Transcript Highlights:

• buses or walking to school.
• buses or walking to school.
• I contacted schools.
• I contacted schools.
• I contacted schools. I contacted this. I contacted schools.

Keywords: 1189, house, all

Transcript Highlights:

• Um, which, uh, you know, may include looking at bonding, financing programs within the community or the
• And I'm going to come with her because I like those lunches, so I'm coming too. >> Get a hold of you.
• The public service commission led a review of the large load tariffs and programs that our utilities
• We do this through a grant program, a grant arrangement with the federal government.
• is compliance. program is compliance.

Keywords: 916, all

Transcript Highlights:

• this pilot program. Thank you. this pilot program. Thank you.
• to the federal program.
• to the federal program.
• to the federal program.
• to the federal program.

Keywords: 910, house, all

Summary: The task force held its first meeting, beginning with roll call and introductions of members and participants in the room and on Zoom. The chair emphasized Sunshine Law transparency, noted the meeting was on September 11, and opened public testimony on the orientation report. No one testified in person or on Zoom, and the chair observed a moment of silence in remembrance of 9/11 before moving into the agenda. The chair then reported on several orientation presentations given statewide between July 18 and September 5, including meetings with transit-oriented development, the Maui Chamber of Commerce, the Kona-Kohala Chamber, the Japanese Chamber of Commerce on Hawaiʻi Island, the Hawaiʻi Island Chamber of Commerce, the Hawaiʻi Island Native Hawaiian Chamber, and the Capo Chamber of Commerce. The main presentation item was a detailed overview from Kauaʻi County on its permitting process. County staff explained that zoning and building permits are handled separately on the outer islands, with zoning focused on form, character, and compatibility, and building permits focused on health and safety. They described a two-tier zoning system: ministerial permits that are automatically approved if not acted on within 30 days, and discretionary permits that go to the planning commission and can become lengthy contested cases if there is intervention. They also discussed special management area review in coastal areas, which can add time, and explained that building permits must conform to what was approved in zoning. Kauaʻi County staff also outlined the building permit process, including online and in-person submission, coordination with planning, engineering, water, wastewater, health, and fire agencies, and the county’s fully electronic review system using ProjectDox and related software. They noted that applicants are encouraged to check zoning, water, wastewater, and floodplain issues before hiring someone to prepare plans, especially for homeowners. The county shared permit and utility statistics and said the public can check permit history through Click2Gov. No votes were taken during the portion of the meeting provided; after the Kauaʻi presentation, the chair opened a question period for members.

Transcript Highlights:

• I taught seniors in law school.
• May not like it. assistant dean of the law school now. assistant dean of the law school now.
• Um, a student at the school that is now Jackson Olan High School.
• > High<04:01:14.800> School.
• My mom, Jackson Olan High School.

Keywords: 920, all

Summary: The Senate convened with prayer, the pledge, and a roll call establishing a quorum of 35 senators. The journal was adopted without objection, absent senators were excused, and there were no house messages, committee reports, motions, or resolutions before the first bill was called. The main item of business was House Bill 1, described as a conditional measure to set a process for electing U.S. House candidates in Alabama’s congressional districts 1, 2, 6, and 7 if a federal court order lifts current injunctions. The sponsor said the bill would only take effect if the court order is issued and would allow quick compliance with federal rulings. Debate centered on whether the bill was truly responsive to the court or instead an attempt at mid-decade redistricting; opponents argued it would violate Alabama’s constitutional limits on elections and ignore the court’s redistricting orders, while supporters said they were trying to comply with the court and that the issue was partisan rather than personal. Much of the discussion focused on Allen v. Milligan, the Voting Rights Act, and the meaning of the court’s injunctions. One senator argued the bill would dilute Black voting strength and was being driven by national Republican politics, while the sponsor and others insisted the legislature was acting only conditionally and that the court had not ordered the specific action being debated. The exchange became lengthy and contentious, but no final vote or other action on HB1 was taken in the portion provided.

Transcript Highlights:

• a a program uh could could contest it. a a program uh could could contest it. uh<00:58:54.240>
• So there's administering the program.
• It is a 100% income tax on program fraud in public programs.
• it is a 100% uh income tax on program it is a 100% uh income tax on program fraud<02:55:08.160><
• And um the fraud in public programs.

Keywords: 1187, senate, all

Transcript Highlights:

• programs that accelerate lab school students into articulated health care programs at a university.
• We have launched a new high school program pathway.
• completed during our high school program.
• during our high school program.
• This program reserves four seats for our high school students at the medical 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:

• responding, not only our school district schools, but also our charter schools, and customizing programs
• So to give you a little bit more detail about our program, starting with the school readiness program
• There's a school year program that includes a 540 instructional hour program.
• hour program that happens during the school year.
• VPK providers and school readiness providers, Programs.

Summary: The Pre-K through 12 Budget Subcommittee held its first interim meeting, took roll, and established a quorum. Members introduced themselves, many noting backgrounds in education, school boards, local government, or parenting, and Chair Jenna Persons-Mulicka outlined the committee’s goal of building the fiscal year 2025-26 Pre-K-12 budget. She also reviewed the fiscal year 2024-25 education budget, noting that the Pre-K-12 portion totals about $21 billion, with the Florida Education Finance Program (FEFP) as the largest driver, along with major funding for VPK, school readiness, and school recognition. She explained that federal COVID relief funds have ended and that recent school choice legislation has affected budget structure. Commissioner Manny Diaz and department leaders then gave overviews of their divisions. Diaz highlighted Florida’s education rankings, record graduation rate, progress monitoring, expanded school choice participation, charter school growth, and teacher salary investments, while emphasizing a focus on literacy, math, and early learning. Carrie Miller described the Division of Early Learning’s school readiness and VPK programs, their funding, eligibility, accountability systems, and the importance of kindergarten readiness. Paul Burns outlined the Division of Public Schools’ work on educator quality, literacy, standards, certification, family outreach, federal programs, and school improvement. Suzanne Pridgen reviewed finance and operations functions, including budget management, FEFP calculations, grants, procurement, transportation, and emergency management. Adam Emerson described parental choice programs, including scholarships, charter schools, schools of hope, virtual education, and home education. Darren Norris detailed the Office of Safe Schools’ responsibilities for risk assessments, compliance inspections, threat management, grants, and training created after the Marjory Stoneman Douglas tragedy. Members asked questions about several issues, including whether the Safe Schools office recommends changes to the school safety grant distribution formula, whether early learning eligibility should shift from federal poverty level to state median income, how scholarship payments are verified to avoid funding students who return to public school, and whether daily attendance systems could improve funding accuracy. Other questions addressed hurricane-related survey disruptions, VPK provider reimbursement rates and instructional hours, teacher salary increases, school start time costs, and how voucher schools handle IEP accommodations. Department officials generally said some issues remain under review, supported moving school readiness eligibility to SMI, noted that scholarship and enrollment data are cross-checked and adjusted when needed, and said progress monitoring now helps schools support mobile students. On school safety, officials said exemptions are allowed in statute for some items but not for classroom doors, and that district-specific conditions matter. No votes were taken and no formal actions were reported beyond receiving presentations and discussion.

Transcript Highlights:

• District schools are also eligible to participate in the program.
• Both public school districts and charter schools can participate in the program.
• , especially a program as important as the school safety program.
• During that time, we added additional schools to the program.
• She actually was a JPO under the school safety program.

Keywords: 1182, all

Transcript Highlights:

• Fortunately, the state has invested in a set of programs designed to strengthen Schools.
• Fortunately, the state has invested in a set of programs designed to strengthen in. schools.
• The Classified School Employee Grant has also been a very popular grant program.
• The Classified School Employee Program, the Commission administers this program? We do.
• One is the classified school employees teacher credentialing program.

Summary: The Assembly Budget Subcommittee on Education Finance heard an extended discussion on state efforts to recruit, prepare, and retain teachers, with a focus on whether current programs are sustainable and well targeted. Testimony from the Learning Policy Institute, the Commission on Teacher Credentialing, the Department of Education, and the Legislative Analyst’s Office described persistent shortages, especially in special education, math, science, bilingual education, and high-need schools. Speakers emphasized that residency programs, Golden State Teacher Grants, National Board incentives, classified employee pathways, and undergraduate teacher pipelines have helped increase preparation and retention, but many of these efforts rely on one-time funding and lack long-term certainty. Committee members repeatedly raised concerns about the “leaky pipeline,” working conditions, the burden of student debt, and whether the state should simplify and institutionalize support for aspiring teachers rather than rely on a patchwork of grants. The agencies presented data showing continuing shortages and uneven distribution of fully credentialed teachers. CTC reported projected hiring needs of roughly 20,000 to 25,000 teachers annually, with the highest needs in self-contained classrooms, special education, and certain regions of the state. It also noted that emergency permits, waivers, and intern credentials remain high, and that teachers entering through those routes have higher turnover. LPI cited research showing residency-prepared teachers are more effective and more likely to stay, and argued that Golden State Teacher Grants attract candidates who might not otherwise enter teaching and help them complete preparation. CDE stressed that most new demand comes from attrition and urged support for multiple entry points, tuition assistance, and campus-based coursework. Several members also discussed the role of community college pathways, dual credentialing, and support for school leaders as part of retention. The LAO recommended rejecting the educator pipeline proposals under discussion, citing limited evidence of effectiveness and suggesting that any new spending should be more narrowly targeted to the highest-need schools and long-standing shortage subjects. The LAO also said that if the Legislature funds new programs this year, Proposition 98 would be preferable given the state’s fiscal condition. Committee members pushed back on the idea that declining enrollment or layoffs would solve shortages, noting that shortages and layoffs can coexist in different subject areas and regions. The discussion ended with agreement that staff would continue working with agencies on how to make teacher pipeline investments more consistent, coherent, and easier for candidates to navigate. The committee then turned to the Golden State Teacher Grant Program. Finance proposed $50 million in one-time General Fund support to extend the program for one additional year, while the LAO recommended rejecting the proposal because the first CSAC evaluation is not due until later in the year and because the funding would be non-Proposition 98. CSAC supported the extension, saying demand has been strong, over 20,000 aspiring educators have been served since 2021, and the agency had to pause applications after receiving more than 9,200 this year; it also said more than 2,500 candidates had already expressed interest for next year. Members asked how many students the new funding would serve, and CSAC estimated just under 5,000 awards at $10,000 each. The discussion also covered whether the grant could be moved into Proposition 98 and how the one-time nature of the funding affects confidence among prospective teachers.

Transcript Highlights:

• ACCELERATE LAB SCHOOL STUDENTS AND ARTICULATE HEALTHCARE PROGRAMS TO UNIVERSITY.
• AT PK WE HAVE LAUNCHED A NEW HIGH SCHOOL PROGRAM PATHWAY.
• AS WELL AS AWARDING HIGH SCHOOL CREDITS FOR CERTIFICATIONS COMPLETED DURING THE HIGH SCHOOL PROGRAM.
• IT IS HARD FOR HIGH SCHOOL STUDENTS TO DO DUAL ENROLLMENT IN THOSE PROGRAMS.
• THIS PROGRAM RESERVES FOR SEATS FOR THE HIGH SCHOOL STUDENTS AT THE MEDICAL SCHOOL.

Keywords: 999, senate, all

Transcript Highlights:

• Access Pathway Grants and the early college high school programs and middle college high school programs
• Should be so specific in providing guidance around a program that we're trying to ensure that school
• the school facility program, which is administered by the Office of Public School Construction.
• The program has placed more than 22,000 qualified teachers in high-need schools and must not be allowed
• The program has placed more than 22,000 qualified teachers in high-need schools and must not be allowed

Summary: The Senate Budget Subcommittee on Education heard the Governor’s proposals on dual enrollment, reading difficulty screeners, special education, school facilities, and Commission on Teacher Credentialing programs. On dual enrollment, the Department of Finance described a $100 million one-time Proposition 98 investment to expand the Dual Enrollment Opportunities Grant Program, along with changes to make regional occupational centers eligible, add funding for justice-involved youth, prioritize higher-need LEAs, support teacher professional development, and reduce daily instructional minute requirements for some dual enrollment students. The LAO recommended rejecting the new funding as not clearly addressing implementation barriers, while CDE supported the proposal and suggested reserving $10 million for technical assistance. Committee members and public commenters generally supported the expansion, with some asking for technical assistance and broader access, including adult dual enrollment. The committee also reviewed a $40 million one-time Proposition 98 proposal for reading difficulty screener implementation and related trailer bill language that would require screening after 91 school days for kindergarten and 46 school days for grades 1-2. Finance said the timing was intended to reduce over-identification and align with evidence from preliminary data; the LAO recommended rejecting the funding and redirecting it to a discretionary block grant. CDE supported the funding and the general approach but acknowledged the need for local support and training. Several committee members and public witnesses raised concerns that the proposed timing restrictions were too rigid and could delay early intervention, while others supported the delay as a way to improve accuracy and avoid misidentification. For special education, Finance proposed ongoing Proposition 98 increases to adjust for COLA and enrollment changes and to raise the statewide special education base rate to $99 per ADA, equalizing rates across SELPAs. The LAO said the proposal should be adopted but estimated it could be funded for less than the Governor’s figure. CDE and multiple local education representatives strongly supported the increase, citing rising special education enrollment, cost pressures, and large local funding gaps. The committee also heard a brief overview of the school facilities proposal, which continues $1.5 billion in Proposition 2 bond funding for the School Facility Program; OPSC reported significant remaining bond authority but also substantial pending demand, and explained that natural disaster school rebuilding draws from the broader new construction and modernization pools. Finally, the committee reviewed Commission on Teacher Credentialing proposals, including the already-funded $300 million Student Teacher Stipend Program, new state operations resources for misconduct investigations and grant administration, and a $250 million one-time continuation of the Teacher Residency Grant Program. CTC said its grants management system is ready and that it expects better data tracking; public testimony broadly supported the educator workforce investments and urged continued funding for the Golden State Teacher Grant Program and additional support for rural and leadership pipeline programs. No votes were taken, and the hearing adjourned after public testimony.

Transcript Highlights:

• And, of course, the lease assistance program, primarily for charter schools and any district schools
• some programs that are accessible to charter schools.
• program, and with charter schools establishing themselves.
• Some of our charter schools, many other charter schools, I think Mike's program, his program is unique
• Within our school programs and throughout. Mr.

Transcript Highlights:

• Under the Public School Finance Act, the number of bilingual multicultural education program units is
• We must not pit schools against schools or program against program. I've heard some nonsense.
• We have seen many of the programs bilingual programs or language programs, any after-school programs,
• And I will say more than half of those schools were schools in Dual Language Programs.
• Do you look at electives, after-school programs, activities, and.

Transcript Highlights:

• Access Pathway Grants and the early college high school programs and middle college high school programs
• Should be so specific in providing guidance around a program that we're trying to ensure that school
• the school facility program, which is administered by the Office of Public School Construction.
• Program who commit to teaching at a high-priority school.
• The program has placed more than 22,000 qualified teachers in high-need schools and must not be allowed

Keywords: 987, senate, all

Transcript Highlights:

• an our School Readiness programs there's an our School Readiness programs there's an aid<00:09:14.600
• <00:09:28.880> Revenue programs uh the school Age Care Revenue programs uh the school Age Care
• We have Senate File 1461, School Age Care programs.
• > if<00:47:23.960> you 1461 School Age Care programs if you 1461 School Age Care programs
• Many of them face challenges beyond the school day. programs these programs have allowed him programs

Keywords: 1187, senate, all

Transcript Highlights:

• rates and the new School Readiness Plus program.
• VPK, and the School Readiness Program.
• I think the more we can look at the School Readiness program with the School Readiness Plus program together
• goal of the School Readiness program, the goal of the School Readiness program is economic self-sufficiency
• the goal of the school readiness program, the goal of the school readiness program is economic self-sufficiency

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• For out-of-school learning programs, on row 131, LFC has a $21.6 million recommendation.
• Out-of-school learning programs can be a lot of different things; they can be a tutoring program or they
• So there's a universal school meals program, and there's also a program around making sure that we have
• some of the other CTE programs that happen during the school year.
• It seems like We've got our schools going on. We've extended our tutoring program.

Transcript Highlights:

• The school choice Family Empowerment Program has served hundreds of thousands of satisfied families.
• Hundreds of private schools have been able to expand, and this program... ...appropriators.
• The school choice Family Empowerment Program has served hundreds of thousands of satisfied families.
• Hundreds of private schools have been able to expand, and this program has made Florida a model for America
• Of course, that has affected school programs.

Summary: The Senate Appropriations Committee met with a quorum present and took up two bills. The first, SB 250 on rural communities by Senator Simon, was described as a broad rural development package creating an Office of Rural Prosperity, a Renaissance grant program, housing and transportation investments, added funding for rural education consortiums, and health care initiatives for rural areas. Senator Harrell asked about overlap between road funding programs, and the sponsor explained that eligible counties could receive both SCRAP and FARM funding. Several organizations waived in support or spoke in support, and the bill was reported favorably by unanimous vote. The committee then heard SB 318, the committee substitute for educational scholarship programs by President Gates. The bill was presented as a response to Auditor General findings about the rapid growth and administration of Florida’s school choice and scholarship programs. It would separate Family Empowerment Scholarship funding from the FEFP, require more frequent student enrollment verification, lower scholarship funding organization administrative fees, require return of overpayments, create a student ID system, establish a $250 million stabilization fund, require annual audits, and direct DOE to recommend future program administration through competitive procurement. Gates also offered five amendments, including technical changes to eligibility documentation and a substantive amendment requiring a DOE report on future administration and competitive selection; all five amendments were adopted. During debate and public testimony, senators and witnesses discussed accountability, software solutions, reimbursement delays, monthly attestations, and impacts on public schools and families. Supporters and opponents alike raised concerns about bureaucracy, fraud prevention, special education services, and whether the bill would help or burden parents. Gates said the bill aimed to fix tracking and payment problems without capping the program, and he noted the IEP timeline would be aligned with public school timelines. After debate, the committee reported CS for SB 318 favorably by unanimous vote, and then adjourned.

Transcript Highlights:

• We know that these after-school, summer, and before-school programs are real, make a huge difference,
• My suburban school districts have all these, you know, array of after-school programs that families that
• program, and that I'm a... ...intended to be California's universal after-school program, and that I'm
• , especially for our, am I correct in understanding that any high school after-school programs that our
• to cover high school programs?

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• The Classified School Employee Grant has also been a very popular grant program.
• It's also imperative that we support programs that will assist schools in retaining their talent and
• The Classified School Employee Program, the Commission administers this program.
• One is the Classified School Employees Teacher Credentialing Program.
• Regarding the Loan Repayment Program, while promising, and the... We focus on high-need schools.

Keywords: 988, house, all