Transcript Highlights:

• or the special education program or the special education<00:53:27.520> students education students
• student in Hawaii. student in Hawaii.
• student in Hawaii. student in Hawaii.
• <01:51:07.480> wise for our students as far as program wise for our students as far as program
• students or you have students working in students or you have students working in the<02:31:39.520

Bills: HB1890, HB1888, HB1676

Keywords: teacher pay, teacher salaries, salary step increase, annual increment, longevity step, public school teachers, public charter school teachers, collective bargaining, Hawaii Department of Education, teacher retention, teacher recruitment, cost of living, educator compensation, public employee bargaining, appropriation, salary schedule, school staffing, teacher shortage, HB1888, Hawaii

Summary: The committees heard three measures, beginning with HB 1890 HD3, which would provide automatic step increases and a COVID-era retention bonus for teachers. Supporters included HSTA, the Democratic Party’s Education Caucus, and a student who said higher pay and predictable salary growth would help retain teachers in Hawaii. The Department of Education supported the intent but asked that the bill be expanded to cover all department employees. The Attorney General’s office said the draft needed clarification to avoid conflict with Chapter 89 and to make clear any funding was subject to legislative appropriation. The Office of the Public Defender and B&F testified in opposition, and committee members questioned whether the step increases were already in the current contract and whether the bill was needed. HSTA said the current contract includes automatic step increases subject to funding, but argued the bill was still needed because funding is not guaranteed and the measure would codify the policy. HSTA also said the COVID bonus would apply only to active teachers who worked during the pandemic and estimated the total cost at roughly $150 million to $200 million over four years. No vote was taken in the portion provided. The committee then took up HB 1888 HD3, which would require DOE and charter schools to report harassment incidents and strengthen penalties for harassment of educational workers from a petty misdemeanor to a misdemeanor. DOE supported the bill and suggested narrowing language about assisting workers with temporary restraining orders, saying that function would be better handled through the Attorney General’s pilot program. The Office of the Public Defender opposed the bill, arguing the harassment language was overly broad, vague, and potentially unconstitutional, and that existing assault and terroristic threatening statutes already protect educational workers. HSTA, the State Commission on the Status of Women, and several individual testifiers supported the measure, describing increased intimidation and harassment of teachers and other school staff, especially since COVID. The Special Education Advisory Council opposed the bill’s language on “disrupting and interfering” with school functions, saying it could chill parents of students with IEPs from advocating for their children. Testimony was split, with the chair noting 20 in support and 16 in opposition in the portion shown. A final witness, Michelle Pestana, testified in opposition based on her family’s experience with special education services, describing alleged seclusion and restraint of her daughter and expressing concern that DOE testimony in prior hearings had targeted special education parents. Her remarks were cut off as time expired. The transcript ends before any committee action or vote on HB 1888 was taken.

Transcript Highlights:

• They deliver vital education programs for students.
• They deliver vital education programs for students, oftentimes some of our most vulnerable young people
• Our independent study program, grounded in academic rigor and personal support, helps students succeed
• Department of Education supports low-income students through the Title I funding program and the Individuals
• with Disabilities Education Act funding program, which funds services for students with disabilities

Summary: The Assembly Education Committee met without a quorum for much of the hearing and heard several bills out of order. SB 249 by Senator Umberg would move county board of education elections from the primary to the statewide general election. Supporters, including the League of Women Voters and many educators, argued the change would increase turnout and make the electorate more representative. The Orange County Board of Education opposed the bill, saying it would increase costs, reduce local control, and bury education races on crowded general-election ballots. The chair and members discussed turnout, cost, and representation, but the bill was held pending a quorum. Senator Grove presented SB 373, which adds safeguards for California students placed in out-of-state non-public schools through IEPs. The bill would require more robust LEA and CDE oversight, including annual site visits, student interviews, quarterly contact, stronger certification standards, and restrictions on prone, supine, and mechanical restraints. Testimony from a survivor of an out-of-state placement and from advocates emphasized abuse, neglect, and the need for stronger monitoring. There was broad support and no opposition testimony, but the measure was also held pending a quorum. Senator Ashby presented SB 568, the epinephrine in schools modernization act, to clarify and expand requirements for stocked epinephrine so they clearly apply to all public schools, including preschool programs. School nurses and medical experts said the bill would close gaps created by universal preschool and ensure life-saving treatment is available for anaphylaxis. The committee discussed dosing and implementation, and the bill was supported without opposition testimony. The committee also heard SB 414, the Charter School Accountability Act, which would strengthen fiscal oversight, audit standards, and transparency for charter schools and authorizers. Supporters said it responds to fraud and audit findings while preserving charter flexibility; opponents, including school employees and teachers, said it did not go far enough on authorizer accountability and small-district oversight. After discussion, the committee voted 7-0 to pass SB 414 as amended to Appropriations. The committee also briefly heard SB 743 by Senator Cortese, which would create an equalization reserve account to provide additional funding to underfunded school districts and reduce funding inequities tied to ZIP code. The author said the bill would support student achievement and teacher retention over time. The transcript cuts off before testimony or action on SB 743 was completed.

Transcript Highlights:

• So in 2019 the legislature established a grant program to provide individual student loan debt repayment
• Since then, this grant program has been successful in bringing student loan repayments current and preventing
• program to provide individual student program to provide individual student loan<00:01:52.399>
• For student loan funding, this is specifically for student loan repayment counseling.
• For student loan funding, this is specifically for student loan repayment counseling.

Keywords: 1187, senate, all

Transcript Highlights:

• And then finally early learnings pro early Learning Programs Estimating Conference address is 2 programs
• school or other virtual programs.
• The FTC program that program allows businesses that are taxpayers in Florida and beverage and corporate
• for district Fte students.
• the pep program when when when we opened that up, I've I've heard hypotheticals of of students who are

Transcript Highlights:

• “Enrollment cap means the total number of students that may be enrolled in the EFA program in a given
• that may be enrolled in the FA students that may be enrolled in the FA program<00:26:36.080> in
• that may be enrolled in the EFA students that may be enrolled in the EFA program<00:26:54.960> in
• wanted to be double clear that students already in the program will be automatically able to stay in
• um you know and whether or not program um you know and whether or not students<00:42:38.240> are<

Keywords: 928, house, all

Summary: The committee held a work session on SB 145, which would require sexual assault evidence kits to be delivered to the state forensic lab within seven business days and analyzed more promptly. Pamela Kyle of the New Hampshire Coalition Against Domestic and Sexual Violence said the bill was developed after survivor concerns and extensive discussions with the Departments of Safety and Justice. She explained that most agencies already deliver kits quickly, but some kits sit for months, and the bill is intended to add structure without penalties while preserving chain of custody. Members discussed the use of common carriers or courier services for transport, the need for clear rules, and whether carriers would know what they were transporting. Representative Papovich offered amendment 2025-2301H to remove the reimbursement program for police shipping costs, arguing it would add administrative overhead and was unnecessary. The amendment was adopted on a roll call vote, and the committee then voted OTPA on SB 145 as amended, with members voting yes on the roll call. The committee then opened a work session on SB 295, and the sponsor presented a replace-all amendment intended to simplify and clarify the Education Freedom Account bill without changing its purpose. The amendment would remove income-cap language, define priority enrollment groups, establish an enrollment cap for the EFA program, and create rolling enrollment rules. It would set a 10,000-student cap for the 2025-2026 school year, allow the cap to increase by 25% if enrollment exceeds 90% of the prior cap, and ensure current participants can remain enrolled. The amendment also provides that certain sections would later be repealed once the Department of Education certifies that applications have not exceeded the cap for two consecutive school years. The sponsor walked through the amendment section by section, explaining that the bill is structured in two phases: one while caps exist and another after they are no longer needed.

Transcript Highlights:

• You'll see some key items here, including programs and funds to support at-risk students, which were
• Native American students, English learners, students with disabilities, and low-income students.
• populations are spent on programs for these students.
• Our Native American students, and to talk about the actual programs that are supporting those students
• disabilities, Latino students, and Black students.

Transcript Highlights:

• students who spend more time in the general classroom or center-based programming students who spend
• students who spend more time in the general classroom or center-based programming students who spend
• students who spend more time in the general classroom or center-based programming students who spend
• students who spend more time in the general classroom or center-based programming students who spend
• students who spend more time in the general classroom or center-based programming students who spend

Keywords: 1183, house

Transcript Highlights:

• and the Virginia Fresh Match program.
• required participating institutions to establish a student meal credit sharing program, so students
• option that allows our schools to opt into this program and then serve free meals to all students in
• important to those students.
• Because summer meals programs... ...time of the year, how we start talking about summer meals programs

Keywords: Virginia Commission to End Hunger, 976, house, all

Transcript Highlights:

• students to and encouraging them to consider programs they might not otherwise have considered. of a
• students.
• Paul students. Thank you. St. Paul students. Thank you.
• And by having a strong undergraduate program, it brings those students through, gets them involved in
• And by having a strong undergraduate program, it brings those students through, gets them involved in

Keywords: 1183, house

Transcript Highlights:

• For student financial aid and tuition assistance programs, the budget funds work...
• For student financial aid and tuition assistance programs, the budget funds workload changes for Bright
• and Disabled Veterans Program, and the Effective Access to Student Education, or EASE, Grant Program
• Really, my goal is to make sure that the programs that we are turning out at UWF and the students we’
• Far more students should be in career colleges relative to four-year bachelor's programs.

Summary: The committee first took up a confirmation for UCF trustee reappointment candidate Mr. Christie, who described his long service on the board, his UCF business-school background, and his focus on strengthening UCF’s financial foundation, workforce alignment, and engineering and technology programs. Members praised his service and asked about UCF’s future direction, including its role in Florida’s space and engineering sectors. He was allowed to leave early for a meeting with the governor. The committee then heard the Higher Education Appropriations budget presentation for fiscal year 2025-26. The chair outlined a proposed $11.5 billion higher education budget emphasizing workforce education, Florida College System operations, career and technical education, the GATE program, nursing education through the Florida Center for Nursing, UF/IFAS agriculture technology, tutoring, autism and neurodevelopment services, student financial aid, and $250 million for state universities through the Board of Governors. Senator Davis asked about line grant flexibility, and the chair said a conforming bill would address details. The committee adopted a motion allowing technical corrections and then adopted the budget proposal as a recommendation to the full Appropriations Committee. The remainder of the meeting focused on confirmations for university boards, especially the University of West Florida, where several nominees were questioned about Title IX compliance, free speech, workforce readiness, military/veteran ties, and prior statements about privatization and higher education. Rebecca Matthews, Rachel Moyah, Ashley Ross, and Adam Kessel each described their backgrounds and goals for UWF; Kessel faced extensive questioning about his past writings on privatization, the GI Bill, and speech suppression, and said he would not recommend privatizing Florida universities and supported veterans’ education benefits. Public testimony on UWF was largely opposed, with speakers arguing the nominees lacked local ties and warning the slate would harm the university and community. The committee also heard from FAMU reappointment nominee Judge Belvin Perry, who emphasized student success, workforce quality, and FAMU’s continued rise, and from UCF nominee Mark Philburn and FSU nominee Peter Jones, both of whom highlighted their professional experience and commitment to student success and prudent stewardship. The meeting extended its time to 6:30 p.m. to continue hearing nominees and public testimony.

Transcript Highlights:

• We they fit his program or her program.
• students won't be able to go and take advantage of the CTE program.
• of more students going to the<00:25:52.480> CTE<00:25:53.200> program.
• student, perhaps even a lot of students. student, perhaps even a lot of students.
• The statute requires programs, policies, and procedures, and so there's no student data that's collected

Keywords: 1189, house, all

Transcript Highlights:

• It revises and removes prioritization of students because they take all students and do not have prioritization
• within the program.
• My name is Tizarra Fields, and I'm a third-year student at FSU College of Law and a proud student advocate
• , and student-led initiatives.
• budget so that school readiness program providers who meet minimum program assessment composite scores

Summary: The Appropriations Committee on Pre-K-12 Education met and considered a wide range of education-related bills, with most measures receiving favorable reports. Early in the meeting, the committee approved CS/SB 754 on International Baccalaureate bonus funding, CS/SB 1122 on Florida Virtual School updates, and CS/SB 430 requiring public schools to adopt cardiac emergency response plans, train students and staff in CPR/AED use, and maintain accessible AEDs. Testimony on the cardiac bill came from the American Heart Association and the Florida chapter of the American College of Cardiology in support, and the chair noted a survey suggesting many districts already have AEDs in schools. The committee also approved CS/SB 1528 on educational opportunities for military children, which expands coordination and training under the interstate compact, and CS/SB 364, which would move the Council on the Social Status of Black Men and Boys from the Department of Legal Affairs to Florida Memorial University for research and administrative support. The committee then adopted amendments and favorably reported CS/SB 1590 on educator preparation, which modernizes teacher standards and certification pathways, including updates to FEAPs, a revised teacher exam, and an alternative certification program. The SPLC testified in opposition to part of the bill, arguing that language on historical instruction and systemic racism was contradictory and could limit accurate teaching of history. The committee also approved CS/SB 1702 on education, incorporating a wireless-device-in-schools pilot and other education provisions, with support from the Florida Charter School Alliance and others. CS/SB 444 on human trafficking awareness was amended to require no-cost training for school employees and charter schools; FSU law students testified in support, emphasizing the need for school personnel to recognize trafficking indicators. The committee also approved CS/SB 650 on hazardous walking conditions, expanding transportation eligibility for students walking near limited-access facilities, though members noted the bill carried an indeterminate fiscal impact and no dedicated funding. Later, the committee favorably reported CS/SB 1102 on school readiness, which expands how disabilities can be identified for early learning services and ties additional funding to training on early identification of delays. It also approved SB 1382 on access to school readiness programs for economically disadvantaged households, revising eligibility and priority tiers to use state median income rather than federal poverty level and refining the waitlist and forecasting process. Several members recorded votes on bills they had missed during the meeting, and the committee adjourned after reporting all of the above measures favorably.

Transcript Highlights:

• The program is open to eligible 8th through 12th grade students and begins annually in the fall when
• It's just an awesome program.
• students and so many ideas. students and so many ideas.
• not every student um, may get to access. not every student um, may get to access.
• ,<00:05:01.303> [music] Youth and Government Program, [music] Youth and Government Program

Keywords: 919, house, all

Summary: The transcript is a promotional overview of Minnesota Youth and Government, a four-day mock state government conference held each January at the Minnesota State Capitol Complex and the Hilton in downtown Minneapolis. It explains that eligible 8th through 12th grade students from Minnesota and western Wisconsin participate through school or community delegations, which meet during the year to prepare for the conference. Participants described the program as a hands-on way to learn how state government works and to build skills in public speaking, debate, leadership, scheduling, and interviewing. High school students can take on roles such as legislators, judges, attorneys, lobbyists, media representatives, or cabinet members, while eighth graders participate in a leadership corps that samples multiple program areas. Several speakers emphasized the value of meeting students from different schools and states, hearing new perspectives, and gaining access to spaces like the House Chamber. The transcript includes personal testimonials from students and program alumni about making friends, gaining confidence, and learning from committee and floor debates. One speaker noted a committee discussion on curriculum that brought in views from teachers, students, and families. A representative from Shakopee said the district has one of the largest delegations, with over 150 students involved, and praised the program as a way to prepare future leaders. No formal legislative votes or actions were taken, since this was an informational segment about the youth program.

Transcript Highlights:

• program... ...in part of an instructional program, and I can see a logic to make that argument in many
• So to go back to the way it was with that old formula, it's a program that was already in place, program
• That gives all of our students a place to belong and make sure... ...students a place to belong and make
• Um, I think all of our students or most of our students and activities have found a place to belong no
• We need all of our students to...

Keywords: 916, all

Transcript Highlights:

• The primary reasons are the grade that the student received and the applicability to the degree program
• So sometimes students are taking more hours than can apply to the degree program they're transferring
• The primary reasons are the grade that the student received and the applicability to the degree program
• matter across different popular subject matter and degree programs, so that a student knows if they take
• I think we need to do more in terms of getting the word out to students that this program is available

Summary: The Senate Committee on Education K-16 heard two bills. SB 2847, by Senator Hagenbuch, would give Texas public four-year universities the same option community colleges already have to seek approval from the Higher Education Coordinating Board for core curricula of fewer than 42 semester credit hours. Hagenbuch said the bill is intended to add flexibility, support career-focused programs, and help students finish degrees faster. There was no public testimony, and the bill was left pending. The committee then heard SB 3039, by Senator West, which addresses transferability and credit loss for students moving from community colleges to four-year institutions. West said the bill responds to ongoing problems with rejected transfer credits and seeks better data, study, and recommendations from the Coordinating Board. Deputy Commissioner Sarah Keaton testified that transfer remains a major policy issue, that reporting requirements from SB 25 have improved data collection, and that the main reasons credits do not transfer are grades and degree applicability. She also described the Texas Direct degree program and field-of-study curricula designed to transfer as blocks. Members discussed the cost of lost credits, the need for better communication to students, and concerns that some institutions still reject credits or require duplicate coursework. No public witnesses signed up on SB 3039, and it was left pending subject to the call of the chair. A quorum was later established, the agenda was completed, and the committee recessed subject to the call of the chair.

Transcript Highlights:

• That program is focused on getting more and more students who are in high school to come into health
• Also, Madam Chair, we definitely don't want foreign students in this program.
• We absolutely embrace that program, which is intended to create opportunities for New Mexico students
• New Mexican students, but for infant In particular, our BAMD program is only available for New Mexican
• I'm not talking about that program, but in general, if you have students in your program, Where can they

Transcript Highlights:

• Uh there are students there. A school. Uh there are students there.
• Ten percent of those students are students with disabilities, and all of our students take the same assessments
• Um, some of the purpose of the program is to obviously, um, introduce our students to the early college
• Um, some of the purpose of the program is to obviously, um, introduce our students to the early college
• Um, some of the purpose of the program is to obviously, um, introduce our students to the early college

Keywords: 958, all

Summary: The Interim Joint Budget Review Subcommittee on Education met with a quorum, approved the August 20, 2025 minutes, and then heard a discussion tied to Constitution Day and Kentucky’s constitutional duty to provide an efficient system of common schools. Chairman James Tipton reviewed the history of Kentucky’s model laboratory schools, postsecondary academy programs such as Gatton and Craft, magnet schools, virtual learning, and computer science opportunities, arguing that Kentucky has long expanded educational opportunity through different school models. He described model schools and academy programs as hybrid or innovative approaches that serve specialized student needs and noted that some of these programs receive state appropriations and, in some cases, tuition. Senator Steve West then gave a retrospective on school choice in Kentucky, beginning with the 2017 charter school law and explaining that Kentucky’s charter framework was designed as public-only to comply with the state constitution. He said charter schools have remained largely dormant in Kentucky and used that as context for Senate Bill 207, the School Innovation Act, which he said was modeled on a South Carolina approach. Under SB 207, a local school board can contract with a third-party entity to manage an existing school, receive SEEK funding, and seek waivers from certain state regulations in order to innovate, while retaining limits on items such as school safety and attendance rules. Members asked about how the new model differs from charter schools, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the bill is intended to keep the school within the public system, with the local district initiating the process and maintaining accountability through a time-limited contract that can be ended if the school fails to perform. They emphasized that the school would serve the existing student population rather than select students, and that teachers would remain district employees with their pensions and related contributions unchanged. Representative Brown raised concerns that exceptions and charters could leave lower-income children behind, while West responded that the bill is meant to expand choice for families who otherwise lack access and cited examples from other states where outside management and parental involvement helped turn around low-performing schools. No additional votes or formal actions were taken beyond approving the minutes.

Transcript Highlights:

• That's why nearly seven out of 10 students rely on our residential program.
• rely on our residential students rely on our residential program. program. program.
• more students to and encouraging them to consider programs they might not have otherwise considered.
• more students to and encouraging them to consider programs they might not have otherwise considered.
• more students to and encouraging them to consider programs they might not have otherwise considered.

Keywords: 1187, senate, all

Transcript Highlights:

• students.
• instructor-led drop-off programs.
• And it's important not just for the students that are benefiting from it, but also for other students
• who's an A student, right?
• who are C students.

Summary: The Student Academic Success Subcommittee met with a quorum and considered two bills. The first, PCS for HB 1565, would expand permitted purchases under the Personalized Education Program scholarship to include digital devices, clarify statutory terms, and distinguish between parent-directed part-time programs and full-time instructor-led programs. Rep. Hinson questioned oversight and misuse safeguards, while the sponsor said existing statutory and SFO oversight already applies. Public testimony included support from the James Madison Institute, and the bill was reported favorably by a 12-1 vote. The committee then heard PCS for HB 1483, the SCORE Act, which would gradually align Florida’s school grading scale with the familiar A-F scale used for students over a 10-year transition. The sponsor argued that current school grades are inflated and confusing to parents, and said the bill would also expand early support identification from pre-K through 8th grade. Members raised concerns about the impact on public and charter schools, low-income communities, teacher workload, resources, property values, and whether the bill should be paired with funding and professional development. Public testimony included an ESE teacher asking about funding and class size, one opponent from Orange County teachers, and a proponent from Florida Citizens Alliance. After extensive debate, the committee voted 12-5 to report PCS for HB 1483 favorably. Supporters said the bill would improve transparency and accountability for parents and create pressure to raise standards, while opponents warned it could sharply increase lower-rated schools without sufficient resources and could mislead the public about school performance during the transition.

Transcript Highlights:

• You know, when the state put the Fast Forward program in place, that allowed students or children, or
• We've got 24,000 students in these programs, and we have, you know, like, this is not like a situation
• students in these programs and we have students in these programs and we have you<00:41:42.599> know
• That's actually changing the program, and that's actually changing how many students might be in the
• programs um as a percent of the student programs um as a percent of the student population<04:26

Keywords: 928, house, all

Summary: The Finance Division II committee heard a Department of Education budget presentation from Commissioner Frank Edelblut and CFO Tammy Valen-cour. The department outlined its organizational structure and emphasized that it functions largely as a flow-through agency for school funding. The commissioner reviewed general fund and Education Trust Fund items, including state aid, dropout prevention, special education, building aid, lease aid, charter schools, Education Freedom Accounts, and the district adequacy calculation. He also highlighted the public school infrastructure fund, saying the state has invested well over $50 million in school safety since 2018 for measures such as access controls, locks, and window film, and argued that safety spending should be ongoing rather than reactive. Members asked about the variability in the school infrastructure line, special education aid, and the Discovery Education learning platform. Edelblut explained that some safety funding had come from one-time surplus appropriations rather than the agency line, and said special education aid was underappropriated because districts submitted more invoices than expected; he said the governor added $16 million to address the shortfall. He also described CTE renovation funding, noting four projects were initially proposed but only Jaffrey and Milford were still moving forward, with local votes required and the state covering 75% of costs. He said Milford’s project was omitted from the governor’s budget by oversight. The department also reviewed enrollment trends, noting public school enrollment has fallen from about 230,000 students in 2002 to about 185,000 today. Edelblut clarified that charter students are not eligible for Education Freedom Accounts, while EFA students attending non-public schools are counted as EFA students. He described several one-time surplus-funded initiatives, including Student Clearinghouse, MTSSB work, civics curriculum development, computer science education, and adult education. He also discussed a $4 million CTE tuition and transportation grant, saying it was kept as a competitive grant rather than a formula grant to avoid creating an ongoing maintenance-of-effort commitment that could jeopardize federal Perkins funding. In the final portion, Edelblut identified prioritized needs in the department’s budget, especially funding for a state administrator for assessment to support the legislatively required civics assessment, and additional support for the Discovery Education platform. He said every school in the state is using the platform and cited more than 1.5 million educator engagements, while a member raised concerns about mixed reviews and uneven district awareness of the program. No votes or formal actions were taken during the presentation and question period.