Transcript Highlights:

• </c><00:06:40.160><c> districts</c> send money out to our school districts send money out to our school
• , so school districts are subsidizing the charter schools.
• , so school districts are subsidizing the charter schools.
• so school districts are districts so school districts are subsidizing<04:48:04.840><c> the</c><04:48:
• </c><05:08:00.040><c> district</c> Mark does it with school district Mark does it with school district

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.

Transcript Highlights:

• So, that's one school district.
• or school district.
• </c><00:18:48.280><c> districts</c> uh one of the former school districts uh one of the former school
• Uh it also school or school district.
• </c> school districts may may develop school districts may may develop specific<00:41:45.960><c> local

Committee: Senate Education

Transcript Highlights:

• This figure shows the five BMEPs Fewer districts and schools are offering BMEPs compared to school year
• School Districts and Charter Schools receive annual funding for all instructional materials through the
• For schools within a local district or for the whole district, there are a range of consequences.
• Well, every school and school district is a little bit different.
• Your larger schools, your larger school districts, they probably have assignments to people.

Transcript Highlights:

• Some school districts have expressed confusion... In the Education Code.
• It's uniting our P.K.–12 districts, along with our community college districts and schools.
• It's uniting our P.K. or TK. 12 districts, along with our community college districts and schools.
• We're not putting pressure on any school districts or schools to implement new programs when it comes
• Hello, Sierra Cook with Sandy Agree Unified School District, in support. Good afternoon...

Summary: The committee heard several education-related bills. SB 1154 would let community college districts use best-value procurement for public works over $1 million. The author and community college supporters argued it would improve project quality and reduce delays and change orders, while contractor groups opposed it, saying the bill’s skilled-and-trained workforce and safety provisions would narrow competition and add subjectivity. The bill passed the committee on a 4-2 vote and was placed on call. SB 1347, a cleanup bill clarifying that stock albuterol may be kept in all public schools, including preschool programs, drew support from school nurses, respiratory care advocates, and a physician who said it would help schools respond to asthma emergencies. With no opposition, it passed unanimously and was placed on call. SB 1222 would create a pilot program designating a lead county office to help regions improve career technical education implementation; supporters said it would expand access and build regional capacity, while Senator Cabaldon questioned the need for another pilot and urged more direct funding instead. The bill passed and was placed on call. The committee also considered SB 1378, which would create a California Excellence in Service Learning designation for schools and districts. Supporters said it would recognize and encourage service-learning programs without mandating curriculum changes, while some members raised concerns about adding more state designations and administrative work. It passed and was placed on call. SB 1048 would create a Seal of Climate Literacy for high school students; supporters said it would recognize climate-related learning and connect students to green careers, while members cautioned against using seals to influence curriculum and noted equity and implementation concerns. It also passed and was placed on call. Finally, SB 1101 would require higher education institutions to notify students, faculty, and staff when their personal information is shared with federal agencies in OCR-related investigations or subpoenas. Supporters framed it as a privacy and free-speech protection in response to recent federal requests for campus information, while the author said the bill would not block lawful subpoenas but would require notice and limit voluntary disclosures. The committee discussed legal and constitutional issues, but no vote was taken in the portion provided.

Transcript Highlights:

• district, school, etc.
• school districts.
• . school district, school, etc. school district, school, etc.
• c> ask any school in the district or other ask any school in the district or other districts,<00:46:07.960
• So, we serve the same school district, one of the same school districts.

Committee: Senate Education

Transcript Highlights:

• <c> greater</c> school districts would receive greater school districts would receive greater support
• </c><00:54:48.319><c> whoever</c> school district or the whatever whoever school district or the whatever
• </c><01:03:15.680><c> districts</c> saying is that local school districts saying is that local school
• all</c><01:27:48.719><c> I'm</c> school district would say, all I'm school district would say, all I'm
• school districts during the completed by school districts during the moratorum<01:30:41.679><c> years

Summary: The subcommittee opened its first meeting on retained education funding bills, focusing on HB 366, which concerns school building aid for eligible projects, and HB 295, which would make school building aid program funds non-lapsing. The chair framed the discussion broadly around whether school building aid should remain a state program, how to address limited revenues, and whether the current system should continue to prioritize debt service and the existing formula or move toward a different model such as per-pupil allocations, a dedicated fund, or a split between new construction and renovation. He also raised questions about whether leasing should be included and how to manage any new fund under current law and the school building authority structure. Representatives and department staff discussed the current backlog of applications, the age and condition of school facilities, and the possibility that large projects can consume available funding for a year while other districts go unsupported. Tim Carney of the Bureau of School Facilities introduced himself and provided technical context on the program and current debt levels. Representative Luneau argued that under the ConVal decision, the state’s responsibility includes school buildings, construction, and renovation, and that the program also serves an equity function by helping districts with less property wealth. He noted that construction and renovation have long been recognized categories and asked about leasing, which staff said is already supported in statute for charter schools and possibly CTE, with a cap of 30% of annual lease cost or $50,000. The discussion also covered CTE facilities: staff explained that capital funding for CTE centers is state-funded, that federal Carl Perkins funds cannot be used for construction, and that the current rotational capital model means only a few centers are funded each year, which may not match changing program needs. A committee studying CTE capital needs was referenced, along with concerns that the report from that work had not yet been received. Representative Papich urged the subcommittee to focus on policy, principles, and structure rather than just numbers, saying the current system produces a few winners and many districts that never receive aid. He favored a simpler, more equitable per-capita or formula-based approach, while acknowledging the need for a transition plan for projects already in the pipeline. The chair later cautioned against mixing maintenance and operations with construction and renovation, noting that operation and maintenance are already part of the adequacy formula and should not be confused with capital funding. No votes were taken during the meeting; the discussion was exploratory, with members and staff laying out competing approaches and identifying issues for further work.

Transcript Highlights:

• <c> school</c> district testimony, uh, district school district testimony, uh, district school district
• ><c> districts</c> past we've had school districts past we've had school districts submitting<03:40:24.399
• No district shall be school districts.
• </c> on local dis local school districts? on local dis local school districts?
• </c><04:40:01.040><c> districts</c> the finding that school districts the finding that school districts

Committee: House Education Funding

Transcript Highlights:

• School districts that are in District 103.
• If the school district was wrong, the school district pays. If the state was wrong, the state pays.
• district is wrong, the school district pays?
• Campuses, on school districts.
• If the district is right, you don't pay. If the state is right, the school district. District pays.

Bills: HB8 , HB12 , SB 3 , HJR1 , SB 11 , SB 16 , SB 14 , HB8 , HB 12 , SB3 , HJR1 , SB11 , SB16 , SB14

Transcript Highlights:

• School food authorities and entities such as local school districts and charter schools are responsible
• to smaller districts and charter schools.
• school districts like Roswell use only local beef in their school meals and have spent over $1 million
• schools in different districts.
• But specifically, it's going to vary district by district. By district, school by school.

Transcript Highlights:

• that a school district has.
• The district that's most of my district, that school district uses a database to help identify students
• away from the school district.
• I didn't personally call any school districts.
• Schools and school boards and school districts have mandated vaccines.

Summary: The House began with prayer, the Pledge of Allegiance, and approval of the prior day’s journal by a 123-1 roll call vote. Members then spent time introducing guests, including physicians, sheriffs, students, interns, and school groups from several districts. The chamber also heard a personal privilege statement recognizing a member’s son’s birthday. On third reading, House Bill 1758, dealing with permanent daylight saving time in Missouri, drew debate over whether ending clock changes would improve convenience or create safety and health problems by leaving more commutes in darkness. Supporters argued it would align with public preference and reduce disruption, while opponents warned of circadian and safety concerns. The bill passed 107-31 with two present. The House then moved to perfection of House Bill 3329, which repeals expired or unused tax credits, and House Bill 3405, which reclassifies SALT/pass-through entity items as deductions rather than tax credits for reporting purposes; both were described as cleanup and efficiency measures and were perfected without opposition. The chamber then took up House Bill 2426, a broad parental rights bill covering medical, educational, privacy, and related decision-making for children, and a major amendment focused on individualized education plans (IEPs). Supporters said the bill and amendment strengthen parental involvement and require stricter judicial review, while opponents raised concerns about overbreadth, school district administration burdens, transparency requirements, and possible conflicts with existing law on truancy, medical care, and records. House Amendment 1 was adopted 98-25 with six present, and debate continued on the underlying bill with no final vote shown in the transcript excerpt.

Transcript Highlights:

• It's a beloved charter school in my district, Answer Charter School, and we are really... ...my district
• Your actual salary is determined by the local school district or charter school.
• district or charter school.
• district or charter school.
• Pupil services staff are among the hardest roles for school districts to fill.

Committee: Senate Education

Transcript Highlights:

• currently</c> schools or school districts currently schools or school districts currently don't<00:20
• </c><02:07:19.559><c> district</c> is reach out to the school district is reach out to the school district
• district election, each school district which is not a cooperative school district shall elect...
• district election each school district which is not a cooperative school district shall elect.
• district election each school district which is not a cooperative school district shall elect.

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• So it's really important for us to make sure that we're guiding our school districts in our school systems
• We have almost half of the school districts in Florida and also private schools, charter schools, industry
• Some of our larger school districts and school systems have a lot in place already.
• It is really important for there to be that communication loop with the school district so that the school
• That's why we have those tools in place already and our school districts to protect children.

Transcript Highlights:

• So I certainly couldn't speak on behalf of all school districts, but I'm coming from a large school district
• Public School District.
• And that number is going to be variable between school districts and also some school districts, like
• And that number is going to be variable between school districts and also some school districts, like
• And so there was a need for school districts to have, And so there was a need for school districts to

Committee: Joint Special Education Funding Committee

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• <c> know,</c><00:15:13.200><c> a</c> when school districts have, you know, a when school districts have
• Um, I think it's—I represent School District 196, very large school district, White Bear Lake.
• Um very large school District 196.
• c> uh</c> school districts that utilize uh school districts that utilize uh registered<00:49:23.760><
• </c> school districts still use seclusion. school districts still use seclusion.

Bills: HF3493 , HF4114

Committee: Senate Education Finance

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• Then this also deals with CTE grants to school districts.
• Then this also deals with CTE grants to school districts.
• c> buildings</c> districts can do with school buildings districts can do with school buildings that<00
• If public school districts in the state.
• building reverts to the school district.

Committee: Joint Education

Transcript Highlights:

• on level playing ground with district schools.
• on level playing ground with district schools.
• We make charter schools on a level playing field with district schools.
• So that wherever a district school can open, a charter school can also open.
• a district school?

Summary: The Transportation Committee took up several bills and amendments related to traffic safety, utilities, schools, and motor vehicle administration. Senator Pizzo’s SB 1782, as amended, expanded reckless driving per se to include certain high-speed behaviors; the late amendment removed impound language but kept mandatory court appearance, and the bill was reported favorably. Senator McLean’s SB 818 on utility relocation was amended to include an important state interest finding; after testimony from county groups opposing the cost shift to local governments and Charter Communications supporting the bill, it was also reported favorably. The committee also approved SB 1644 on emergency vehicles, after a delete-all amendment broadened warning-signal use for volunteer firefighters, medical staff, and related vehicles. Senator Trumbull’s SB 1348 on DHSMV services was amended to streamline local delivery of motor vehicle services and remove certain fines, waiting periods, and CDL retesting provisions; it passed favorably with support from Florida Tax Collectors. Senator McLean’s SB 1188 on local governing authorities and charter schools drew the most debate, with supporters arguing local governments were using traffic and site-plan rules to block charter schools and opponents warning the bill would tie the hands of local governments and create a blanket preemption; it was reported favorably. The committee then passed SB 636, which limits use of the far-left lane on high-speed roads except for passing, exiting, move-over compliance, or traffic conditions, and requires FDOT signage. Senator Arrington’s SB 1152 increased the Florida Wildflower specialty plate fee from $15 to $25 to raise more money for wildflower research and habitat programs; it was reported favorably. Finally, the committee unanimously recommended confirmation of multiple appointments to the Greater Orlando Aviation Authority, Central Florida Expressway Authority, Jacksonville Port Authority, Jacksonville Transportation Authority, and Florida Transportation Commission, and then adjourned.

Transcript Highlights:

• Ayelet Aron mother of four from Cupertino School District in Fairmont High School.
• scores of children to leave the school district.
• I have three kids in the public schools, Moreland School District and Campbell Union High School District
• I have two kids in the Berkeley School District.
• School boards ultimately are in charge of what happens in the school district.

Committee: House Education

Transcript Highlights:

• COVID, we had some of their district schools actually increase enrollment.
• We had students or parents retaining their students from BIE schools to get to district schools.
• they're asking for a district match in another school.
• We were a five-school district as recently as 10 years ago. We're going from five to now three.
• I think every school district that comes forward.

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• <c> greater</c> school districts would receive greater school districts would receive greater support
• </c><00:54:48.319><c> whoever</c> school district or the whatever whoever school district or the whatever
• > being</c><00:58:14.880><c> able</c> school district like Hanover being able school district like Hanover
• all</c><01:27:48.719><c> I'm</c> school district would say, all I'm school district would say, all I'm
• The other school district gives up.

Summary: The subcommittee began its first meeting on retained education funding bills, focusing on HB 366, which concerns school building aid for eligible projects, and HB 295, which would make school building aid program funds non-lapsing. The chair framed the discussion around broader questions about how school building aid should work, noting the state’s limited available funding, the existing debt service obligations, and whether the current formula should continue or be changed. He also raised concerns about the state’s overall revenue constraints and the need to consider renovation, new construction, and possibly leasing within any future program. Members and the Department of Education representative discussed whether school building aid is a state or local responsibility, the current backlog of projects, and the condition of school facilities statewide. Tim Carney of the Bureau of School Facilities described his background and answered technical questions about current programs. Representative Luno argued that under the ConVal decision the state has responsibility for school buildings, including construction and renovation, and that the program also serves an equity function by helping districts with less property-tax capacity. Representative Papich urged the committee to focus on policy structure and fairness rather than just available dollars, saying the current system creates winners and losers and suggesting a simpler per-capita or similar allocation model, while acknowledging a possible transition for projects already in the pipeline. The discussion also covered CTE facilities and leasing. Carney explained that charter schools, and possibly CTE centers, can receive limited leasing aid, and that CTE capital requests are funded through a state capital process, while federal Carl Perkins funds cannot be used for construction. He and others described a separate rotational funding approach for CTE centers, but several members said that model can leave programs waiting too long and may not match changing workforce needs. The chair and others noted that a report from a related study group on CTE policy and funding was still pending, and that its absence could affect legislation for FY28. No votes were taken and no bill was acted on in the portion of the meeting provided; the discussion ended with interest in modeling alternatives, reviewing the waiting list, and examining the tradeoffs of reducing upfront state aid versus funding more projects overall.