Transcript Highlights:

• Beginning with the school year 2025-2026, funding under the Foundation School Program (FSP) is adjusted
• We sit on having neighboring schools that have other programs.
• Now we're able to unlock this program at several schools.
• Our launch of this program for the ACE programming actually came through the School Action Fund grant
• , a substitute, or a summer school program.

Keywords: 1184, house, all

Transcript Highlights:

• program allocation, an increase of $9.8 million in the operating cost for the Florida School for the
• My question has to do with the amount of money being spent on the school voucher program.
• Members, there is no cut of funding to school readiness programs in the state of Florida.
• Providing a mechanism for the Schools of Hope grant program to receive funds from the Schools of Hope
• revolving loan program and authorizing specified high-performing Schools of Hope to receive program

Summary: The House convened on the final day of session, observed a moment of silence for the Minnesota House Speaker Melissa Hortman and her husband, and for Representative Rosenwald’s father, then swore in and seated new members Boyles and Hodgers. The Speaker also outlined the chamber’s end-of-session priorities, including action on the budget and related conforming bills. The House then took up H.J.R. 5019, a constitutional amendment to expand Florida’s budget stabilization fund by raising the cap, requiring annual transfers, and allowing withdrawals for critical state needs. After sponsor explanations and questions about what would qualify as a critical need and how the fund might respond to possible federal funding cuts, the House adopted an amendment that added more flexibility for suspending transfers and withdrawals. The joint resolution then passed on final passage. Members next considered HB 7031, the tax package conference report. The bill repeals the business rent tax and aviation fuel tax, delays the natural gas fuel tax, creates or extends several sales tax exemptions and holidays, and makes changes affecting property taxes, local taxes, pari-mutuel taxes, and revenue distributions. Debate focused heavily on the new permanent exemption for ammunition and hunting-related items, the elimination of recurring housing trust fund and transit-related distributions, and the shift of some funding from recurring to nonrecurring status. Supporters argued the package provides tax relief and preserves annual budget flexibility, while opponents criticized the ammunition exemption and the reductions in recurring housing and transit support. The conference report was adopted and the bill passed. The House then passed HB 5017, which creates a debt reduction program funded by a recurring transfer from general revenue to retire state bonds early, and HB 5015, the state group insurance conforming bill, which directs DMS to develop a formulary management plan and codifies the administrative health insurance assessment. Finally, the chamber began explanation and questions on the General Appropriations Act conference report for fiscal year 2025-26, described as a $115.1 billion budget that is down from the current year and includes more than $12 billion in reserves. Subcommittee chairs summarized major budget areas, including K-12 education, health care, transportation and economic development, agriculture and natural resources, higher education, state administration, justice, and information technology, highlighting funding for school choice, Medicaid, housing, transportation infrastructure, Everglades restoration, workforce programs, cybersecurity, and technology modernization.

Transcript Highlights:

• It's college, okay, high school and college, but the Be Smart program is...
• Okay, high school and college, but the Be Smart program is about training adults.
• Students Demand Action is for when—and that's not in the schools—that's a program that's outside of schools
• in a school district-sponsored interscholastic activity or program if the student has been convicted
• districts give religious programs access to public school students during the day.

Keywords: 1182, all

Transcript Highlights:

• WE EXPANDED THE LINE PROGRAM TO ALLOW SCHOOLS TO BE ABLE TO USE A LINE FUNDING TO DO THIS TYPE OF PROGRAM
• PUBLIC SCHOOLS CONSTITUTE 35.6 PERCENT OF THE LPN PROGRAMS BELOW THE NATIONAL AVERAGE.
• ONLY PRIVATE SCHOOLS PROGRAM DIRECTORS.
• ONE THING I ALSO WANT TO ADD IS THAT MY SCHOOL ALSO DOES A PRECEPTORSHIP PROGRAM ALREADY.
• WITH THE PRECEPTORSHIP PROGRAM, YES, WE DO HAVE A NUMBER OF SCHOOLS THAT DO IT ON A TOTALLY VOLUNTARY

Keywords: 999, senate, all

Transcript Highlights:

• We provide one to public schools and one to charter schools so that they can be successful in their programs
• All districts across the spectrum of U.S. schools are engaged in this whole program.
• In each phase of the pilot program, We installed devices at more and more school districts across the
• the Albuquerque Public School District are using the M&V program to a very high level.
• The pilot program is being managed at no upfront costs for the school districts.

Transcript Highlights:

• So for our program, and I can't speak to others, our program, we only have one school who does a flex
• the typical high school program.
• So our program typically will hire all faculty that are in K-12 schools.
• We're adding a new school and we get to add another school to our Barr program.
• We're adding a new school and we get to add another school to our bar program.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• Out-of-school time programming, excuse me, 10 million of the earmark would go to the school districts
• We see a great need for out-of-school programming based on our experiences in the public schools.
• We are an out-of-school time program serving 106 middle schools and high schools throughout the state
• Program that funds after-school programs, and they have a lot of data on the outcomes that out-of-school
• we fund out-of-school time programs through this bill.

Transcript Highlights:

• THE STATE IN BUDGETING FOR THE FES PROGRAM FOR THE 24th 25 SCHOOL YEAR ALLOCATED APPROXIMATELY $2.79
• HOWEVER, BY THE END OF THE SCHOOL YEAR, JUNE 2025 FES PROGRAM EXPENDITURES NET RECRUITMENT OF AN ELIGIBLE
• HOW MANY YEARS ARE WE TALKING ABOUT IN A FORM THAT CAN BEST IMPLEMENT THE SCHOOL CHOICE PROGRAM IN THE
• IT'S THE SCHOOL CHOICE PROGRAM.
• SOMETIMES THEY AND THEIR FAMILIES LIVE IN BOTH WORLDS FROM SCHOLARSHIP PROGRAMS TO PUBLIC SCHOOLS AND

Transcript Highlights:

• The chart that's in front of you is really just comparing last school year to this school year.
• I mean, present at the school?
• It's not just a public school.
• public schools.
• For the high schools and for the public schools.

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.

Transcript Highlights:

• <00:47:57.200> work school program into this particular work school program into this particular
• high schools with our workforce<00:48:23.359> programs<00:48:23.920> as<00:48:24.240><
• SB 578 also requires the schools add recess to their physical education programs through 8th grade.
• They're put in sports programs. They're put in after-school activities.
• school. They're put in sports programs. school. They're put in sports programs.

Keywords: 1191, senate, all

Transcript Highlights:

• tuition, online learning private school tuition, online learning programs,<00:10:15.040> or<00
• The SAU19 school boards serving roughly 10,000 students like our EFA program meets twice monthly.
• There are a few things that need to be examined by the state's school board of the EFA program.
• <00:28:37.279> I'll school board of the EFA program.
• I'll school board of the EFA program.

Keywords: 1191, senate, all

Transcript Highlights:

• The prep program will consist of summer enrichment, summer camps, for example, after-school programs,
• The prep program will consist of summer enrichment, summer camps, for example, after-school programs,
• The prep program will consist of summer enrichment, summer camps, for example, after-school programs,
• And in our case, our program, they have been, as I said before, our schools, our seven schools have been
• The money stays with the school, but the school districts in order to facilitate the program are paying

Keywords: Meeting Start 00:00:00 Votruba Young Scholars Academy 00:01:55 Taxation of Financial Deposit Institutions 00:36:50, 958, all

Transcript Highlights:

• We have expanded the line program to allow schools to be able to use line funding to do this type of
• The program director is held responsible for the school and, you know, presumably on their website, they
• So public schools constitute 36.5% of the LPN programs that are below the national average, but they
• One thing I also did want to add is that my school already does a preceptorship program.
• So with the preceptorship program, yes, we do have a number of schools that do it already on a totally

Summary: The committee met with a quorum and took up a series of health and human services bills, beginning with CS/SB 1602, which would require hospital emergency departments to have evidence-based pediatric care protocols, staff training, child-sized equipment and medications, a pediatric care coordinator, and participation in a national pediatric readiness assessment. The bill was reported favorably after no public opposition. CS/SB 1224, aligning Florida law with federal requirements for paramedics to administer controlled substances under physician or nurse practitioner direction, also drew supportive testimony from the Florida Fire Chiefs Association and was reported favorably. CS/SB 1182, requiring coverage of continuous glucose monitors under both pharmacy and durable medical equipment benefits, was likewise reported favorably after brief support from AARP. The committee then considered CS/SB 890, the Emily Adkins Family Protection Act, which addresses venous thromboembolism by defining certain conditions as chronic diseases, creating a statewide registry, and requiring screening and training in hospitals, surgical centers, nursing homes, and assisted living facilities. Family members and blood clot advocates strongly supported the bill, but assisted living representatives objected to being included, arguing the bill would impose unrealistic medical expectations and liability on residential care facilities. Senators also raised concerns about the assisted living provisions, but the bill was reported favorably after the sponsor said more changes were likely later. CS/CS/SB 954, dealing with recovery residences and treatment centers, was amended to reduce the number of active patients from 500 to 300 and then reported favorably after extensive debate over zoning, clustering, neighborhood impacts, and access to recovery housing. CS/SB 1050, which expands the developmental disabilities pilot program and creates an adult pathways waiver option, generated the most extensive testimony. Supporters said it would help reduce the long APD waitlist and expand services, while many families and advocates warned against managed care, citing provider shortages, weak oversight, and the importance of consumer-directed care. Committee members emphasized that participation is voluntary and that people can disenroll, and the bill was reported favorably. CS/SB 614, requiring a public educational webpage about background screening and level-two screening requirements, and CS/SB 1578, expanding breast cancer screening coverage, were both reported favorably with little opposition. CS/SB 1060 created a joint legislative oversight committee for Medicaid financing and operations; after an amendment expanding the committee from three to five members, it was reported favorably. CS/CS/SB 1240, updating DCF substance abuse and mental health procedures including 988, methadone assessment, forensic evaluators, and Baker Act transfer timing, was amended and reported favorably after debate over transfer deadlines and facility responsibilities. Finally, the committee began hearing CS/SB 526, a major nursing education bill aimed at improving Florida’s low NCLEX passage rates by tightening program standards, requiring exit exams and remediation, mandating reporting and inspections, and limiting accreditation extensions. A strike-all amendment was introduced that would also require certain low-performing programs to offer a three-month graduate preceptorship. The transcript cuts off before the bill’s full debate and final action are completed.

Transcript Highlights:

• student, tuition programs for school districts K through 6, K through 8.
• Some students may want to choose to go to the school, the high school that has the best theater program
• Others may want to go to a school that has a strong science program.
• Some students may want to choose to go to the school, the high school that has the best theater program
• Others may want to go to a school that has a strong science program.

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session on a bill concerning school meal access and reimbursement. The bill would address local school districts’ responsibility to provide meals during school hours, reimburse schools for meals served at no cost, and make an appropriation. The committee first moved to retain the bill, with supporters saying it was complex, had uncertain fiscal impacts, and should be considered alongside other related meals bills. Opponents argued the committee already had enough information, that the bill served a small number of students at relatively low cost, and that delaying action would harm children who need food to learn. The committee also heard from Tim Roar, a Keene school business administrator and co-designer of the bill, who explained that the proposal was intended to be an opt-in program for districts, with rulemaking to set participation requirements. He said the bill was meant to target aid to students between 175% and 200% of poverty, reduce bad meal debt, and avoid spending taxpayer money on families who could afford to pay. He estimated the state cost at about $250,000 in year one, with local taxpayer costs around $8,500 for Keene, and said some districts already have systems for online applications while others do not. Committee members questioned him about meal debt, online application software costs, and how districts handle students who reach debt limits. Roar said districts still feed students who are hungry, but use other resources and family outreach when meal debt is capped, and he argued that parents should be responsible for providing lunch when they can afford it. Other members pushed back, saying they had seen students go hungry and that teachers sometimes pay for lunches themselves. One member noted the bill would increase eligibility, make it easier to apply, strengthen personal responsibility, and was not a mandate. The discussion ended without a recorded final vote in the excerpt, though the retain motion remained the central action under debate.

Transcript Highlights:

• School program, and that is a substantial amount of revenue.
• program related to the school safety allotment.
• in the foundation school program.
• We provide academic programs, both high school diploma and high school equivalency, as well as career
• the Texas Model for Comprehensive School Counseling Programs.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• Such and such a date, I graduated from Lato High School, Alonso High School, or Sickles High School.
• to school district.
• School starts at 7:30.
• We want to continue to incentivize these programs in the school district, and that's what the program
• and the KATE programs, too.

Summary: The Pre-K through 12 Budget Subcommittee met during Budget Week and first considered three member bills. House Bill 1111, by Rep. Valdes, would eliminate the option for students to leave high school with a certificate of completion instead of a standard diploma. Valdes said the bill was inspired by students who met credit requirements but could not pass a required assessment, and argued the certificate does not provide access to college, trade school, or military service. The bill passed unanimously, 15-0. CS for House Bill 127, by Rep. Kendall, would support students with disabilities by using existing Florida Department of Education curriculum to create micro-credentials and coordinating with the Florida Center for Students with Unique Abilities and OSHA on workplace safety. Goodwill, the Florida Developmental Disabilities Council, Florida PTA, and others supported the bill, which also passed unanimously, 15-0. House Bill 1367, by Rep. Booth, addressed chronic absenteeism by requiring statewide definitions and more uniform attendance reporting, along with rules for excused and unexcused absences and early identification of chronically absent students. Testimony emphasized inconsistent district policies and the need for clearer data and interventions. The bill passed 13-0, with some members noting concerns about implementation details and future rulemaking. The committee then took up PCB-P-PKB-2501, the proposed conforming bill for the fiscal year 2025-2026 Pre-K through 12 budget. The chair said the bill was designed to align statutes with budget and scholarship funding procedures, especially around the Florida Education Finance Program and scholarship payments. The PCB would require Florida student ID numbers for scholarship students, standardize cross-checking against FTE survey data, set quarterly payment dates, and use one data source for both reporting and withholding scholarship-related FFP amounts. It also would reduce certain add-on weights by 50%, remove the budget stabilization program, and repeal the educational enrollment stabilization program. Several members raised concerns that the add-on weight reductions could hurt career and technical education, AICE, IB, and CAPE programs, while the sponsor argued the data showed too much spending in an “other” category and that the reductions were aimed at aligning funding with actual program costs. Public testimony was mixed: some supported tighter accountability and clearer payment rules, while others warned against undermining expensive career-readiness programs. The PCB passed 11-2. After the conforming bill, the chair presented the proposed fiscal year 2025-2026 Pre-K through 12 budget, totaling just under $21 billion, about $400 million below the current year. She said the budget reflects a need to slow spending growth and includes $20 million for New Worlds Scholarship Accounts, $7 million for security grants at Jewish day schools and preschools, $14 million for public school transportation stipends, an overall FEFP increase of about $747.7 million, $100 million for teacher salary increases, and increases in the base student allocation and funds per student. The committee did not vote on the budget recommendation at this meeting; it was distributed for review and will move to the Budget Committee next week.

Transcript Highlights:

• Uh instead of a program, in its schools.
• /c> school-directed AC program, it's my school-directed AC program, it's my understanding,<01:26:30.800
• that schools can no longer the program that schools can use<01:26:36.400> to<01:26:36.639>
• and the school-directed AC program.
• the school directed AC AC program. the school directed AC AC program.

Keywords: 912, senate, all

Transcript Highlights:

• I mean, do we have people in these small schools that are going for this merit program?
• Do you all three participate in some virtual program that goes across the state to other school districts
• Do you all three participate in some virtual program that goes across the state to other school districts
• or a school-embedded program operating as an ALE.
• Excluding ESA spending, program spending, and total spending both exceeded funding for all three school

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.

Transcript Highlights:

• district does not receive its full entitlement. under the foundation school program.
• So reCAPTCHA is clearly only allowed to be used in the foundation school program.
• Program, or FSP. starting with a brief overview of the foundation school program, and then moving into
• Slide 2 provides a brief overview of the Foundation School Program.
• State supported school or state supported living center. Are they in your program? No, no, ma'am.

Keywords: 1184, house, all

Transcript Highlights:

• are to do them after kinds of programs are to do them after school. school. school.
• would<04:12:35.760> have in the school in this program would have in the school in this program
• Um, there are School programs.
• This program is an optional schools.
• <05:18:47.760> because schools in this program solely because schools in this program solely

Keywords: 1189, house, all