Transcript Highlights:

• Content meetings with the Department of Education this summer, three in fact.
• If we had more time, the Department of Education put together a crosswalk.
• , and the Department of Education, and the Department of Education, and the Department of Education.
• I'm the chief of staff of the State Department of Education.
• I'm the chief of staff of the State Department of Education.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• The Committee on Education Pre-K through 12 will now come to order.
• I only saw appropriations for the Florida Department of Education.
• I was at the Department of Education when we were using some of the opportunity to invest in the education
• requirements or educational opportunities, you can only have volunteer hours.
• If you're using them for purposes of certain scholarships or other educational requirements or educational

Committee: Senate Education Pre-K - 12

Keywords: 999, senate, all

Summary: The Senate Committee on Education Pre-K through 12 considered several education-related measures and one election-related bill. The committee first took up CS/SB 1062 on speech and debate, which was presented as a statewide effort to expand and institutionalize competitive speech and debate through a Hall of Fame, a designated Speech and Debate Week, teacher endorsement options, Florida Virtual School programming, statewide coursework and credentials, and annual district reporting. Supporters, including a parent and representatives of the Florida Debate Initiative and school groups, emphasized student benefits and the need for funding; the committee adopted a delete-all amendment and then reported the bill favorably. The committee next heard SB 1718 on educator preparation and certification, aimed at reducing administrative delays for initial certification and reinstatement while preserving standards. An Orange County school administrator supported the bill but requested language to allow educators to bank professional learning hours for a future renewal cycle. The bill was reported favorably. SB 1646 on educational facilities followed, revising how facility funding is calculated and prioritized, with attention to safety, maintenance, renovation, and planning requirements; it also received support from school district and advocacy witnesses and was reported favorably. Members then considered CS/SB 564, which would allow registered or pre-registered high school students to volunteer at polling locations and count the service toward community service hours. After an amendment clarifying that the hours could count toward graduation or postsecondary financial aid requirements, the sponsor and a county supervisor of elections explained the bill as a way to encourage civic engagement and future poll workers. The committee also heard SB 1340 on coordinated screening and progress monitoring for dyslexia and dyscalculia, requiring early screening, support plans, and rulemaking; it was reported favorably after questions about how the support plans would interact with IEPs. Finally, the committee recommended confirmation of Laila Collins to the State Board of Education and then adjourned.

Transcript Highlights:

• </c> $33.9 million for special education aid. $33.9 million for special education aid.
• The state is putting in 1.25 FTE for special education through the Department of Education.
• </c> education to career technical education. education to career technical education.
• special education.
• special education.

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• The Appropriations Committee on Pre-K-12 Education should come to order.
• relating to educational scholarship programs.
• to the school districts that educate the students.
• to the school districts that educate the students.
• to educate them in.

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

Summary: The committee first heard the proposed Pre-K-12 education budget for fiscal year 2025-26, totaling $34.7 billion. The chair highlighted major increases for the FEFP, including $29.6 billion for public schools and K-12 scholarships, a $984 million year-over-year increase, along with higher per-FTE funding, $4 billion for the Family Empowerment Scholarship, $431.4 million for VPK, funding for school safety, the Florida School for the Deaf and Blind, school hardening, Jewish day school security, and an education enrollment stabilization fund. With no public comment, the committee adopted a motion for staff technical corrections and then approved the budget proposal as a recommendation to the full Senate Appropriations Committee. The committee then considered SB 1402 on dropout retrieval programs. The bill expands eligibility so any individual who has withdrawn from high school may enroll in dropout retrieval services and clarifies how school grades are calculated for virtual instruction providers that offer those services. An amendment clarifying the grading calculation was adopted, and the committee reported the bill favorably. Next, the committee took up SPB 7030 on educational scholarship programs, a broad measure addressing school choice funding and administration. The bill would fund the Family Empowerment Scholarship as a separate categorical, expand the education stabilization fund, create fall and spring application windows, require a single scholarship application and more documentation, assign student IDs, standardize payment timing to monthly installments, require continued eligibility verification, and add Level 2 background checks for providers receiving state funds. Members raised questions about background-check enforcement, payment timing, data sharing, and the impact on homeschool and private-school families. Public testimony included support from school-choice advocates and concerns from private-school representatives about added regulatory burdens and deadlines. The committee adopted the bill as a committee bill and reported it favorably, with Senator Osgood voting no. Finally, the committee considered SB 508 on the Family Empowerment Scholarship Program, which requires private schools to disclose in writing what accommodations, modifications, and services they will provide to students with existing plans such as IEPs, EEPs, 504 plans, or ELL plans before enrollment. An amendment was adopted to require public schools to consult with private schools about equitable services. Testimony was mixed: supporters said the bill would give parents needed information for informed choice, while private-school representatives said the language could be burdensome and vague. The committee reported the bill favorably.

Transcript Highlights:

• ,</c><00:01:48.640><c> the</c> office of higher education, the office of higher education, the Minnesota
• </c> you can see the higher education you can see the higher education committee<00:02:38.959><c> has
• </c> for the office of higher education. for the office of higher education.
• </c> continued support of higher education. continued support of higher education.
• </c> continue to invest in higher education. continue to invest in higher education.

Committee: Senate Higher Education

Keywords: 1187, senate, all

Transcript Highlights:

• </c> cost of special education. cost of special education.
• costs, it's basic special education costs, it's basic education education education responsibilities
• And then the students for the regular education may go for education at Winnacunnet.
• And then the students for the regular education may go for education at Winnacunnet.
• </c> talks about education administrator. talks about education administrator.

Keywords: 1189, house, all

Summary: The conference committee first discussed HB 1099, which creates a committee to study private business providing special education services and local school district reimbursement. Members explained that the issue is broader than special education alone, involving residential placements, foster care, court-ordered placements, and questions about which entity pays for education and care costs when students are placed in residential facilities. The House proposed an amendment to expand the study to include students placed in residential facilities by school districts as well as those placed through episodes of treatment or court order, and members agreed the existing commission would not resolve the issue before its July 1, 2026 expiration. Representative Coker raised concern about the phrase “but not limited to,” but members said the broader language was needed to capture placements beyond the existing statutory categories. The committee then agreed to accede to the Senate version of HB 1099 with a committee amendment, and the House voted unanimously to adopt amendment 2026-1845H. The bill was placed on the consent calendar, and the meeting adjourned. The transcript also includes a separate conference committee discussion on HB 1807, concerning mandatory reporting to voters. The main dispute was how to present administrator compensation: the House favored total administrative cost, while the Senate initially preferred average administrator salary. Members debated whether voters would be better informed by totals or averages, and whether the bill should define “administrator” more clearly by reference to DOE rules. The committee reached a tentative compromise to add both an average administrator salary graph and a total administrator cost graph, define administrators by reference to ED 501.02(B), scale the graph more precisely, and list the top 10 highest-paid administrators plus any employee earning over $100,000. Both chambers then gave unanimous support to the revised approach, with the understanding that the draft would be finalized and signed later.

Transcript Highlights:

• we can say to the feds, hey, you require us to educate these children.
• We here in education delve down in every aspect of funding.
• We keep track of everything and every facet of the educational institution.
• for our education of undocumented students, but you don't want them to pay for our obligatory education
• We began public education, post-secondary, and as well as some other ones.

Committee: House Education

Keywords: 989, all

Transcript Highlights:

• programs in addition to nursing education programs.
• You will see higher education. I hope you all are going on to higher education.
• You will see higher education. I hope you all are going on to higher education.
• , affordable education, and attainable education, because I truly believe that our state college system
• But it provides an excellent opportunity for a great education.

Committee: Senate Appropriations Committee on Higher Education

Keywords: 999, senate, all

Summary: The Higher Education Appropriations Committee met with a quorum present and announced that the budget rollout would be postponed until the following week. The committee first considered SB 1246, which expands the Linking Industry to Nursing Education Fund to support health science workforce shortages in addition to nursing. The bill, as amended by a strike-all, broadened eligible uses of the fund, allowed matching contributions from non-health-care partners, prioritized health-care partner contributions, and updated reporting requirements. Testimony in support emphasized that the program has already reduced hospital vacancy rates and should be expanded to allied health fields. The committee adopted the amendment, passed the bill favorably, and recorded the chair’s affirmative vote. SB 720 was temporarily postponed at the sponsor’s request after the chair noted it had been incorporated into a larger committee bill. The committee then heard confirmations for numerous trustees of state colleges and universities, including Chipola College, Tallahassee State College, Pensacola State College, Palm Beach State College, Pasco-Hernando State College, and St. Petersburg College. Appointees generally described their backgrounds and emphasized visions centered on affordability, student success, workforce training, dual enrollment, and alignment with local labor needs. Several highlighted strong nursing outcomes, including high NCLEX pass rates and job placement, while others pointed to expanding programs in welding, plumbing, electrical, cybersecurity, aviation, and other technical fields. Trustees from Tallahassee State and Pensacola State also discussed veterans’ services and health care coverage for college employees, respectively. After hearing from the appointees, the committee took up the confirmations as a block. Senator Calatayud moved to recommend confirmation of all appointees on the listed tabs, Senator Leek seconded, and the motion passed by roll call. The meeting concluded with no further business and adjournment.

Transcript Highlights:

• Minnesota Senate Education Finance Minnesota Senate Education Finance Committee<00:06:44.880><c> will
• </c> credibility, equity, safety, educational credibility, equity, safety, educational values<00:08:24.400
• So, I wanted to ask you to education.
• </c> American Indian education state aid. American Indian education state aid.
• </c> equitable educational opportunities. equitable educational opportunities.

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• The Higher Education Subcommittee heard a request from the Higher Education Coordinating Commission for
• The Higher Education Subcommittee received reports and heard a request from the Higher Education Coordinating
• The Higher Education Subcommittee heard a request from the Higher Education Coordinating Commission for
• The Higher Education Subcommittee heard a request from the Higher Education Coordinating Commission for
• It's used for education, and I trust education that occurs across the state.

Summary: The Emergency Board approved a series of consent federal grant applications from the Natural Resources and Public Safety subcommittees, along with several budget and position requests. The board approved grant applications for parks, transportation, judicial, emergency management, higher education, school nutrition, and other programs, including retroactive approvals where deadlines had passed. One member objected to the Natural Resources consent grants over concerns about future funding needs, but the motion still passed. The board also approved a one-time increase for Judicial Department court security, including digital privacy protections, circuit court security, and a statewide facilities assessment. A major discussion centered on Southern Oregon University’s financial stability. The Higher Education Coordinating Commission reported on SOU’s structural deficits, declining enrollment, and projected cash shortfall. The subcommittee recommended, and the board approved, allocating $7.5 million from the special appropriation for short-term stability, with a required update at the September 2026 Emergency Board meeting and a future request for the remaining funds. Members debated the broader crisis in higher education, with several saying SOU’s situation reflects systemwide enrollment and funding pressures and that long-term restructuring will be needed. The board also approved an AmeriCorps volunteer generation grant, an apprenticeship expansion grant, and a Department of Education nutrition equipment grant. In public safety, it approved funding for Oregon Military Department readiness facilities, a statewide evacuation planning tool, and a juvenile justice information system modernization report, while requiring a follow-up viability report. The Department of Justice received approval for additional antitrust positions and expenditure limitation, though several members raised concerns about the funding structure and incentives tied to settlement revenues; the motion passed despite objections. In natural resources, the board approved funding for the Water Resources Department’s well abandonment, repair and replacement grants, an assistant water master position in Washington County, groundwater data collection in the Lower Umatilla Basin, a wetlands remote sensing pilot, and parks-related grant applications for operations, maintenance, and capital improvements. Members generally supported the requests but raised concerns about geographic equity, long-term sustainability, and whether some county responsibilities were being shifted to the state. The meeting also included discussion of a Department of Emergency Management evacuation tool as an urgent wildfire preparedness measure, with members emphasizing its potential to save lives.

Transcript Highlights:

• The board implemented a new continuing education framework to better align licensee education with public
• I have to have a certain amount of education, and I still have to continue that education.
• I have to have a certain amount of education, and I still have to continue that education.
• Educational standards are overseen by the National Council of Reflexology Educators.
• Educational standards are overseen by the National Council of Reflexology Educators.

Summary: The joint sunset oversight hearing reviewed five California regulatory entities: the Respiratory Care Board, the California Council for Interior Design Certification, the Speech-Language Pathology, Audiology, and Hearing Aid Dispensers Board, the Board of Occupational Therapy, and the Board of Naturopathic Medicine. Each agency described its mission, recent modernization or enforcement work, and requested continuation of its authority. Committee members focused on access to care, workforce impacts, fee structures, transparency, and whether proposed changes would improve public protection without creating unnecessary barriers. For the Respiratory Care Board, the main issues were a possible move from an associate to a bachelor’s degree for entry-level licensure, fee cleanup changes, and ongoing work on the role of LVNs in respiratory tasks. Board representatives said the degree change would better align with national trends and could support future reimbursement and professional advancement, while public commenters and some legislators warned it could worsen shortages, especially in rural and underserved areas. Much of the public testimony centered on families and facilities relying on LVNs for trach and ventilator care in congregate living health facilities, with requests to preserve or expand exemptions. The board also discussed its reserve cap and efforts to modernize licensing and enforcement systems. The interior design item drew the most debate. CCIDC leaders argued the current voluntary certification/title-act model works, that complaints have not shown public harm, and that licensure would disrupt the workforce and create barriers for experienced designers. Committee members questioned the lack of enforcement authority, transparency, and whether the model provides enough accountability or consistent plan acceptance by local jurisdictions. Public testimony was split between supporters who said the current system is flexible and effective, and critics who said the private structure lacks accountability and creates confusion, especially for commercial work and plan check acceptance. The Speech-Language Pathology, Audiology, and Hearing Aid Dispensers Board reported major modernization gains, including online licensure processing, faster application times, new continuing education audits, and updated supervision and advertising rules. Members and stakeholders discussed a proposed audiology assistant license, which the board and the California Academy of Audiology supported as a way to improve access to care and reduce workload pressures. The Occupational Therapy Board described strong enforcement and licensing performance, a new strategic plan, and a request for additional fee authority to address rising costs and reserve concerns; public testimony largely supported the board and a proposed reduction in advanced practice hand therapy training hours. The Naturopathic Medicine Board emphasized consumer protection, unlicensed practice enforcement, and consumer confusion over titles, saying most of its enforcement workload involves unlicensed activity and that stronger title protection and clearer statutory authority are needed.

Transcript Highlights:

• We, as educators, require and rely on our entire educational community.
• We as educators, we require and rely on our entire educational community.
• Strong schools depend on strong educators. Strong educators deserve a seat at the table.
• Members, Arizona educators...
• to actually pay to educate students. ...taxpayer money that flows to education to actually pay to educate

Keywords: 1182, all

Transcript Highlights:

• </c> associated with with special education associated with with special education certainly<00:39:53.359
• so the cost of an adequate education so the cost of an adequate<02:17:40.000><c> education</c><02:17
• </c><02:40:10.960><c> trust</c> appropriated from the education trust appropriated from the education
• </c> districts do about special education districts do about special education costs<03:03:56.640><c>
• then regular education would must pay then regular education would suffer<03:04:10.000><c> in</c><03:

Keywords: 928, house, all

Summary: The executive session focused primarily on HB 563, which revises the school funding formula, especially the adequate education grant amounts for special education students and the treatment of fiscal capacity disparity aid. Representative Ladd moved OTPA on Amendment 06508, explaining that FY 26 would largely hold the current formula steady, while FY 27 would increase several per-pupil amounts, including base cost, free and reduced-price meals, English language learner aid, and special education differentiated aid. He said the special education change was based on estimated case loads across disability categories and that the amendment also reinstates fiscal capacity disparity aid, using a formula intended to better assist property-poor communities. Several members supported the amendment as a step in the right direction, saying it better recognizes special education costs and separates property wealth from low-income student counts. Others raised concerns about the lack of time and the absence of a printed spreadsheet showing how the fiscal capacity disparity aid would affect each town. In response, sponsors said the spreadsheet existed, that the LBA had copies, and that the amendment would help about 40 target towns, while Manchester would be the main community receiving less under the new formula because of prior shifts in the extraordinary needs grant. Discussion also covered the broader impact of the bill, with members noting that about 200 of the state’s 245 cities and towns would see an increase and 45 a decrease under the proposed FY 27 changes. Supporters argued the bill was a compromise given limited revenues and that it should move forward so it can be considered by the full House and then Finance. No final vote on the amendment or bill was taken in the portion provided, and the chair indicated the committee was still deciding whether it had enough information to proceed.

Transcript Highlights:

• education and awareness going for these education and awareness going for these animals<00:01:35.680>
• </c> release um you know different education release um you know different education materials<00:02:
• </c> ask for funding then to do the education ask for funding then to do the education and<00:02:43.680
• cuz some of them they get educated cuz some of them educated<00:02:57.360><c> through</c><00:02:57.959
• High education degree?

Keywords: 912, senate, all

Summary: The committee heard testimony on HB 345, which would establish ʻōpae ʻula as the state shrimp. The Department of Land and Natural Resources and Kua Ulu Aumo testified in strong support, saying the designation could help protect endemic shrimp in anchialine pools and increase public education and awareness. In response to questions, DLNR said it would use existing education programs, press releases, and partnerships for statewide outreach and was not seeking a separate appropriation for that purpose. Members then took up SCR 132 and SR 111, which encourage adoption of recommendations from the UN Global Plastics Treaty and the Rapa Nui Summit Declaration on climate justice and sustainable development. Greenpeace Hawaii supported the measures, arguing that plastic production is tied to fossil fuel interests and that microplastics pose serious health and environmental risks. The committee later adopted the measures with amendments, including a change from “waste hierarchy” to “zero waste hierarchy” and technical edits. The final measures, SCR 157 and SR 127, urged the state to adopt and implement the UN Convention on the Law of the Sea agreement on biodiversity beyond national jurisdiction. DLNR testified that it had only just reviewed the resolution but stood on its written testimony. The committee passed SCR 157 and SR 127 as is. The meeting also included a separate hearing on SCR 89 and SR 72, which would create a University of Hawaiʻi Community College pathway for meat processing. The Department of Agriculture, Hawaii Farm Bureau, and Hawaii Cattlemen’s Council supported the idea, citing workforce needs and local protein supply, while several members raised concerns about whether a formal educational pathway or degree requirement might unnecessarily limit entry into the field; discussion focused on whether the proposal should be more vocational and whether there is enough data on workforce demand. No final vote on those measures was shown in the transcript excerpt.

Transcript Highlights:

• Welcome to the Education Committee here.
• Welcome to the Education Committee here.
• Well, thank you, Madam Chair, members of the Education Committee, Senate Education Committee.
• I know you're very interested in education and early education, specifically, so it's nice to have you
• than government education anyway.

Summary: The committee heard testimony on several House education bills. HB 1796 would allow school districts, under existing debt limits and with voter-approved capital levies, to issue non-voted bonds for certain new construction projects. The sponsor and school district witnesses said it would let districts front-fund projects, speed construction, and reduce inflation-related costs; a member of the public opposed it as bypassing voters. HB 2317 would exempt school-day ECEAP and Head Start programs located in public school or community/technical college buildings from child care licensing. The sponsor and providers said the current licensing process is duplicative, delays services, and creates barriers to expanding early learning; no opposition was heard. The committee also heard HB 2594, which would codify McKinney-Vento homeless student protections in state law, require OSPI planning and reporting, and reinforce district responsibilities for students experiencing homelessness. The sponsor gave personal testimony about experiencing homelessness as a student, and advocates said the bill would improve coordination and accountability at no added cost. For HB 2557, which requires school districts to give parents a copy of special education evaluation reports by the 35th school day and hold the eligibility meeting at least five school days later, the sponsor said it would give families time to review reports; school psychologists and OSPI supported the substitute version, while some advocates asked for shorter timelines and clearer waiver language. After the hearings, the committee moved to executive session and advanced two bills: Substitute HB 2360, allowing schools to maintain and use stock albuterol under specified conditions, and Engrossed Substitute HB 2534, updating requirements for military families’ enrollment, records transfer, and related services. Both bills received due pass recommendations and were sent to Rules, with no recorded opposition in the executive session.

Transcript Highlights:

• </c> regions so we'll stick to the education regions so we'll stick to the education components<00:58
• . to direct the education of their to direct the education of their children<00:58:54.160><c> are</c>
• Point regarding the education or Point regarding the education or upbringing<01:02:22.119><c> of</c><
• Education Policy Committee.
• </c> education as we are in the education education as we are in the education policy<01:09:34.239><c

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• Good morning, welcome to the Senate Education Committee hearing.
• Trustee, Placer County Board of Education, in support.
• You see, you do research and graduate education and undergraduate education all the way down the line
• How we can possibly base any higher education decision... ...how we can possibly base any higher education
• It’s not something that we inserted into Education Code.

Committee: Senate Education

Summary: The committee first heard SB 998, which would clarify and expand school discrimination prevention coordinator roles, including new coordinators focused on disability and anti-AAPI discrimination. The author and supporters said the bill would strengthen school climate, provide clearer guidance and training, and help schools address discrimination before it escalates. Support came from education, civil rights, and LGBTQ+ groups, while some witnesses expressed support if amended but raised concerns about gubernatorial appointments and preferred civil service hiring. Several senators debated whether the bill duplicated existing protections and whether it diverted attention from academic priorities, but the chair and coauthors emphasized it as follow-up legislation tied to prior civil rights commitments. The committee voted SB 998 out on a due pass motion to the Senate Judiciary Committee, and the bill was placed on call. The committee then took up SB 1082, which would streamline inter-district transfer appeals by requiring faster district action, concurrent review, and clearer notice when applications are incomplete. The author and sponsor said families often face long delays and inconsistent practices, and supporters argued the bill would improve fairness and reduce administrative burden without changing local approval authority. The California School Boards Association had an oppose-unless-amended position but said it was re-evaluating after amendments, and some other groups said they were removing opposition. The committee approved the bill on a due pass as amended motion to the Senate Appropriations Committee and placed it on call. Next, the committee heard SB 960 on community college baccalaureate degrees. The author argued the bill would create a statewide framework allowing community colleges to offer bachelor’s degrees in unmet workforce areas when CSU programs are unavailable or effectively inaccessible because of impaction, while also limiting growth so community colleges do not drift from their core mission. Supporters said the bill would expand access for place-bound students and align with workforce needs, while CSU and faculty opponents warned it could duplicate programs, affect faculty jobs, and worsen pressure on the CSU system. Members debated the master plan, impaction, funding inequities, and whether the bill would siphon students from CSU. The committee ultimately moved SB 960 out on a due pass as amended motion to the Senate Appropriations Committee, and the bill was placed on call. Finally, Senator Blakespear presented SB 965, which would make it easier for 16- and 17-year-olds to obtain public library cards without a parent or guardian physically present. The author and her son described inconsistent local rules and said the bill would reduce barriers while preserving local library policies on checkout and liability. The transcript ended during testimony on SB 965, before any committee vote or further action was recorded.

Transcript Highlights:

• Representative Kincart-Johnson, Education.
• HB 875, simply entitled Educator Preparation.
• of Education to develop criteria for clinical educator training.
• But I believe, and I would argue that as an educator, it was my job, and it is our job as educators,
• But I believe, and I would argue that as an educator, it was my job, and it is our job as educators,

Summary: The Careers and Workforce Subcommittee met with a quorum and took up four bills. The first, HB 875 on educator preparation, would align teacher-prep programs under a uniform core curriculum, create a competency-based coaching program (CERT), standardize mentor and clinical educator requirements, allow certain certification waivers, and establish a Florida Institute of Teaching Excellence at Miami-Dade College subject to appropriation. Debate focused heavily on language in the bill related to systemic racism, identity politics, privilege, and historical distortion, with supporters saying the bill is about pedagogy and opponents warning it could limit discussion of important historical and social topics. The committee adopted a strike-all amendment and then reported the bill favorably, 12-4. The committee then considered PCS for HB 541 on minimum wage requirements, which would allow employees to knowingly and voluntarily waive the state minimum wage for up to 12 months in certain structured work-based training settings. Supporters argued it would expand access to training and career pathways for inexperienced workers and help address labor shortages, while opponents said it could depress wages, invite coercion, and conflict with the state constitution’s minimum wage provisions. Public testimony included opposition from workers and labor groups and support from NFIB. The bill was reported favorably, 12-4. Next, PCS for HB 681 on apprenticeship and pre-apprenticeship program funding was presented as a transparency and accountability measure to improve funding reporting and address bargaining issues between education agencies and program providers. Support came from industry groups and the ranking member, and the bill was reported favorably without opposition, 16-0. Finally, PCS for HB 1105 on education and Bright Futures would broaden Gold Seal Vocational eligibility, align CTE diploma requirements with Bright Futures, add AP Capstone as an automatic qualifier, and remove barriers for certain military and public service families. The committee supported the bill, which was reported favorably, 15-0. The meeting ended after a correction to the record on one public comment card and adjournment.

Transcript Highlights:

• Education. Education.
• </c> education institutions. education institutions.
• . education. education.
• Higher education takes a lot education.
• <01:19:02.040><c> Educator</c><01:19:02.520><c> Licensure</c><01:19:02.880><c> and</c> Educator Educator

Keywords: 958, all

Summary: The Artificial Intelligence Task Force met and adopted the prior minutes before turning to AI in education. Jeff Gagne of the Southern Regional Education Board described SREB’s Commission on AI in Education, which has organized its work into committees on policy, K-12 instruction, postsecondary instruction, and skills development. He highlighted eight commission recommendations covering statewide AI networks, targeted guidance for different user groups, professional development, standards and curricula, local capacity assessments, risk management, procurement, and AI-ready workforce skills. He also emphasized that states need more specific guidance for students, teachers, faculty, administrators, and parents, and that training is essential because many educators have not been prepared to use AI in instruction. Gagne also summarized two recent SREB reports: one on AI-ready workforce skills and one on AI use in K-12 classrooms. The workforce report recommends embedding AI across standards, strengthening computer science and digital learning standards, collaborating with industry and workforce agencies, building AI competencies into training and upskilling, providing educator professional development, and monitoring readiness. He said the report identifies three skill areas: success skills, industry baseline skills, and technical skills. The classroom guidance report promotes responsible AI adoption, with four pillars focused on increasing cognitive demand, streamlining teaching and administrative work, supporting personalized learning, and developing ethical AI users. He also noted that the report includes an AI procurement tool for school districts. Members thanked Gagne for providing outside examples and resources. One member noted JCPS has an introductory AI professional development offering for educators. Gagne said Kentucky’s David Couch serves on the SREB commission and that the commission’s member list and reports are available on SREB’s website. The committee then heard from Travis Powell of the Council on Postsecondary Education, who said CPE had surveyed campuses and found that Kentucky institutions have broadly embraced AI in teaching, research, student services, and administrative operations. He said all institutions have AI-focused degrees, minors, or courses, and many are integrating AI into general education and across disciplines. Powell also said CPE is considering an AI consortium and that campuses are using AI in research partnerships and applied work, while continuing to focus on ethical and effective use.

Transcript Highlights:

• Our statewide education fund means we're all… Statewide education fund means we're all in this together
• , of changing education governance, and changing education delivery, we're not going to get everything
• That was the logic behind the House Education Committee's recommendation for cooperative education service
• To make up the difference in the education fund, the... ...difference in the education fund, the allocation
• I'll use education reform as an example. I'll use education reform as an example.

Keywords: 926, house, all