal had merit, but questioned the 20% figure and warned about a sharp funding cliff around the enrollment thresholds. Members and witnesses repeatedly raised declining enrollment, attendance, and the need to align funding with outcomes and local cost pressures. The chair and several members also asked whether consolidation, shared administration, or alternative formulas could better address small district costs, and the issue was left open for further discussion. The panel then discussed special education equalization. Finance proposed $509 million ongoing Proposition 98 funding to raise the statewide special education base rate to $999 per ADA, which would fully equalize SELPA base rates; the LAO said the same target could likely be reached with less money under current assumptions. CDE strongly supported equalization as an equity issue and said about 15% of students are identified with disabilities, with identification rising by roughly 20,000 to 25,000 students per year. Members raised concerns about staffing shortages, high caseloads, and the need to use any additional funds for inclusive practices, alternative diploma pathways, and the extraordinary cost pool. The committee also discussed whether the budget language should reflect the $509 million amount or the $999 rate, and the item was held open. For the Learning Recovery Emergency Block Grant, Finance proposed restoring $757.3 million one-time to complete the program, while the LAO recommended approval because learning loss remains unresolved and districts have generally used the funds for tutoring, supplemental instruction, and other academic supports. CDE explained that LEAs must revisit their needs assessments and that many districts are using the funds alongside other support systems, but members pressed for clearer accountability and better data on how much money actually goes to tutoring or other direct services. The committee then reviewed the Student Support and Professional Development Discretionary Block Grant, with Finance proposing $2.8 billion one-time and the LAO saying discretionary funding can help districts address local priorities but should be paired with fiscal oversight and possibly more targeted priorities. Members split between supporting flexibility for local needs and worrying that the grant could be used to cover ongoing structural deficits without clear evidence of student-outcome gains; the issue was also held open. Finally, the committee heard a high-level overview of school facilities funding under Proposition 2, with Finance proposing to continue $1.5 billion in bond spending in 2026-27. OPSC said that at the current pace all Prop 2 K-12 funds would likely be exhausted around 2029-30, and that demand is shifting toward modernization as enrollment declines in many areas. Members asked about school closures, reuse of unused sites, and the new small school district facilities program, which OPSC said is moving toward proposed regulations and would begin accepting modernization applications in November 2026 and new construction applications in January 2027. The committee also briefly noted community college facilities funding and asked for more information later in the process.

Transcript Highlights:

• social workers, school counselors, and school psychologists.
• school counselors and social workers school counselors and school school school psychologists<00:19:
• [witness | Sydney Paris] A school counselor, a middle school counselor, and a high school counselor are
• > School</c> school School social workers School school School social workers School nurses<01:02:57.440
• coun 1600 school over 1,500 School coun 1600 school counselors<01:06:18.240><c> that</c><01:06:18.400

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• could support the other schools.
• </c> but you can support the other schools. but you can support the other schools.
• </c> about it at the high school level. about it at the high school level.
• So if the school paid them, let's say for travel to get to from that private school to the school that
• </c> school money to go there versus another. school money to go there versus another.

Bills: SF0014 , SF0053

Committee: House Education

Keywords: literacy, education, reading assessment, intervention program, public school funding, department of education, amateur status, high school athletics, student eligibility, sports regulation, monetary compensation, 916, all

Transcript Highlights:

• School nurses are members of the school attendance teams.
• </c> school. Um, so it's really impacting us. school.
• a school school counselor and I've been a school counselor<01:15:44.640><c> for</c><01:15:44.800><c>
• our school social workers, school counselors, and school nurses do.
• our school social workers, school counselors, and school nurses do.

Committee: House Education Finance

Keywords: 1183, house

Transcript Highlights:

• Chair, members, we have two middle schools: New Hobbs Middle School and Heiser Middle School.
• Both of these schools are very similar; they're prototype schools.
• schools.
• I'm just curious to see what these schools look like, not this particular school, but schools in general
• Typically, we fund schools or look at schools within the top 100.

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• Community school and be teaching at a community school for 14 years.
• I've always heard in my days on the school board that people love their local school, but other schools
• I've always heard in my days on the school board that people love their local school, but other schools
• They love their local schools.
• As our schools, our public schools are becoming daycares for mentally troubled kids.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• school district.
• But secondarily because it seems to think the charter schools are not public schools, and charter schools
• charter schools are public schools using public dollars.
• The school voucher scam, the private school voucher scam, robbing funds.
• If a school district...

Summary: The Senate convened with prayer, the Pledge of Allegiance, and an electronic roll call showing 24 members present and six excused. After approving the journal, the body recessed for a performance marking America’s 250th birthday, then returned for introductions and recognitions, including Hispanic Leadership Institute Day at the Capitol, Children’s Health Day advocates, guests of members, and the doctor of the day. The Senate also handled routine calendar items, including gubernatorial nominations and bill referrals, and appointed Senator Shope to temporarily serve as vice chair of the Finance Committee for the day. The main floor action was on SCR 1032, a measure relating to school district budgets and classroom spending. The bill, as amended, would require larger school districts to spend at least 60% of operational spending on direct instructional expenses, with a step-in penalty reducing classroom site fund allocations for continued noncompliance. Senator Hoffman explained the amendment as a moderated version that exempted certain rural/smaller districts and phased in penalties over several years; supporters argued it would ensure more money reaches classrooms and teachers. Opponents, including Senators Epstein, Miranda, Kuby, and others, argued it would micromanage local school districts, ignore important non-classroom costs such as nurses, transportation, counselors, and librarians, and unfairly target district schools while excluding charter schools. The Senate adopted the committee and floor amendments and then passed SCR 1032 on third reading by a vote of 16-12, with 2 not voting, sending it to the House. The Senate also considered SB 1071 concerning the Arizona Rangers. Supporters said the bill was not a full repeal but would create external oversight, improve background checks, and increase accountability and training transparency. Some members said they expected the House to further amend the measure. SB 1071 passed on third reading by a vote of 17-11, with 2 not voting, and was transmitted to the House. The session concluded with caucus and committee announcements, a recognition of World Down Syndrome Day advocates, an invitation to SRP Day at the Capitol, and adjournment until the next day.

Transcript Highlights:

• </c> if you stole their school administrator. if you stole their school administrator.
• Does the sending school also have to be an open enrollment school? No.
• The open enrollment school is the receiving school. This legislation clarifies that.
• </c> keeps public dollars in public schools. keeps public dollars in public schools.
• schools otherwise don't.

Committee: Senate Education Finance

Keywords: 1191, senate, all

Transcript Highlights:

• These included 14% of districts and 7% of elementary schools, 13% of middle schools, and 8% of high schools
• </c> to the school environment. to the school environment.
• in many schools.
• . schools. schools.
• School.

Keywords: 958, all

Summary: The Education Assessment and Accountability Review Subcommittee received an Office of Education Accountability presentation on student discipline data in Kentucky schools for the 2024 school year. OEA said the study used Safe Schools data, educator and student surveys, site visits to 12 schools, and principal surveys. The report found that about 1 in 10 schools have major behavior-related challenges and up to one-third have at least moderate challenges, with the most common concerns varying by level: high schools cited vapes, cell phone misuse, apathy, and tardiness; middle schools cited apathy, vapes, and cell phone misuse; and elementary schools reported more extreme classroom behaviors such as throwing objects, overturning furniture, and screaming. OEA also noted that 14% of students had at least one behavior event in 2024, but repeated events were rare, and event rates alone do not reliably measure the severity of behavior problems in a school or district. The presentation emphasized that many disciplinary consequences do not align consistently with statutes or local expectations. OEA said law violations made up 19% of more than 250,000 recorded behavior events, while most were board violations, and that some serious incidents resulted in minimal consequences. The report highlighted concerns about weapons, threats, and assaults: only 9.2% of weapon events led to expulsion or alternative placement, few threats resulted in those outcomes, and fewer than 10% of assaults led to expulsion or alternative placement, including some first-degree assaults. OEA also said the Safe Schools data do not identify victims, limiting analysis of assaults on staff or students, and recommended clearer statutory definitions and better data reporting. A major theme was the difficulty schools face in addressing chronic disruption and severe behavior while complying with federal protections for students with disabilities. OEA said principals reported the biggest challenges were federal limits on disciplinary removals and a lack of alternative placement options. The report described variation among districts in how they implement federal requirements, with some administrators discouraging alternative placements or avoiding discipline because of perceived legal risks. Site visits found that many schools lacked chronic-disruption policies, and teachers often reported frustration with minimal consequences and repeated classroom removals. OEA recommended that KDE collect more information from educators, identify promising practices for alternative instructional settings, and develop clearer guidance and training. In discussion, committee members said the findings showed reporting gaps and resource strains, and OEA staff clarified that some underreporting reflects local discretion, while law violations should still be reported.

Transcript Highlights:

• Now, this also includes charter schools now public schools including tribal contract schools um to help
• ><c> schools</c><00:02:00.079><c> including</c> schools now public schools including schools now public
• look</c><00:22:46.159><c> at</c> open to schools that schools can look at open to schools that schools
• Phelps School, Catholic school.
• Um, I'm Phelps School, Catholic school.

Keywords: 1183, house

Transcript Highlights:

• School safety.
• Community schools. Thank you for your support with community schools.
• after-school programs.
• Chairman, it has come up about school security funding for school security.
• schools.

Keywords: 996, all

Transcript Highlights:

• </c> school district? school district?
• school be a charter school, every public school be a charter school, then<01:37:00.239><c> all</c><01
• . school. school.
• schools in their school district.
• </c> school spending, more school spending. school spending, more school spending.

Committee: House Education Policy and Administration

Keywords: 1189, house, all