Transcript Highlights:

• Lake or the school board or anyone considered kids in phase three schools.
• school district does.
• School District.
• , middle school, and high school, depending on the needs.
• There's 22 school districts with elected school boards.

Keywords: 959, house, all

Transcript Highlights:

• to being a school board member and helping the schools thrive.
• to being a school board member and helping the schools thrive.
• Okay, that's a good school, good side school district. I think so.
• I never, as a school board member, speak on behalf of the school board.
• But do school boards come up with policies for school safety?

Summary: The Committee on Children and Families heard public testimony on Senate Bill 1002, which would move St. Charles County school board elections and related levy/bond questions from April to the November general election, extend terms to four years, and allow candidates to voluntarily list party affiliation. The sponsor argued the bill would increase voter participation, broaden community input, and potentially save money, while several supporters said April turnout is too low and that November elections would better reflect the county’s voters. Supporters also said the change could help candidates campaign more effectively and bring more attention to school issues. Opponents, including school board members, parents, and the Missouri NEA and Missouri School Boards Association, argued the bill would politicize school board races, crowd out local issues on November ballots, and reduce the value of staggered terms and institutional continuity. Several witnesses objected to carving out only St. Charles County rather than making any change statewide, and some warned that limiting levy and bond elections could delay urgent district needs. One witness also said the bill would burden regular parents and community members who run for school board, while others emphasized that school boards should remain focused on governance, budgeting, and student needs rather than partisan labels. After testimony, the committee voted on Senate substitute for Senate Bill 1002 and advanced it by a vote of 10 aye, 5 no, and 1 present. The committee then took up Senate substitute for Senate Bill 1135, described as the Henderson, Bentley, and Mason’s law, and voted it do pass by 16 aye and 9 no. The committee then adjourned.

Transcript Highlights:

• It includes school counselors, school social workers, school psychologists, and school nurses.
• :59.360><c> school</c> school social workers, school school social workers, school psychologists,<00:
• </c> feel comfortable at schools in schools. feel comfortable at schools in schools.
• schools? schools?
• are middle schools or high schools?

Keywords: 919, house, all

Summary: The committee took up House File 4893, a school safety and gun violence prevention bill, and first adopted a DE1 amendment before hearing the bill. The author and supporters described the measure as a layered approach to school safety, combining increased funding for student support personnel, required school safety plans, and anonymous threat reporting systems. They cited research from the Violence Prevention Project and other sources arguing that many school shooters are insiders, often show warning signs, and frequently leak plans beforehand, making early intervention and trusted adults in schools important. Members and testifiers also discussed the bill’s firearm storage provisions. Representative Green explained that the bill would require firearms on school property and in vehicles to be unloaded and locked, and would limit or remove principals’ discretion to allow firearms in school buildings, while preserving access for trained school security personnel. Supporters said the bill would improve clarity and safety for schools, while a representative from private schools raised concerns that the language could limit flexibility and create staffing and accountability problems for non-public schools, prompting discussion of possible amendments. Several student and organizational testifiers supported the bill, including students from Edina High School, Education Minnesota, the Minnesota School Counselors Association, and the Children’s Defense Fund Minnesota. They emphasized the impact of gun violence on students’ mental health and learning, the value of anonymous reporting systems, and the need to invest in counselors, social workers, psychologists, and nurses. No final vote on the bill was taken in the portion provided, but the committee did adopt the DE1 amendment and continued discussion of possible changes, including with the BCA and school safety center.

Transcript Highlights:

• We are a tribally controlled school, and so the BIE schools, the 183 schools that I mentioned across
• We are a tribally controlled school, and so the BIE schools, the 183 schools that I mentioned across
• We are a tribally controlled school, and so the BIE schools, the 183 schools that I mentioned across
• </c> School fund um but Minnesota school School fund um but Minnesota school trust<01:11:51.360><c> lands
• </c> distributed to all the public schools distributed to all the public schools schools<01:16:25.560

Keywords: 1187, senate, all

Transcript Highlights:

• We are one of the NSECD schools, non-public school early childhood development schools.
• school teachers.
• school.
• school.
• that school.

Keywords: 974, senate, all

Transcript Highlights:

• It requires school districts, charter schools, and state tribal education compact schools to adopt the
• and middle school to the very high school I attend.
• education compact schools, and private schools to maintain a school supply of albuterol at each school
• education compact schools, and private schools to maintain a school supply of albuterol at each school
• There might be a dozen schools in a school district.

Summary: The committee first heard Senate Bill 5992, which would create a non-appropriated Youth Development Fund account to support grants for positive youth development programs serving ages 5 to 24. Staff explained that OSPI would administer grants to nonprofits, tribes, and local parks and recreation entities, with school districts and ESDs eligible mainly as partners; annual reporting would be required. The sponsor and many testifiers, including students, youth-serving nonprofits, tribal representatives, and agency partners, described after-school, mentoring, arts, sports, outdoor, and wraparound programs as important for mental health, belonging, safety, civic engagement, and prevention, especially for vulnerable and rural youth. The committee then moved to executive session and adopted a substitute and passed SB 5992 to the Rules Committee. The committee also took executive action on Senate Bill 5952, which would standardize the process for excusing high school students from physical education, and on Senate Bill 5961, which would transfer the Imagination Library of Washington from DCYF to OSPI. In both cases, the committee adopted proposed substitutes that narrowed or adjusted the bills, then voted them out of committee: SB 5952 was sent to Rules, and SB 5961 was sent to Ways and Means. The committee also heard Senate Bill 5969 on allowing an IEP transition plan to satisfy high school and beyond plan requirements; after discussion, a substitute was adopted that instead directs OSPI to reduce duplication in the statewide IEP system, and the bill was passed to Ways and Means. Later, the committee heard Senate Bill 5918, which would increase materials, supplies, and operating costs (MSOC) funding by $100 per student or $100,000 per district, whichever is greater, starting in the 2026-27 school year. Testimony from educators, administrators, school board members, PTA, and OSPI emphasized that districts are using local levy dollars to cover basic operating costs such as utilities, insurance, curriculum, and maintenance, leaving less for enrichment and forcing cuts or deferred purchases. One opponent argued against additional taxes and questioned the return on school spending. The sponsor framed the bill as necessary to meet the state’s paramount duty to fund basic education. The transcript then shifted to Senate Bill 5951 on school access to albuterol, which would allow schools to keep stock albuterol under a statewide standing order and let trained staff administer it under certain conditions; students, nurses, and advocates testified that stock albuterol could reduce absences and improve safety for students with asthma. Finally, the committee began hearing Senate Bill 6042 on school mapping, which would require school safety plans to include accurate, interoperable digital maps for first responders; the sponsor and emergency response witnesses said standardized maps are critical for coordinated, timely response in school emergencies.

Transcript Highlights:

• The next is school resource officers and school safety, and then school nutrition programs.
• 380. school, high school 365 to 380.
• In high school, about 78%; in middle school, and just shy of 50% in elementary schools.
• It's provided $190 million for school safety from that school year to this school year.
• schools.

Keywords: 916, all

Transcript Highlights:

• What I found out is that you had charter schools where you had an elementary school, a middle school,
• and a high school.
• Charter schools are free public schools.
• , grade schools there might be in that school district.
• schools to school boards to do anything this is a viable option to recruit from within the school district

Keywords: 989, all

Summary: House Education began by approving minutes from February 18, 19, 20, and 23, 2026. The committee then heard House Bill 657, which would change charter school lottery priorities to give military-connected students and foster children greater access, while also allowing charter schools more discretion to set their own enrollment priorities. The sponsor and several military family and charter school witnesses supported the bill as a fairness and stability measure for families facing frequent PCS moves; opponents, including Mountain Home school officials, argued it could significantly harm the local district and that a simpler amendment to the military enrollment statute would address the problem without creating district-level disruption. The committee held HB 657 in committee and then introduced RS-33489, sending it to the second reading calendar with a due pass recommendation. The committee next took up House Bill 711, an alternate authorization pathway for principals and superintendents. Supporters, including the sponsor and the State Superintendent, said it would help rural districts recruit leaders by creating a “grow your own” and executive pathway with mentoring and board approval, while opponents from school boards, administrators, and educators warned that removing the master’s degree requirement and allowing broader use of training funds could weaken preparation and accountability. After testimony and debate, the committee passed HB 711 to the House floor with a due pass recommendation. Finally, the committee considered RS 32862 C1, which would move the STEM Action Center into the Workforce Development Council, reduce overhead, require industry matching funds, and add annual performance reporting for general fund spending. The sponsor said the change would improve efficiency and accountability, and the committee asked about charitable contribution deductions and governance details. RS 32862 C1 was introduced and sent to the second reading calendar with a due pass recommendation. The committee also announced that House Bill 712 would be moved to the next morning’s agenda.

Transcript Highlights:

• School District.
• School District.
• Owner High School, which she said is one of those schools.
• There's 22 school districts with elected school boards.
• district school board that is accountable to to. into an elected special school district school board

Summary: The committee first met in executive session on House Bill 3070, a firearms-related bill. Representative Koslow argued the bill was not truly Second Amendment friendly, saying it could block return of stolen firearms, expose taxpayers to large payouts, and harm firearm dealers. Representative Greg said local law enforcement did not support it. The committee then voted 3 ayes and 9 noes, and HB 3070 failed to be reported do pass. The committee then held a public hearing on House Bill 2904, which would expand animal mistreatment law to include starvation and add a House committee substitute addressing false reports of animal abuse. Representative Don Mayhew said the bill responds to cases of animals left chained and neglected, and supporters from the Animal Legal Defense Fund, Humane World for Animals, and the Missouri Alliance for Animal Legislation backed the measure. No opposition testimony was offered. The bulk of the meeting focused on House Bill 2933, which would allow school districts in St. Louis County to withdraw from the Special School District of St. Louis County through board action and a local vote. The sponsor and supporters, including Lindbergh officials, parents, and an attorney, said the current SSD structure is too rigid, lacks accountability, and can fail to meet students’ individualized needs; they cited service delays, litigation, and concerns raised by families. Opponents, including SSD administrators, superintendents, parents, and advocates, said SSD provides specialized services that many districts could not replicate, warned the bill could fragment services and create instability, and pointed to the countywide history and existing review mechanisms for SSD. The hearing ended without a vote on HB 2933.

Transcript Highlights:

• </c><00:47:40.480><c> here</c> school he goes to a private school here school he goes to a private school
• ><c> whatever</c> School a Christian High School whatever School a Christian High School whatever I<00
• um</c> school through high school um school through high school um generalization<01:10:17.080><c> is
• , private school, or home school.
• > like</c> went to a school and isamic school like went to a school and isamic school like trying<03:

Keywords: 928, house, all

Summary: The hearing focused on House Bill 115-FN, which would remove the income cap from New Hampshire’s Education Freedom Account eligibility rules. Representative Valerie McDonnell, the bill’s sponsor, said the measure is intended to fund students rather than systems and to expand educational choice regardless of income or zip code. She described the change as a small statutory edit but argued it would have significant benefits, including helping families afford alternative education settings and testing costs such as AP exams. She also cited testimony from families who said EFAs helped children with special needs or difficult circumstances, and she argued the program is popular and cost-effective. Committee members questioned McDonnell about the bill’s fiscal impact and administration. One member asked whether removing the income cap would extend vouchers to families above the statewide median income and whether the change could cost more than $100 million annually; McDonnell said she did not agree with that estimate and pointed to Arizona as a comparison. Representative Wendy Thomas asked whether the bill should require stronger data-sharing from the Children’s Scholarship Fund, which administers the program, so the Department of Education and taxpayers could better track spending; McDonnell said the program already uses ClassWallet and regulated expenditures, and that the question was better directed to the administrator. Several members testified in opposition. Representative Wendy Thomas said the bill would increase costs for public schools, raise local property taxes, and worsen oversight problems. Representative Heath Howard argued the proposal would function as a subsidy for wealthy families already paying private tuition and said public education and special education should be funded first. Representative Megan Murray also opposed the bill, emphasizing the lack of a legal reporting requirement for EFA spending and the need for transparency, accountability, and attention to special education needs. Representative Sam Farrington supported expansion, sharing a constituent story about a student who left public school after harassment and benefited from private school placement. No vote or final action was taken in the portion provided.

Transcript Highlights:

• schools? schools?
• school school or truency.
• </c> high school. high school.
• </c> high school diplomas. high school diplomas.
• So in magnet schools and gifted schools.

Keywords: 958, all

Summary: The meeting focused on Kentucky school choice and innovation, with discussion of the state constitution’s “common schools” requirement and how that has been interpreted alongside newer education models. Chairman Tipton described model laboratory schools, Gatton and Craft Academies, magnet and virtual programs, and said these options show that Kentucky has long expanded opportunity through innovation. He then turned the discussion to Senate Bill 207, which he said was designed to support schools of innovation. Senator Steve West reviewed the history of Kentucky charter schools and explained that SB 207 was modeled on a South Carolina approach. He said the bill allows a local school board to contract with a third-party entity to manage an existing school, seek waivers from certain state rules, and receive SEEK funding while also allowing outside private investment. He emphasized that the district initiates the process, that the school remains public, and that the bill includes accountability through a time-limited contract that can be ended if the school is not performing. Members asked about the difference between SB 207 and the earlier charter school law, whether schools could cherry-pick students, and whether teachers would remain district employees. West and Tipton said the new model is tied to an existing school rather than a new charter, cannot cherry-pick students, and keeps teachers as district employees. Representative Brown raised concerns that charters and exceptions could leave some children out, especially lower-income students, while West responded that the proposal is intended to expand choice for families who may not otherwise have it and cited examples from other states where similar models improved low-performing schools. No vote or formal action was taken during the discussion.

Transcript Highlights:

• officers in the school Officers in the schools.
• If schools want to use Ricotta, if schools want to use Access, if schools want to use any video system
• school.
• schools—not for schools in an incorporated area?
• island schools not for schools in an incorporated area so the phase island schools, not for schools

Summary: The Joint Legislative Audit Committee heard presentations on Arizona’s school safety interoperability communication systems, beginning with remarks from Senator Kevin Payne, who described the program as a response to school shootings and 911 overloads, and said the goal is to let schools trigger a panic-button alert that immediately shares video, floor plans, and location information with law enforcement and other responders. Several members echoed support for the concept, while also raising concerns about whether the systems are actually working as intended and whether school resource officers remain necessary or should be supplemented by technology. Auditor General Lindsay Perry summarized the JLAC-directed special audit, explaining that the office reviewed whether fund expenditures were authorized, whether purchased systems met statutory requirements, and whether procurement followed applicable standards. She said the office had tested a sample of systems with vendors, schools, and law enforcement, and that some agencies had not provided requested follow-up information. Members questioned Pinal County’s lack of response and the status of its reports and payments, and committee leaders criticized the county sheriff’s claim that the committee had treated staff unfairly. Representatives from Mutualink, Motorola Solutions, and Navigate 360 then defended their systems and described implementation challenges. Mutualink said its platform connects schools, dispatch, and responders across jurisdictions and claimed it can reduce response times, but acknowledged that implementation depends on training, infrastructure, and cooperation among schools and agencies. Motorola said it had deployed systems in Maricopa and Yuma counties and that some delays stemmed from school participation and procurement issues. Navigate 360 highlighted Cochise County as a success story, saying 60 of 69 schools were implemented and that the company had added maps, emergency management tools, and training support after audit findings. Members repeatedly pressed the vendors on statutory criteria, procurement practices, rural infrastructure, and why some counties or schools were not fully operational; the vendors generally said the biggest barriers were local readiness, training, and interagency coordination rather than the technology itself.

Transcript Highlights:

• </c> failing school and unshackle that school failing school and unshackle that school from<00:21:42.120
• school.
• </c> to adopt this school as my school I'm to adopt this school as my school I'm willing<00:29:57.640
• </c><00:31:57.159><c> um</c> magnet schools or or gifted schools um magnet schools or or gifted schools
• </c><00:39:53.560><c> within</c> a school of innovation or schools within a school of innovation or schools

Keywords: 958, all

Summary: The Senate Standing Committee on Education met with a quorum and first took up Senate Bill 68, which was presented by Kentucky Department of Education staff as a cleanup measure to reduce duplicative or outdated reporting requirements. The bill, as amended by a committee substitute, would streamline reporting on local wellness policies, school breakfast programs, school budgets, audits, and school nutrition assessments, while preserving existing requirements to adopt wellness and physical activity policies and maintain audit obligations. Members asked whether removing reporting on physical activity and related topics would weaken oversight; KDE responded that districts would still have to adopt the policies and be reviewed under federal nutrition monitoring, but the state reports were often incomplete, hard to compare, and not especially useful. The committee adopted the substitute and passed SB 68 unanimously. The committee then heard Senate Bill 207, the School Innovation Act, sponsored by Senator West. The bill would create an optional program allowing school districts to apply to the Kentucky Board of Education for waivers from certain administrative regulations and establish three-year “schools of innovation,” potentially with third-party partners, to give struggling schools more flexibility and a fresh start. Senator West said the model was inspired by a visit to a school of innovation in South Carolina and by examples from South Carolina and Indiana, and he argued that the bill would let districts try new approaches without mandating participation. He also said existing “district of innovation” language in statute is a relic and that the bill would replace it with a school-based model. Committee members asked about fiscal impact, eligibility, and whether the bill was limited to failing schools. Senator West said the fiscal note was indeterminate because participation is voluntary and could range from none to many districts, but he expected little direct budget change and possible outside philanthropic funding if a district chose to participate. He said the bill does not limit participation to the bottom 5% of schools and would be left to local district discretion. Members also raised whether high-performing or specialized schools could use the model; West said yes, if a district chose. Supportive testimony emphasized that the bill could reduce burdensome oversight and allow schools more flexibility to innovate. The discussion ended with continued questions and no final action recorded in the excerpt.

Transcript Highlights:

• School District.
• My school had the same base funding as my wife's school, which was one of the five richest schools in
• New Mexico International School is a different school.
• schools in the state.
• My name is is Todd Nowson, the head of school at New Mexico International School.

Keywords: 996, all

Transcript Highlights:

• Florida's developmental research schools, or lab schools, are specialized public schools affiliated with
• Florida's developmental research schools, or lab schools, are specialized public schools affiliated with
• For so many other schools, school districts, and states.
• In elementary school.
• high school.

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• We are one of the NSECD schools, non-public school early childhood development schools.
• school.
• school.
• that school.
• school.

Summary: The committee met for public testimony on the Finance budget, with the main discussion focused first on funding for disability services and then on the LA GATOR scholarship program. Several individuals testified in support of fully funding Families Helping Families and Louisiana Rehabilitation Services (LRS), describing how advocacy, transition services, and direct support workers help people with disabilities access education, employment, and independent living. Witnesses urged the committee to preserve or increase state general funds to draw down federal matching dollars, and provider groups said current reimbursement rates and staffing shortages are leaving agencies in deficit, creating waitlists, overtime costs, and difficulty retaining workers. Committee members thanked the speakers and noted that the testimony would be used to compare the governor’s, House, and remaining budget requests. The committee then heard extensive testimony in support of increasing funding for the LA GATOR scholarship program. Supporters included policy groups, school leaders, parents, and students who argued that the program expands educational choice, helps low-income and special-needs students find schools that fit their needs, and should be fully funded at the level of demonstrated demand. Speakers from Catholic and Christian schools said GATOR funding had helped students thrive academically and spiritually, but that shortfalls left many eligible students without awards, hurt kindergarten enrollment, and forced schools to raise private donations to cover gaps. Several witnesses emphasized that the program is not a zero-sum attack on public schools, but a way to let education dollars follow students. A few committee questions focused on the fiscal impact and on whether choice programs improve outcomes without harming public schools. Testimony cited enrollment growth, parent demand, and data from other states to argue that school choice can improve student and parent outcomes and may also strengthen traditional public schools through competition. No votes or formal actions were taken during the public testimony portion of the meeting.

Transcript Highlights:

• during the 2023 in meals for schools during the 2023 school school school year<00:02:24.000><c> and<
• </c> School Meal served uh during last school School Meal served uh during last school year<00:03:33.120
• </c><00:06:43.960><c> who</c> schools who or Outreach to schools who schools who or Outreach to schools
• </c><00:07:43.720><c> often</c> the School menus at their school often the School menus at their school
• schools and public schools lunch private schools and public schools um<00:20:29.960><c> and</c><00:20

Keywords: 1187, senate, all

Transcript Highlights:

• What makes ILA different than other schools and other virtual schools?
• the Oneida School District.
• charter school.
• Virtual schools make up a fraction of all schools in the state.
• ILA has only been a charter school for the past two school years, I believe.

Keywords: 989, all

Summary: The committee first approved the January 26 minutes by motion, voice vote, and then received a briefing from the Office of Performance Evaluations on the Idaho Home Learning Academy (ILA), a large district-authorized virtual charter school. OPE described ILA’s growth, its student population, its use of contracted education service providers, and survey findings showing families are drawn to the school for customized education and supplemental learning funds. The evaluators also reported that ILA’s ISAT performance lags statewide averages and that students transferring from brick-and-mortar schools tended to show lower growth in their first year at ILA, though some growth improved in later years. OPE recommended more support for first-year transitions and raised concerns about accountability, transparency, and the lack of clear statutory rules for virtual-school funding and supplemental learning funds. The second half of the presentation focused on how virtual schools are funded and how ILA converts staffing and benefits dollars into discretionary funds that help pay service providers and student supplemental learning accounts. OPE said ILA received $47.8 million in state foundation funding in 2024-25, with $12.5 million ultimately spent on supplemental learning funds, and noted that some of those funds were used for private-school expenses. OPE also said ILA does not claim transportation funding, relies heavily on part-time teachers, and uses policies that differ among its service providers, creating oversight concerns. The evaluators urged the Legislature to consider clearer rules for virtual-school attendance, supplemental fund use, and funding formulas tailored to virtual schools. Committee members asked about per-student costs, comparisons to traditional schools, the role of private providers, dual enrollment, testing integrity, and whether supplemental funds are effectively a wash in the funding system. ILA representatives responded that students can access a free base curriculum, that dual enrollment is tracked through the state system, and that testing follows state requirements. They also said the school has been working to address concerns raised in the report and pointed to forthcoming legislation. Several members emphasized the need to understand virtual-school funding carefully to avoid unintended consequences, while others defended ILA as serving students who might otherwise not be well served in traditional settings.

Transcript Highlights:

• </c> schools would be permitted in any school schools would be permitted in any school district<01:31
• school? school?
• </c> rated school. rated school.
• me or the<03:33:27.760><c> school?</c> the school? the school?
• . school. school.

Keywords: MS House Floor - 15 January, 2026; 10:00 AM, 925, all

Transcript Highlights:

• The bill reduces regulations on school board operations, aligning school district school board meeting
• The bill reduces regulations on school board operations, aligning school district school, I'm sorry,
• aligning school, aligning district school board meeting requirements with other local governments for
• that school district and the students in that school district.
• We parents have forever arranged for after-school care, before-school care, or both.

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum present and observed a moment of silence for Senator Geraldine Thompson. The committee first took up CS/SB 102, a bill by Senator Gates directing the Department of Education to develop a workforce credential program for students with autism spectrum disorder or students on a modified curriculum, in coordination with the Florida Center for Students with Unique Abilities and OSHA. Supporters said the bill would help autistic students gain job skills and workplace safety credentials, while an opponent argued the bill should clearly make participation voluntary, expand to other exceptional student groups, include funding, and add stronger accountability. The bill was reported favorably. The committee then considered SB 166, the Administrative Efficiency in Public Schools bill by Senator Simon. The bill would reduce or remove several state mandates and give districts more flexibility on testing, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, audits, facilities planning, emergency make-up days, federal fund use, and public VPK oversight. Senators asked about the impact on student proficiency, teacher evaluations, and the transfer of public VPK oversight to districts; Simon said the tests would remain but count as 30 percent of the grade, districts would retain flexibility in evaluation measures, and only public VPK would shift to districts. Public testimony was largely supportive, with some speakers praising reduced testing and local control, while one senator cautioned that Florida still has a math proficiency problem. The bill was reported favorably. Finally, the committee heard CS/SB 296 by Senator Bradley, which would repeal the 2023 statewide mandate requiring later middle and high school start times and return the decision to local districts, while still requiring districts to inform the community about the health, safety, and academic impacts of sleep deprivation and consider later start times. Supporters argued the mandate created transportation, staffing, and scheduling problems and that local control was more practical, while opponents emphasized sleep science and the benefits of later start times for teens. Several senators discussed the tension between research and district resources, and the bill sponsor said the measure preserves the conversation about sleep while allowing local scheduling decisions. CS/SB 296 was reported favorably, and the committee then adjourned.