Transcript Highlights:

• for teacher apprenticeship programs, limits the general knowledge test to classroom teachers, and authorizes
• So the bill makes changes to performance evaluations for teachers and it changes it from one-third to
• What impact will this have on teacher performance evaluations? Okay. Thank you. Let's move on.
• So the bill makes changes to performance evaluations for teachers and it changes it from one-third to
• What impact will this have on teacher performance evaluations?

Committee: Senate Education Pre-K - 12

Summary: The committee first took up Senate Bill 296, as amended by strike-all, on middle and high school start times. Senator Bradley explained that the amendment would repeal the statewide mandate for later start times and return scheduling decisions to local school boards, while still requiring districts to inform the community about the health, safety, and academic effects of sleep deprivation and to consider later start times when setting transportation schedules. Testimony and debate were largely in support, with several school district and education group representatives waiving in support, and members citing transportation, staffing, family logistics, and cost concerns under the existing mandate. The strike-all was adopted, and SB 296 was reported favorably by roll call vote, with Senators Berman, Osgood, and Chair Calatayud voting yes and Senator Gaetz voting no; other members were absent or not recorded in the excerpt. The committee then heard Senate Bill 356, which would designate January 27 as Holocaust Remembrance Day in Florida. Senator Berman said the date matches the UN’s Holocaust Remembrance Day and would require the governor to annually proclaim it, while allowing public observance and instruction about the Holocaust’s harms and its impact on the Jewish community and humanity. There was no substantive opposition in the excerpt, and the bill was reported favorably by roll call vote with yes votes from Senators Berman, Gaetz, and Chair Calatayud. Finally, the committee considered Senate Bill 166 on administrative efficiency in public schools. Senator Simon described a broad deregulation package affecting student assessments, grade promotion, teacher evaluations, contracts and certification, school board operations, instructional materials timelines, internal audits, facilities planning, cost-per-student-station limits, emergency make-up days, federal fund timing, and VPK oversight. Testimony was mixed: school district and education organization representatives generally supported the flexibility, while some groups opposed or urged changes to the grade 4 promotion and graduation-related provisions, arguing they could weaken academic standards. After debate focused especially on third-grade promotion and testing requirements, the bill was reported favorably by roll call vote. At the end of the meeting, members recorded their votes on SB 296 and SB 356, and the committee adjourned.

Transcript Highlights:

• In 2023, NTCQ conducted an evaluation of reading courses offered at teacher preparation programs across
• In its evaluation, NTCQ reviewed math content and pedagogy at elementary and teacher preparation programs
• teacher residency programs.
• They provide student evaluation.
• But when you have some teachers in reserve, you have some teachers in Eddy County, you have Some teachers

Transcript Highlights:

• And it is based upon evaluation of the... There's a segment that after 10 years it has evaluated.
• where Tier 1 teachers go to work.
• It would be $40,000 for teachers.
• teachers that don't even have a substitute certificate that are classroom teachers of record.
• , potential teacher, not going into the profession, or one teacher leaving the profession.

Committee: House Elementary and Secondary Education

Transcript Highlights:

• collaborated on a more comprehensive evaluation.
• collaborated on a more comprehensive evaluation.
• collaborated on a more comprehensive evaluation.
• collaborated on a more comprehensive evaluation.
• Teacher teaching in real time with their students.

Committees: Senate Senate Finance , Senate House Appropriations & Finance

Transcript Highlights:

• This program is different from the Teacher Residency Program because these aspiring teachers do not have
• It also allows us to evaluate those programs, right?
• Line 149, under Grow Your Own Teacher Fund.
• Salaries are statutorily tied to teacher level 3 teacher minimums, and so they automatically get an increase
• success. evaluate success.

Committee: House House Appropriations & Finance

Transcript Highlights:

• Is it just for teachers? Is it for teachers and staff? And what are the two lines?
• Okay, that was teacher residency. The next bill. Oh. Okay, that was teacher residency.
• Okay, that was teacher residency. The next bill. Oh. Okay, that was teacher residency.
• to teachers.
• elementary school teachers.

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• If you go back onto the teacher ladder, you have to start up where you left the teacher ladder.
• So there still is an evaluation piece in there.
• So there's no teacher ladder or anything that means that if you go back onto the teacher ladder, they're
• I'm a certified teacher for 10 years. I'm a superintendent for five years.
• Senator Semmelroth, again it would fall back to those evaluation things.

Committee: Senate Education

Transcript Highlights:

• Uh, requests one evaluation specialist, and three in the first year, and three additional evaluation
• Did you evaluate programs? So is this person going to evaluate, or say—say you have this person.
• The teacher, right. The teacher knows best.
• The self-evaluation, you know, who's going to evaluate yourself?
• teachers from the Philippines.

Transcript Highlights:

• The key teacher can't do it.
• The key teacher can't do it.
• I think our teachers are amazing within our state of Idaho.
• I think our teachers are amazing within our state of Idaho.
• But we are now so often having teachers teach the back.

Committee: House Education

Transcript Highlights:

• Teacher retention, teachers who stay and help the school grow because they see a student go from K to
• teachers.
• teachers.
• When you go to the welding teacher and you tell the welding teacher Johnny's not doing well, the welding
• Because those teachers, we need to listen to the teachers more.

Summary: The Education Administration Subcommittee heard and advanced a series of education bills focused on transparency, accountability, attendance, school start times, student well-being, and career planning. HB 1321, by Rep. Salsman, would remove public-records and public-meeting exemptions for university presidential searches, eliminate the Board of Governors from those searches, require Board of Governors members to file full financial disclosures and be Florida residents, and expand syllabus posting requirements; it passed 15-0. HB 1079, by Rep. Botana, as amended, broadened eligibility for dropout retrieval programs to include students who withdrew and did not reengage in education, and it also passed 15-0 after a strike-all amendment and supportive testimony from a program provider. The committee also approved PCS for HB 969, by Rep. Kassel, which shifts evaluation of school mental health services to the Department of Children and Families and requires more detailed outcome data, surveys, and reporting related to the Mental Health Assistance Allocation program; it passed 15-0. HB 1367, by Rep. Booth, creates a statewide attendance policy with uniform definitions and reporting requirements to address chronic absenteeism; it passed 15-1 after support from business and education groups and some concern about state control over district policy. PCS for HB 261, by Rep. Gerwig, revises the 2023 middle and high school start-time law by allowing districts to document compliance efforts and unintended consequences rather than fully meet the mandated later start times; it passed 16-0. The most debated bill was HB 1483, by Rep. Valdez, which would align Florida’s school grading scale with the familiar 90/80/70/60 letter-grade standard over a five-year transition and require school grades to appear on student report cards. Supporters argued the current scale is misleading and too lenient, while opponents warned it would sharply increase failing school labels, create costs and turnaround mandates, and confuse parents and students. Despite extensive testimony from school board members, teachers, students, and advocacy groups on both sides, the bill passed 12-4. The committee then quickly approved HB 1245, a one-year Hunger-Free Campus Pilot Program for three universities with the highest share of Pell-eligible students, and HB 571, which expands career planning, paid work experience, and credit-transfer review for students; both passed unanimously.

Transcript Highlights:

• Is it just for teachers? Is it for teachers and staff?
• This is a group of folks who have been working on teacher residencies, higher ed, as well as teacher
• most teachers.
• whether those are new teachers or existing teachers who just need additional support.
• school teachers.

Transcript Highlights:

• are</c> current teachers uh teachers who are current teachers uh teachers who are retired<00:57:47.640
• </c><01:12:44.040><c> for</c> big difference for the teachers for big difference for the teachers for
• </c> in one of my schools the the teachers in one of my schools the the teachers have<01:12:49.679><c
• The teachers, you know, it's not a reflection on the teacher, and so it's just to get a more accurate
• The teachers, you know, it's not a reflection on the teacher, and so it's just to get a more accurate

Committee: Senate Education Policy

Transcript Highlights:

• , but requires student performance to make up half of the evaluations and establishes a three-year teacher
• to make up half of the evaluation and establish a three-year teachers contract and a 10-year professional
• So currently the way our personnel evaluations are done for our teachers is one-third of that counts
• on our teachers.
• But the weight of the student performance, we're placing on actual teacher performance evaluations.

Summary: The Senate convened with an opening prayer, pledge, and several recognitions, including visiting student groups, chambers of commerce, and apprenticeship participants. Senators also observed a moment of silence for a fallen Walton County deputy and later for the late John Pasadoma. The chamber then moved through a long third-reading calendar and special order calendar, with most bills passing overwhelmingly and several amendments adopted along the way. Among the major measures, SB 234 on criminal offenses against law enforcement officers passed 37-0 after debate and an amendment clarifying “good faith” in an officer’s duties; SB 7020 on open government and cybersecurity information passed 37-0; SM 1488 urging Congress to create a U.S. sovereign wealth fund was adopted by voice vote; SB 944 reducing insurance overpayment claim deadlines for psychologists passed 37-0; SB 878 expanding misdemeanor probation treatment provisions to controlled substances passed 36-1; SB 538, the state court system package, passed 37-0; SB 480 on nonprofit agricultural organization medical benefit plans passed 32-4; SB 472 on correctional-facility education credit for licensure passed 37-0; and SB 56 on geoengineering and weather modification passed 28-9 after extensive debate about enforcement, federal preemption, and the bill’s purpose. Later, the Senate passed CS/HB 421 on peer support for first responders 37-0 after substituting the House companion, and SB 164 on vessel accountability advanced with a technical amendment. SB 166 on administrative efficiency in public schools drew the most extended debate and multiple amendments; it changes testing, promotion, teacher evaluation, certification, and facilities rules, and passed 37-0. The chamber also passed SB 282 on warranty association financial requirements 36-0, SB 316 creating series LLCs 35-1, and SB 384 on annexing state-owned lands 36-0. At the end of the day, the Senate waived rules to immediately certify all passed bills to the House, received budget schedule guidance from Appropriations Chair Hooper for SB 2500 and SB 2502, and adjourned until April 9.

Transcript Highlights:

• Um we further evaluation and testing.
• The heart is a further evaluation.
• </c> us to try to understand how teacher us to try to understand how teacher hazard<01:34:28.719><c>
• </c> for the teachers um for the schools. for the teachers um for the schools.
• </c> for teachers with special assignments. for teachers with special assignments.

Summary: The committee heard testimony on HB 2485, which would require cardiovascular screening for student athletes. The Department of Education and Department of Health said they support the bill’s intent but noted that many screenings are already part of existing school-entry and well-child exams. The Attorney General’s office asked for clarifying language on who performs the screenings, where results go, how “positive findings” are defined, how referrals would work, and whether funding would be appropriated if DOE must hire health professionals. The American Heart Association strongly supported the bill, citing the risk of sudden cardiac arrest in young athletes and arguing that sports physicals are an effective opportunity for early detection. No vote was taken, and the committee moved on after testimony. The committee then heard HB 89, concerning a school psychologist working group and possible licensing or credentialing of school psychologists. The Department of Education and Board of Psychology supported the measure. The Hawaii Psychological Association said it supports licensing school psychologists but asked to be included in the working group, arguing it is an important stakeholder. The Hawaii Association of School Psychologists opposed including HPA, saying the issue is between school psychologists and DCCA and that HPA is not part of their organization. Testimony and discussion focused on the long-running disagreement over whether school psychologists should be regulated under the Board of Psychology or another mechanism, and on title protection and scope of practice. No action was reported during this portion. The committee also took up HB 2445, relating to standardized emergency responses for immigration enforcement at or near schools. The Department of Education said it already issued internal law-enforcement guidance and questioned whether the bill was necessary, while also raising concerns about the bill’s 1,000-foot buffer language and the limits of school authority over activity off campus. The Board of Education echoed those concerns and suggested the bill may need clearer definitions. Supporters, including the White Coalition for Immigrant Rights, the Legal Clinic, and an attorney testifying on Know Your Rights training, argued that recent federal changes have increased ICE activity near schools and that a law is needed to ensure clear, public protocols, staff training, and family protections. A student testifier said the measure was a top priority of the state student council. The transcript ends during testimony, with no vote or final committee action shown.

Transcript Highlights:

• Wava teacher will.
• Lots of teachers also, in fact, at the elementary school, all of the teachers have a homeroom class.
• And the teachers would say no.
• And the teachers would say no.
• We rely a lot on our teachers to help us with this, and the teachers that are passionate about it help

Committee: Senate Early Learning & K-12 Education

Summary: The committee first received an overview of Washington’s Alternative Learning Experience (ALE) programs from OSPI. Staff explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional school setting, and that it can take the form of online, site-based, or remote courses. OSPI said ALE is still basic education, with the same student rights and district responsibilities as other public school programs, and that the agency provides technical assistance, annual reporting review, and program reviews. Members asked for more detailed statewide data on demographics, outcomes, and post-graduation tracking, which OSPI said it would follow up on. Representatives from several ALE programs then described their models and student populations. Washington Virtual Academies, Columbia Virtual Academy, Pearl, and River Home Link each said they serve students through different combinations of online, remote, or site-based learning, with families choosing these programs for reasons such as medical needs, athletics, travel, homeschooling preferences, religious or political concerns, bullying, or the need for more individualized instruction. The presenters emphasized that they provide certificated teachers, special education and multilingual services, assessments, clubs, field trips, and other supports, while also noting funding and capacity limits. Senators asked about for-profit versus district-run structures, transportation, meals, early learning, CTE access, vaccination requirements, and how students socialize and transition to high school. Several presenters said they would provide follow-up information on demographics, language access, and funding details. The committee then shifted to an update on artificial intelligence in schools. OSPI described its AI guidance, which centers on human input, AI output, and human evaluation, and said it has issued practical documents for classroom use and ethics, revised standards to emphasize critical thinking, digital literacy, media literacy, and data literacy, and supported statewide professional development. OSPI also highlighted an AI innovation summit, educator training courses, and new AI-related course codes and equivalency frameworks. District presenters from Quincy and Peninsula described local AI integration efforts, including board policies, classroom guidance, teacher professional learning, custom support tools, and career-connected programs such as drone certification. They stressed that AI should be introduced in a human-centered way and asked for state support for innovation, equity, workforce partnerships, and clear governance standards.

Transcript Highlights:

• them would become teachers.
• My concern, being a math teacher and working with a lot of math teachers, and that was...
• Continually adding classes for prospective teachers to become teachers. Mr.
• And some teachers are trained, and some teachers aren't trained.
• Teachers in our...

Transcript Highlights:

• I am a principal evaluator at the Office of Performance Evaluations.
• or CTE teachers.
• When we compared CTE teachers to non-CTE teachers, we found that on average, CTE teachers were paid $467
• When we compared CTE teachers to non-CTE teachers, we found that on average, CTE teachers were paid $467
• When we compared CTE teachers to non-CTE teachers, we found that on average, CT teachers were paid $467

Summary: The committee met with Representative Redman participating remotely after his flight was canceled. Members approved the minutes, then voted to proceed with a Medicaid study and to release the follow-up report on state oversight of children’s residential care. OPE staff said the original report had identified major gaps in oversight, but that most recommendations had now been addressed through agency changes and House Bill 723, which codified several reforms including a Youth Bill of Rights, annual unannounced surveys, revised interview procedures, and restraint/seclusion reporting to licensing. Of 19 recommendations, 13 were complete, two were in progress, and four remained open, with one requiring legislative action. The follow-up discussion focused on the remaining gaps: whether licensing should have authority to oversee treatment quality, whether restraint and seclusion data should be reported publicly or to the legislature, and how to address abuse by facility staff, including a registry pathway and a single investigative process. OPE and committee members noted that these unresolved items would require policy decisions by the legislature. Department of Health and Welfare and licensing officials described improved oversight practices, including unannounced surveys, a new tracking system, and better monitoring of foster placements. The ombudsman reported increased complaints, more facility visits, and stronger collaboration with licensing, and said his office could potentially take on more oversight if given authority and staffing. The committee then voted to close the report, with several members saying they wanted to work on legislation next session. The committee also heard OPE’s report on career technical education funding and teacher recruitment. The report said Idaho had 1,103 approved secondary CTE programs and about 151,500 enrollments, with agriculture the largest program area. Members heard that larger and more urban districts, especially in southwest Idaho, offered more diverse CTE options, while smaller and more remote districts relied more heavily on agriculture and had fewer health, public safety, and engineering programs. OPE said 60% of surveyed LEAs reported funding constraints, especially equipment and facility costs, and many said dedicated CTE funds could not be used for base teacher salaries. The report also found that recruiting CTE teachers was difficult, with respondents citing a lack of qualified candidates and pay that often was not competitive with local industry, though the comparison varied widely by program area. OPE outlined policy options such as allowing more CTE funds to pay salaries, adjusting the funding formula for smaller class sizes, simplifying occupational specialist credential routes, and targeting salary incentives to high-need fields. The presentation was still underway when the transcript ended, with members asking questions about district settings, salary comparisons, and how the funding options might affect staffing and program access.

Transcript Highlights:

• I know the court would evaluate that.
• Teachers are leaving the state. Teachers are leaving the profession.
• Teachers are leaving the state. Teachers are leaving the profession that they love.
• Teachers are leaving the state. Teachers are leaving the profession.
• Teachers are leaving the state. Teachers are leaving the profession that they love.

Summary: The Committee on Children, Families, and Elder Affairs considered several bills. SB 590, by Senator Bradley, would toll the statute of limitations for failure to report suspected child abuse by mandatory reporters until the offense is known to law enforcement, with a retroactivity amendment adopted. Supporters said it would help hold mandatory reporters accountable in institutional abuse cases; it was reported favorably. SB 778, by Senator Simon, would update the definition of forensic client so certain individuals with intellectual disabilities or autism whose charges were dismissed for incompetency could be housed in the same secure setting under Chapter 916, reducing duplicative staffing and space needs at APD; it was also reported favorably. The committee then took up SB 560, by Senator Garcia, which streamlines psychotropic medication procedures for children in DCF custody, clarifies when new medical reports are needed, reduces duplicative background checks, and simplifies consent documentation. An amendment removed language expanding who could serve as a qualified evaluator and revised the Road to Independence Program changes to focus only on post-secondary education services and support, extending eligibility ages to 26 while keeping a five-year maximum. Members discussed fiscal impacts and funding sources, and the bill was reported favorably. Finally, the committee heard SB 1010, by Senator Yarbrough, which strengthens enforcement of existing prohibitions on sex-reassignment prescriptions and procedures for minors and adds civil and criminal penalties, along with Attorney General enforcement authority and related parental rights provisions. An amendment clarified that actions could be brought by individuals as well as the Attorney General and that the provisions apply only to minors. The bill drew extensive public testimony both for and against, with supporters emphasizing child protection and accountability and opponents warning about chilling effects on medical care, schools, and parental rights. Senators raised concerns about standing, scope, and impacts on teachers and clinicians, but the bill was ultimately reported favorably on a 5-1 vote, with Senator Sharif voting no.

Transcript Highlights:

• So, for instance, there is an addition. educational teacher evaluation system that the public education
• our educator evaluation.
• evaluation system.
• We desperately need a better teacher evaluation System, the funding that we have, the $12 million that
• New teacher evaluation system.

Transcript Highlights:

• We also serve teachers, and we provide training for teachers. I will wrap.
• Teachers, and we provide training for teachers. I will reference again ASD from yesterday.
• And also a general ed teacher, a special ed teacher, and principal of Title I, migrant, etc.
• So if, I would suggest, if a teacher is having difficulty, So if I would suggest if a teacher is having
• We're facing a serious critical shortage in the area of both teachers of the deaf and teachers of the

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

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.