Transcript Highlights:

• Well, what inspired me was, as a school board member, Representative Lopez, and you know as a school
• Such and such a date, I graduated from Lato High School, Alonso High School, or Sickles High School.
• As far as having a school nurse, I've worked in the school system for over 21 years as a teacher and
• to school district.
• School starts at 7:30.

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:

• schools serving grades K through 12.
• How are we doing in our schools?
• the operations of their schools.
• I know we have some high schools, or some school districts, that have a zero-fail policy.
• charter schools, and virtual schools.

Summary: The committee heard a lengthy presentation on the K-12 public school support budget, including how support units, career ladder funding, health insurance, discretionary funding, transportation, facilities, and the Public Education Stabilization Fund (PSIF) work. Legislative Services explained that FY 2026 support units were revised downward, creating a $22.3 million ongoing general fund reduction, and walked through the FY 2027 agency request and governor’s recommendation. The governor recommended no increase for population forecast adjustments, but did recommend some statutory and policy changes, including shifting certain interest earnings to the general fund and reducing funding for some virtual school and IDLA-related items. The agency request also included one-time proposals for a high-needs special education fund and a regional service model for related services. Members asked extensive questions about how career ladder dollars are distributed, how health insurance and discretionary funds interact, why the health insurance increase in the budget differed from current plan estimates, and how facilities money under House Bill 292 is used. There were also questions about the size and use of the Idaho Career Ready Students fund, the maintenance-of-effort implications of special education funding, and whether some special education costs are being used for student housing or other noninstructional expenses. The superintendent and budget staff emphasized that many of the budget lines are formula-driven or statutorily required, that local districts determine actual staffing and spending within those formulas, and that special education costs continue to outpace available funding. Superintendent Debbie Critchfield then framed the budget request around enrollment trends, shifting demographics, and the need for more flexibility in how districts use existing dollars. She highlighted proposed categorical flexibility for some funds, changes to digital content and curriculum distribution, continued literacy gains, growth in career technical education programs funded through Idaho Career Ready Students, and the importance of endowment and Millennium Fund support. She also described the special education proposals as a temporary bridge while the state considers larger formula changes and noted a near $100 million gap between special education spending and funding. She further outlined planned federal waiver requests on assessments and flexibility, and said the department is seeking more state control over testing and reporting requirements. The committee did not take final action on the budget during this portion of the meeting. Members raised concerns about interest transfers from dedicated funds, the complexity of the funding formula, special education accountability, and whether the state should revisit the overall school funding model. Several follow-up data requests were made, including information on health insurance participation, regional special education service needs, and school contingency fund balances.

Transcript Highlights:

• , private school.
• And again, these out-of-school time programs fund programs at schools, so before and after school programming
• charter schools.
• And again, it's a mix of school district, charter schools who may be applying for out-of-school time
• school district or charter school.

Committee: House House Appropriations & Finance

Transcript Highlights:

• </c> schools established under RSA 194-B. schools established under RSA 194-B.
• all of our charter schools, chartered public schools here in New Hampshire.
• </c> step back, this is our 14th school year. step back, this is our 14th school year.
• It just said public schools and not chartered public schools.
• </c> schools as well. schools as well.

Committee: House Executive Departments and Administration

Transcript Highlights:

• We're not grading schools.
• and charter schools.
• district or charter school.
• The direct mission of this is for school districts and charter schools.
• district or charter school.

Transcript Highlights:

• </c> our schools and are in our school our schools and are in our school communities<01:25:20.000><c>
• </c><04:28:40.040><c> I</c> school and going to a public school I school and going to a public school
• schools or private schools or home education and back into the school sometimes moving back and forth
• or school.
• :39.958><c> school</c> anything before the school TR the school anything before the school TR the school

Summary: The committee first addressed House Bill 415, which would remove the requirement that schools provide menstrual products. Members supporting an ITL said the mandate was unfunded, had been in place since 2019, and was already working without complaints from districts. Other members opposed the bill, arguing menstrual products are essential and that the requirement helps students, especially those with fewer resources. The committee voted ITL on HB 415 by a roll call of 17 yeas, 0 nays. The committee then took up House Bill 388, concerning public reports on special education. Supporters of ITL said they agreed with the goal of transparency but were concerned about student privacy, especially in small districts, and thought the bill’s information requests went too far. They noted that related issues could potentially be addressed in another bill, HB 557. The committee voted ITL on HB 388, 17-0. House Bill 730, which would require schools and some colleges to provide information on adoption, was also moved ITL. The sponsor said adoption is personally important to him but that the bill was not the right vehicle and involved entities such as colleges and the Attorney General unnecessarily; he said related ideas might be folded into other bills later. The committee agreed and voted ITL, 17-0. The committee then discussed House Bill 671, a preschool/early literacy proposal involving a statewide nonprofit digital program, likely Waterford. Members raised questions about who would be covered, data privacy, prior use of federal ESSER funds, whether the program had measurable results, and whether the bill’s nonprofit requirement was too restrictive. Department of Education witness Melissa White said the state had spent $400,000 in FY22 and $600,000 in FY23 on a Waterford contract using ARP ESSER funds, but she did not have participant counts and said the department could not measure literacy gains for that population. She also said the bill’s funding level would likely require an RFP and that, if enacted as written, the program would probably still be Waterford-based. The discussion continued without a final vote in the portion provided.

Transcript Highlights:

• in</c> Day these two School par school years in Day these two School par school years in particular<
• Um, there are elementary school kids that go to school other than just high school students.
• There are elementary school kids that go to school other than just high school students.
• I actually attended an all-year-round school as a child, and so our school, my high school, did start
• I actually attended an all-year-round school as a child, and so our school, my high school, did start

Bills: HF1124 , HF1457 , HF1803

Committee: House Education Policy

Transcript Highlights:

• </c><00:40:34.160><c> Uh</c> school f uh uh school facilities. Uh school f uh uh school facilities.
• school, a private school, student in any school, a private school, a<01:18:29.520><c> charter</c><01
• to</c> decision for a school uh school board to decision for a school uh school board to take.<01:50:
• . school. school.
• </c> public school. public school.

Committee: Senate Education Finance

Transcript Highlights:

• School should be fun and we should want to go to school, and life shouldn’t be that complicated.
• district, schools, teachers.
• We established these D and F schools. Hopefully we don't have any more D and F schools.
• We established these D&F schools. Hopefully we don't have any more D&S schools.
• the 25 school year.

Transcript Highlights:

• Kelly McCashee, school board member from Pleasanton Unified School District, delegate assembly.
• School board member from Pleasanton Unified School District, Delegate Assembly from the California School
• by school.
• Our member school districts...
• And while school... ...and it's especially straining in small school districts like mine.

Summary: The hearing opened with several procedural announcements and then took up AB 2148, which would prohibit artificial intelligence from replacing education workers. The author and supporters from the California Federation of Teachers and California School Employees Association argued the bill was a modest first step to protect human educators, students’ social-emotional development, and teacher agency in classroom technology decisions. Public support came from labor and education groups, while some school administrator and county office representatives said they were moving to neutral or awaiting the printed amendments. The committee discussed teacher shortages and the role of AI as a supplement rather than a replacement, then passed AB 2148 as amended to Higher Education on a 5-0 vote. The committee then heard AB 2202, which would create a Closing the Achievement Gap Commission to advise the State Board of Education. The author and sponsors said the commission would improve coordination between state and local education leaders and help the state better support local efforts to close achievement gaps. Support came from CSBA, CFT, charter schools, and many district leaders. Members raised questions about early childhood representation on the commission, and the author said he would discuss that with the sponsor. The bill passed as amended to Appropriations on a 5-0 vote. The consent calendar, including AB 1569, AB 2071, AB 2206, AB 2298, AB 2467, AB 2580, AB 2652, and AB 2726, was also approved. AB 2555 was then heard as a special order bill to reform English learner reclassification. The author said the current system is outdated, inconsistent, and too subjective, and proposed a more automatic, transparent process with stronger parent involvement and post-reclassification monitoring. Testimony in support emphasized personal experiences of delayed reclassification and the need to recognize biliteracy; there was no opposition. The bill passed as amended to Appropriations on a 6-0 vote. The committee also approved AB 1860, which would extend design-build authority to county offices of education while preserving prevailing wage, apprenticeship, and skilled workforce requirements; opposition from county superintendent and facilities groups was removed after amendments, and the bill passed 6-0 to Appropriations. Later, the committee passed AB 2514, which would create a State of Achievement Gap Dashboard to track state-level progress in closing achievement gaps, and AB 2149, which would require the Legislative Analyst’s Office to publicly assess the state’s progress and recommend actions. Both bills were presented as part of a broader package to improve state accountability for student outcomes, and both passed as amended to Appropriations on 7-0 votes. Finally, AB 2490 was heard, proposing to allow longer-term substitute assignments with added training, mentorship, and parent notification to address teacher shortages and classroom instability. Supporters said it would reduce “subchurn” and help maintain continuity, especially in special education; opponents, including CTA, Public Advocates, and CTC staff, argued the bill was unnecessary given existing rulemaking and could create legal and training concerns. The transcript cuts off during committee discussion of AB 2490, so no final vote is shown for that bill.

Transcript Highlights:

• schools.
• Our high school school uh 77 minutes.
• high school.
• schools.
• versus a middle school versus a high school?

Committee: Joint Select Committee on School Finance Recalibration

Transcript Highlights:

• Public schools.
• Some schools have closed.
• When I was in school, it was woodshop and baseball that got me to school.
• So we moved her into middle school. She did the same thing in middle school.
• one school.

Transcript Highlights:

• or in high school.
• schools.
• The public schools, invest in your public schools.
• schools.
• Because again, our school was a C, D, or an F school at one point, and now we're a B school.

Bills: S1062 , S1718 , S7038

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Summary: The Appropriations Committee on Pre-K-12 Education met to consider several education bills and the proposed fiscal year 2026-2027 Department of Education budget. The committee first took up CS/SB 1062 on speech and debate, which would formalize Florida’s Speech and Debate Week, strengthen the partnership between the Department of Education and the Florida Debate Initiative, require annual public reporting, and support statewide speech and debate programming. The bill drew extensive supportive testimony from students, alumni, and advocates who said debate improved civic engagement, literacy, confidence, and school performance, while also noting the need for equitable access and funding for travel and competition. The committee adopted a delete-everything amendment and then reported the bill favorably as amended by a unanimous vote of members present. The committee then heard SB 1718 on educator preparation and certification, which expands access to educator preparation coursework, broadens eligibility for temporary certification for some formerly certified professionals, and allows prior subject-area exam results to satisfy requirements. Public testimony largely supported easing barriers for experienced educators while emphasizing that certification changes are only a partial solution to teacher shortages and should be paired with better pay, retention, and professional respect. The bill was reported favorably. Next, the committee considered SB 7038 on education, which included a wide range of higher education and workforce-related changes, including a tuition waiver for Florida State Guard members, residency clarifications, oversight changes for blind services and vocational rehabilitation providers, licensure updates for private colleges, dual enrollment and assessment revisions, scholarship and funding changes, and reserve-fund requirements. An amendment restored the Classical Learning Test as a qualifying option for a grandparent tuition waiver, adjusted a Pell Grant performance metric, changed accreditation timing, and made other technical revisions. A dental education stakeholder raised concerns that one provision could disrupt long-standing exemptions for dental assisting programs, and the Florida Dental Association said it was working with the sponsor to avoid unintended impacts. The committee adopted the amendment and reported the bill favorably as amended. The final major item was a high-level review of the proposed pre-K-12 budget, totaling $34.9 billion with local funds. Highlights included $30 billion for public schools and K-12 scholarships, a $50 increase in the base student allocation, a 1.64% increase in total funds per FTE, $4.5 billion for family empowerment scholarships as a separate FEFP categorical, $25 million for districts facing future enrollment declines, $65.3 million to help districts with current-year enrollment losses, $432.8 million for VPK, and $30.4 million for regional education consortia. Senators asked about reductions or flat funding in some allocations, teacher pay, declining enrollment support, Schools of Hope funding, and support for non-teaching school staff. Public testimony on the budget focused heavily on concerns about charter and voucher funding, especially the $6 million for Schools of Hope, with speakers urging more investment in traditional public schools, teacher compensation, and school infrastructure. The committee concluded the meeting by adjournment after no further business.

Transcript Highlights:

• Someone meeting individually with each high school student every year on the high school and beyond plan
• If you don't have to have a new school bus or another school bus, can you move those funds someplace
• But if I am in a school district that has buses that are depreciated and my school district population
• And the construction cost that brings on maybe a need for new schools, improved schools, classrooms,
• of building a school, right?

Summary: The committee heard testimony on several education bills. SB 5841 would require students’ high school and beyond plans to show completion of at least one FAFSA or WASFA application, or a parent/guardian opt-out. The sponsor and supporters said it would reduce barriers to postsecondary education, improve financial aid completion, and bring more students and federal dollars into the state. School groups opposed it, warning it would add an unfunded administrative burden and create verification challenges, especially for small districts and families with undocumented students. Senators discussed data-sharing from the Washington Student Achievement Council and noted the bill’s connection to existing FAFSA outreach efforts. The committee then took testimony on SB 5922, which would let districts petition OSPI to transfer money from transportation vehicle funds to other district uses if they reduce their fleet because of enrollment declines. The sponsor said the bill would free up unused bus funds for other pressing needs. Members asked about whether districts could shift to smaller vehicles and how the funds could be used. The committee also heard SB 5858, which would move the pupil transportation safety net for special passengers into statute. Supporters from OSPI, districts, school directors, and PTA said the program is essential for transporting students with disabilities, homelessness, or foster care needs, and that current funding is far below demonstrated need. No votes were taken on these bills. Finally, the committee heard SB 5943, which would allow limited use of school impact fees for modernization and, in districts under binding conditions or enhanced financial oversight, for up to 25% of operations and maintenance. The sponsor and one superintendent argued it would help districts with aging buildings and new state mandates like safety and energy-efficiency requirements. Builders, business groups, and school coalition representatives opposed the bill, saying impact fees should remain tied to growth-related capital costs and warning it could worsen housing affordability and weaken the nexus required for impact fees. The chair closed by noting the session’s budget constraints and the committee adjourned after the hearings.

Transcript Highlights:

• and high school.
• the school nutrition programs and improving school nutrition finances.
• the school nutrition programs and improving school nutrition finances.
• c><00:59:32.839><c> to</c><00:59:32.960><c> be</c> schools I want our schools to be schools I want our
• </c><01:21:10.239><c> um</c><01:21:11.400><c> and</c> school and the school district um and school and

Bills: HF51 , HF1161 , HF2201 , HF2786 , HF1053

Committee: House Education Finance

Transcript Highlights:

• School is just so much more fun, I guess, than school back home.
• school year, Moundsby High School 2324 school year, Moundsby High School implemented<01:34:50.800><c>
• </c> the school day. the school day.
• </c> My school stop has a number of elementary school and middle school students. They are Mr.
• ><c> charter</c><02:07:27.599><c> schools</c> school districts charter schools school districts charter

Committee: Senate Education Policy

Transcript Highlights:

• school even started.
• Public schools are really suffering. All our schools are suffering.
• Public schools are really suffering. All our schools are suffering.
• And you represent a school association, sir? There's private schools.
• out of public schools or have behavior problems, inner-city schools.

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Summary: The Senate Appropriations Committee on Pre-K-12 Education met for its first meeting of the 2025 session to hear the Auditor General’s operational audit on 2024-25 school funding accountability challenges, focused largely on the Family Empowerment Scholarship and its interaction with the FEFP. Deputy Auditor General Matthew Tracy described rapid growth in scholarship enrollment, timing mismatches between scholarship payments and public-school funding calculations, delayed membership survey processing, weak cross-check and recoupment procedures, inconsistent handling of parent survey responses, and limited documentation for withholding and returning funds. The audit said these issues contributed to funding inequities, duplicate-payment risks, and an unexpected draw on state education funds, and it recommended separating scholarship funding from the FEFP, aligning application windows with budget timing, strengthening controls and staffing, and creating clearer, documented recoupment and balance-limit processes. Committee members questioned whether current law gives the department and scholarship funding organizations enough authority and whether the system is effectively a pay-and-chase model. Several senators expressed concern about the lack of timely reconciliation, the size of the funds involved, and the absence of clear records showing how money was recovered or withheld. Adam Emerson, executive director of the Office of School Choice, said the department is working more closely with school districts and scholarship funding organizations, including pausing payments when districts identify students still enrolled in public schools, and said the office wants to improve the process. President Gates then previewed legislation he said would address the audit’s findings by funding Family Empowerment Scholarships as a separate FEFP categorical, expanding the Education Stabilization Fund, setting clearer application and acceptance deadlines, moving to monthly payments with eligibility verification before each payment, assigning student IDs for scholarship assistance, lowering SFO management fees, requiring annual audits, and requiring prompt return of audit-related funds. Public comment included a private-school attorney describing losses from unpaid scholarship amounts. Members generally supported the need for reform, with several senators saying the program should be preserved but better structured and more accountable. The committee adjourned after the discussion, with no vote taken on the legislation.

Transcript Highlights:

• But, yeah, so schools are... But, yeah, so schools are coming to...
• We established these DNF schools. Hopefully we don't have any more DNF schools.
• But schools know, right?
• the 2025 school year.
• the 25 school year.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• The bill requires school districts, charter schools, state tribal education compact schools, and public
• The bill requires school districts, charter schools, state tribal education compact schools, and public
• The bill requires school districts, charter schools, state tribal education compact schools, and public
• High School.
• I'm with Edmonds School District, Mountlake Terrace High School, and the Washington School Counselor

Summary: The Early Learning and K-12 Education Committee heard three bills. Senate Bill 6052 would create a statewide digital transcript data-sharing environment for K-12 and postsecondary institutions, with student or parent permission required for disclosure. Supporters from universities, OSPI, school districts, counselors, and education groups said the bill would reduce paper handling, staff time, errors, and delays in admissions and enrollment, while improving security and student access; members asked about alignment with the High School and Beyond Plan, FERPA, apprenticeships, and out-of-state transfer issues. Senate Bill 6051 would allow local school boards to grant waivers or partial waivers of certain state laws and rules to individual schools, while excluding health and safety, civil rights, parental rights, basic education, and other protected areas. The sponsor said the bill is intended to give districts flexibility and surface recurring regulatory burdens, but OSPI, the State Board of Education, WEA, and school board groups raised concerns about broad scope, lack of definitions, possible impacts on special education and basic education compliance, and added complexity or legal costs. Some district representatives supported the idea of flexibility and relief from unfunded mandates, but suggested the bill needed more work. Senate Bill 5907 would expand ECEAP access for military families with incomes below 60% of state median income and prioritize children with deployed or single custodial military parents. The sponsor and supporters from ESDs, school districts, Head Start/ECEAP, child advocacy groups, and veterans organizations said military families face frequent moves, deployments, child care instability, and related stress, and that the bill would provide a modest, cost-effective benefit without state fiscal impact. In executive session, the committee adopted a proposed substitute and passed SB 5860 to Ways and Means, and adopted a proposed substitute and passed SB 5574 to Rules.

Transcript Highlights:

• Madam Chair, Brian Easter, Superintendent of the Maple School District and school board member for the
• School board member from Pleasanton Unified School District, Delegate Assembly from the California School
• It goes school by school. There's no way to see a district is making progress collectively.
• school by school.
• navigate school success.

Committee: House Education