Transcript Highlights:

• , between students at schools.
• You're telling me that student—no students, including that Black student—can make an anonymous complaint
• Focus at law and students.” “Sharing sentiments to the school students in the same community.
• I never imagined in the same classroom just a fellow student, a student very...”
• the entire student body.

Keywords: 995, all

Summary: The meeting was a special commission hearing on antisemitism held off-site at Kerem Shalom Synagogue in Concord, with commissioners approving prior minutes and noting a quorum, a rescheduled October 27 meeting, and the addition of a new commissioner. The co-chairs and host speakers emphasized the personal and communal significance of holding the hearing in a synagogue and the importance of confronting antisemitism while protecting free speech, academic freedom, and civil discourse. The commission heard from former SJC Justice and current UMass General Counsel David Lowy, who discussed the IHRA definition of antisemitism, said its use as nonbinding guidance does not raise First Amendment concerns, and described UMass’s response to a discriminatory academic conference policy. Commissioners also asked about campus speaker vetting, protest rights, and university practices for addressing antisemitism and protecting students’ access to education. District Attorney Marian Ryan testified about restorative justice as a tool for addressing hate incidents, saying it can help victims be heard, reduce reoffending, and be used in criminal, school, and community settings. She described local programs, online reporting forms, and the need for better statutory tools, including changes to restitution and education requirements in hate-crime cases. Commissioners asked whether restorative justice affects charging decisions, and Ryan said it should not alter whether a hate crime is investigated or charged. She also identified model programs and said the commission’s work aligns with the national strategy it is charged with implementing. Three rabbis then described the rise in antisemitic incidents in schools and communities, the emotional toll on Jewish families, and the need for stronger school responses, clearer language in incident communications, and better training for educators. Rabbi Brad David recounted repeated incidents in Acton-Boxborough and praised the district’s improved partnership and response, while Rabbi Tom Shah described parental anxiety, concerns about classroom materials lacking context, and the need for balanced instruction. The rabbis also discussed synagogue security costs and measures, including volunteer security teams, police support, grants, and physical protections. Commissioners said the testimony would inform forthcoming recommendations, and DESE staff noted they are developing instructional-materials guidance and a rubric for educators. The final witness, Professor Christina Miller, outlined hate-crime prosecution issues in Massachusetts, including mixed-motive cases, the need for clearer statutes and jury instructions, better training for police and clerk magistrates, guidance on sentencing and diversity-awareness programs, and the use of community impact statements.

Transcript Highlights:

• That student factor does work similar to tax law, where the first 150 students will receive a certain
• So these are like med students, pharmacy students, law students.
• A full-time equivalent student does not include a student enrolled in the medical doctorate program at
• Per FTE student—so full-time equivalent student means putting it into 15 credits for full-time, or 12
• the day, it's about the students.

Committee: Joint Higher Education Funding Review Committee

Summary: The Higher Education Funding Review Committee met to continue work on a draft higher education funding formula and related capital building fund changes. Lisa Johnson of the North Dakota University System updated the committee on the board’s developing policy for low-producing academic programs. She said the board is using a five-year rolling window, with thresholds of fewer than 10 undergraduate graduates or fewer than 5 graduate graduates, and that programs flagged in three consecutive review cycles would go to the board for review. Possible outcomes include continuation, continuation with modifications, inactivation, or termination. Members asked about how the policy would account for enrollment, program costs, workforce need, and programs that serve students outside their major. Johnson said the board would likely use an accompanying procedure to consider those factors. She also reported that about 200 programs could potentially be reviewed under current guidance, with 135 inactivated and 112 terminated, and said the process is intended to support quality and stewardship rather than simply cut programs. Jamie Wilkie then reported on the Capital Building Fund. He reviewed the fund’s history, matching requirements, and use for extraordinary repairs, deferred maintenance, and some legislatively authorized projects. He said about $334 million in state and matching dollars has been invested overall, with roughly 78.7% going to deferred maintenance and extraordinary repairs. Committee members pressed for updated information on how much deferred maintenance has actually been reduced, and several members said they wanted clearer reporting on the return on investment from new buildings versus repairs. NDSU representatives said the tier funding has helped significantly reduce deferred maintenance and allowed demolition and renovation work on campus. The committee also discussed the need for updated five-year facility plans and space-utilization information from the institutions. The committee then began a section-by-section review of a draft bill that would replace the current higher education funding formula with an FTE-based model and restructure the capital building fund. The draft would fund UND and NDSU differently from the other nine institutions, use fall enrollment rather than completed credits, add performance funding for completions in in-demand fields, create research incentives for UND and NDSU, and combine capital building fund tiers while changing matching requirements and eligible uses. Members raised concerns about the treatment of professional students, the use of CIP codes, incentives for waivers, and whether the formula should rely on more current data. The committee did not take final action on the draft during this meeting, but it continued detailed discussion and indicated more review would follow.

Transcript Highlights:

• :04:55.280><c> also</c><00:04:55.600><c> recognize</c> students today, let us also recognize students
• </c><00:15:20.240><c> with</c> achievement gap between students with achievement gap between students
• </c><00:15:30.240><c> His</c> the students, the school students.
• His the students, the school students.
• </c> school teacher, who with her students school teacher, who with her students came<00:17:42.559><c

Keywords: 912, senate, all

Transcript Highlights:

• Students needs evolve. Without is high. Students needs evolve.
• </c> student in crisis. student in crisis.
• </c> students throughout the state. students throughout the state.
• to other students.
• </c> in those students accounts? in those students accounts?

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• </c> more costly than that of a student more costly than that of a student that's<00:36:55.319><c> uh
• per student.
• </c> preschool students out of state students preschool students out of state students and<03:45:57.040
• </c> students being enrolled are the students students being enrolled are the students who<04:01:25.720
• Every school credit goes up for students when students are taken out of the school.

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:

• </c> first one is parents fume after students first one is parents fume after students at<00:04:02.480
• </c><01:45:19.440><c> because</c> take care of all the students because take care of all the students
• again I'm concerned about students being again I'm concerned about students being put<02:05:17.480><c
• And yes, I had one school district that did have a student go around and survey other students, so I
• And yes, I had one school district that did have a student go around and survey other students, so I

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• And when students trust us, they feel safe. And safe students are able to learn.
• </c> with students and families. with students and families.
• </c> than students 10, 20 years ago, right? than students 10, 20 years ago, right?
• students</c> compared to um students compared to um students uh<01:53:16.560><c> maybe</c><01:53:16.880
• So uh students who attend students.

Keywords: 928, house, all

Summary: The committee met to hear from the New Hampshire Association of School Principals as part of its review of a proposal involving statewide administrative consolidation and changes to school governance. Members first discussed how school board witnesses would be selected, with the chair saying the committee would seek a mix of district sizes and structures and would also accept emailed input. The principals’ association said it represents more than 550 principals and assistant principals and urged caution about any mandatory consolidation, arguing that successful consolidations are gradual and voluntary. Association leaders and principals testified that principals already handle a wide range of responsibilities, including instructional leadership, student discipline, safety, staff supervision and evaluation, family and community engagement, and day-to-day crisis response. They argued that shifting more legal, budgetary, and administrative duties onto principals would reduce time for coaching teachers and supporting students, increase burnout and turnover, and create legal and training risks, especially in areas such as special education, privacy, and labor issues. They also said the roles of superintendents, principals, and school board members are distinct and require different training and expertise. Members asked detailed questions about how responsibilities are divided between principals and SAUs, whether principals recruit and evaluate staff, and how much time principals work. One principal said she works about 60 to 70 hours a week and that additional duties would be difficult to absorb. Another principal described his school’s structure, the importance of community building, and the need to preserve district-wide alignment if consolidation moves forward. No votes were taken during this portion of the meeting.

Transcript Highlights:

• When special education is well resourced, it's transformational for students.
• Educators are proud to serve students with disabilities from birth to age 21.
• When special education is well resourced, it's transformational for students.
• In life success for all of our students.
• And Texas students, families, and educators deserve better.

Keywords: special education, funding, equity, advocacy, Texas Legislature, SB568, HB2, disabilities

Summary: This was a press conference calling on the Texas Legislature to increase and reform funding for special education, with speakers arguing that the current system leaves a roughly $1.7 billion gap and forces districts to stretch general education dollars to cover mandated services. Sabrina Gonzalez Ocedo of The Arc of Texas opened by framing the issue as one of equity and self-determination for students with intellectual and developmental disabilities, and noted support for legislative efforts including Senate Bill 568 and House Bill 2. She also thanked a coalition of advocacy groups and legislators involved in special education funding work. Representative Steve Toth spoke in favor of investing surplus dollars in special education, citing high rates of functional illiteracy and dyslexia among prison populations and saying earlier intervention could change life outcomes. Amy Litzinger described how accommodations and assistive technology helped her succeed in school and urged continued investment so other students can access similar supports. Sarah Harden, a parent and disability advocate, shared her daughter’s positive experience in a well-supported district but warned that many Texas districts cannot provide comparable services because of funding shortages and that families are increasingly worried about cuts. Rachel Hull, a special education director, said well-resourced special education is transformational and outlined the need for individualized services, therapies, vocational training, and college readiness supports. Jean Mayer, a school trustee, said districts are struggling to meet state and federal requirements because funding does not match actual costs, pointing to staffing shortages and the need for parent engagement and professional development. The speakers repeatedly urged lawmakers to fully fund Senate Bill 568 and broader special education reforms this session; no votes were taken, as this was an advocacy event rather than a committee hearing.

Transcript Highlights:

• Let's look at student. well. Let's look at student.
• </c><00:53:29.839><c> student</c> be afforded to a student student be afforded to a student student organization
• </c><01:10:46.159><c> and</c><01:10:46.400><c> student</c> faculty and student and student faculty and
• student and student organization<01:10:47.199><c> side.
• Now it's students, 40% instate students.

Keywords: 928, house, all

Summary: The Education Funding Committee’s higher education subcommittee met to discuss HB 443, HB 510, and related issues. The chair explained the subcommittee membership and noted that Representative Luno was absent and replaced by Representative Bricky, with other full committee members allowed to participate in discussion but not final votes. No votes were taken during this meeting, and the chair said final subcommittee recommendations would likely come in the first week of November. On HB 443, which concerns terms of appointment to the Higher Education Commission, the chair described the bill as intended to let the governor replace members who are not attending or no longer representing the appointing organization. He said the prior governor supported the idea, but the current governor’s office believes the bill is unnecessary because nonattendance or loss of representation would already amount to resignation or removal. Members raised questions about legal authority and whether the same principle should apply to other boards. The chair said he was leaning toward finding the bill not needed, but would continue discussion later. The committee then spent most of the meeting on HB 510, which would establish due process rights for students, student organizations, and faculty at public higher education institutions and address collective bargaining issues. Supporters, including Representatives Papovich and Brown, argued the bill would provide clear, minimum protections, especially because campus rules are lengthy and vary by institution; Brown also suggested adding an independent ombudsman or representation for students. Opponents, including Representatives Burton and Bricky, said existing campus regulations already provide due process and that the bill could interfere with campus governance and collective bargaining. The chair and others discussed whether the bill’s definitions should be aligned with existing law to avoid confusion, and several members suggested using existing statutory definitions or cross-references. The chair also said the bill would apply only when disciplinary action is involved, not as a general challenge to DEI policies, though members referenced recent national examples involving DEI-related disputes as context.

Transcript Highlights:

• with our students at the dining hall.
• That our students are taken care of.
• Anytime a student needs anything, they know to go to the Student Success Center, because I always have
• She has built meaningful connections with all our students, both traditional and non-traditional, student
• athletes and non-student athletes.

Committee: Senate Senate Rules

Keywords: 996, all

Transcript Highlights:

• While a lot of our students That aren't dependent upon adult ed enrollment, while a lot of our students
• private school students or home education students that participate in dual enrollment.
• , it's about $5,700 per student.
• We have a lot of students taking biology, for example.
• And so we don't always know why a student is in biology, but there are a lot of students who are in biology

Committee: Senate Appropriations Committee on Higher Education

Summary: The Appropriations Committee for Higher Education met to review Florida’s workforce and Florida College System funding models as part of budget planning. Chair Harrell opened by emphasizing the state’s growing focus on technical education and workforce pathways, and the committee first heard from Tara Goodman of the Department of Education on district workforce education. Goodman explained the programs funded through district workforce dollars, including career certificates, applied technology diplomas, registered apprenticeship, and adult general education, and described the model’s reliance on lagged enrollment, program cost weights, local tuition offsets, and supplemental factors such as disability services, GED testing, and minimum funding for small rural districts. She also noted federal support through Perkins and WIOA and said the model is used to determine unmet need and guide appropriations. In response to questions, she said health care programs are generally among the higher-cost offerings and may be supplemented by pipeline funds. The committee then heard from Kathy Hebda, Chancellor of the Florida College System, on the college system’s funding model. Hebda described the main funding sources, including the program fund, student success incentive funds, pipeline funds, tuition and fees, and performance-based incentives, and explained that the current model was developed by the 28 college presidents under legislative direction. She said the model uses a three-year average FTE, weights workforce enrollment more heavily than non-workforce enrollment, gives significant weight to completions, includes a small-college factor and regional cost differentials, and also provides targeted funding to bring colleges up to a floor based on per-FTE funding. Senators asked about colleges below the target, cost differences among programs, faculty salaries, and health insurance costs; Hebda said the model is meant to provide flexible operating dollars that colleges can use for those expenses, but specific salary and benefit decisions are left to the institutions. Seminole State College President Georgia Lorenz also testified in support of the college funding model, saying it holds institutions accountable for enrollment and completions, can be adjusted to reflect state priorities like workforce, and addresses differences in size and regional costs. No bills were voted on, and the committee adjourned after brief closing remarks thanking Seminole State College and the presenters.

Transcript Highlights:

• </c> you have 306 students. you have 306 students.
• </c> &gt;&gt; students right now. Yes. &gt;&gt; students right now. Yes.
• </c> success or non success of of students. success or non success of of students.
• </c> the students that we have. the students that we have.
• Currently, we have students at Male, we have students at Central.

Keywords: 958, all

Summary: The committee met with a quorum, approved the September meeting minutes, and heard presentations from Carter G. Woodson Academy in Lexington and related school programs in Fayette County Public Schools. School leaders described the academy as an all-male public school option focused on culture, belonging, and opportunity, with a mission to educate, empower, and equip young men academically, socially, and morally. They emphasized culturally responsive instruction, restorative practices, mentorship, brotherhood circles, and access to advanced coursework, dual enrollment, and career pathways. Student speakers highlighted school culture, leadership opportunities, and clubs such as SGA, Beta Club, FFA, and the Bow Tie Club, along with service and community engagement. Presenters said the academy began in 2012, is housed with Frederick Douglass High School, uses an application and lottery process, and can serve up to about 350 students but is intentionally kept near 300 because of space. They reported 302 enrolled students, about 38 seniors, a 100% graduation rate, 95% average attendance, 100% postsecondary success, and $1.8 million in scholarship offers last year. They also shared demographic and achievement data, noting growth in MAP scores, strengths in reading and writing, and math as an ongoing focus area. The school said 90% of high school scholars are taking at least one dual credit class this year, and some students have earned opportunities at selective programs such as Gatton Academy and Craft Academy. Committee members praised the school’s results and asked about enrollment, funding, and whether the model could be replicated statewide. School leaders said the program is fully funded through Fayette County Public Schools, could be replicated with committed staff and training, and that teachers receive preparation through the Gearing Institute to better understand how boys learn. They also noted that Fayette County has other specialized programs, including girls’ academies and other options for underrepresented students. Members expressed interest in long-term tracking of graduates, and the school said it is preparing to study outcomes as the first graduating class approaches its 10-year anniversary.

Transcript Highlights:

• </c><00:07:03.400><c> get</c> before those kindergarten students get before those kindergarten students
• </c> poverty measures percent of students poverty measures percent of students directly<00:27:27.360>
• </c><00:32:01.440><c> teachers</c> every day with students teachers every day with students teachers
• </c> equipped to meet the needs of students equipped to meet the needs of students who<00:32:15.120><
• </c><01:37:53.520><c> students</c><01:37:54.480><c> I</c> what's best for our student students I what's

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• Running Start students don't pay college tuition.
• funding level remains equivalent to that of a kindergarten student.
• Students of color have increased by 500% in the summer.
• As leaders, I know you want the best for the students in the state.
• Students represent on a day-to-day basis.

Bills: HB2747

Committee: House Appropriations

Keywords: budget sustainability, state finance, fiscal policy, economic growth, government spending, 904, all

Transcript Highlights:

• I am Leo and an FSU student.
• I DO NOT IMAGINE IT BEING A MUSLIM STUDENT. 214 I do not imagine it being a Muslim student.
• After another student or making another student feel singled out or attacked because of their religious
• The IEP person and the student and the parents will determine if and when each student qualifies and
• THE IEP PERSON AND THE STUDENT AND THE PARENTS WILL DETERMINE IF AND WHEN EACH&nbsp; STUDENT QUALIFIES

Committee: House Education & Employment Committee

Summary: The Education and Employment Committee met with a quorum and considered four measures. HB 409, which would require K-12 schools to observe Veterans Day, was presented briefly with no public testimony or debate and passed 18-0. The committee then took up HJR 583, a proposed constitutional amendment to codify religious liberty and expression in schools. Supporters argued it would strengthen existing protections and give voters the final say, while opponents from parent, atheist, interfaith, and church groups warned it could privilege dominant faiths, create coercion or confusion in schools, and reduce flexibility for districts. After extended debate, the resolution passed 18-1, with Rep. Harris voting no. The committee next heard CS/HB 453, which would allow students to substitute participation in Special Olympics for a PE credit and marching band for PE and arts credit under certain conditions. The sponsor and supporters said the bill recognizes the physical demands of these activities and would benefit students with disabilities and band students; school district and PTA representatives waived in support. The bill passed unanimously, 19-0. Finally, HB 127, requiring cursive writing instruction in grades 2 through 5, was presented as a literacy and heritage measure. Supporters said it would help students read historical documents and strengthen handwriting skills, while questions focused on grading, retention, and applicability to charter schools. It passed 17-0. The committee then adjourned.

Transcript Highlights:

• Half the students had failed, and I knew it was not about the students' talents.
• So, that's students.
• And welcome, students.
• </c> keep teachers in front of students. keep teachers in front of students.
• </c> programming for students, etc. programming for students, etc.

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• for those students, the students<00:33:37.360><c> at</c><00:33:38.000><c> St.
• needy our students are and that there are more needy students than we expected.
• </c> students. Thank you. students. Thank you.
• </c> those students are going to be impacted. those students are going to be impacted.
• </c> um on some students more than others. um on some students more than others.

Keywords: 919, house, all

Summary: The committee took up House File 4252 and first heard a walkthrough of a DE2 amendment that largely incorporated Office of Higher Education technical and statutory cleanup items, including reporting consolidations, updates to postsecondary registration and licensing statutes, and an anti-fraud provision. New provisions in the DE2 would require public postsecondary institutions to explain developmental courses before enrollment and obtain a written acknowledgement, revise the state grant tuition cap, add a $1.5 million ongoing appropriation in FY 2027 for an identity verification system to combat enrollment fraud, and provide $5,000 one-time funding for reforestation at Bemidji State University. Fiscal staff also noted additional special revenue fund revenue and expenditures tied to licensing and registration litigation response. The main debate centered on the A8 amendment offered by Representative Rarick, which would require the governor to appoint University of Minnesota regents only from candidates recommended by the joint legislative committee if the legislature fails to elect regents. Rarick argued the amendment was needed to address what he described as conflicts of interest and pay-to-play concerns in recent gubernatorial appointments. Several members questioned whether the language was constitutional, whether it actually addressed conflicts of interest, and whether it should instead refer to ARCAC-screened or ARCAC-recommended candidates. Nonpartisan staff said the governor’s appointment power is addressed in the university charter, not directly in the constitution, but could not definitively assess constitutionality if challenged. Members were divided: some supported the goal of cleaner governance but said the amendment was not ready or did not match the problem being described; others argued the legislature had failed to complete its own regent appointments and that the amendment was a response to that failure. No vote on the A8 amendment or the bill was reached in the portion provided, though a roll call was requested on the amendment and the chair indicated the bill would continue through amendment consideration before final discussion and vote.

Transcript Highlights:

• </c> simply a bill that puts students simply a bill that puts students teachers<00:04:41.479><c> and<
• And next we have Christine Hogan. and students safe it is the only system and students safe it is the
• </c> unfortunately leaves our students unfortunately leaves our students vulnerable<00:08:32.399><c>
• Same thing with students and staff.
• </c><01:28:16.719><c> 18</c><01:28:17.040><c> or</c> adult student if the student is 18 or adult student

Committee: House Education Policy

Keywords: 1183, house

Transcript Highlights:

• </c> positively impacted our students positively impacted our students um<00:21:38.600><c> first</c><
• We are pleased to have one of those students with us today, Bella Eubanks, who was a 10th-grade student
• </c> morale among the the native student morale among the the native student population<00:27:00.240>
• </c> and it really uh unified the student and it really uh unified the student population<00:32:32.720
• </c><00:35:57.640><c> student</c> m i just before um the student student m i just before um the student

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• Next up, House Bill 423, Student Eloat.
• And student safety is the most important thing.
• Some students struggle the most, and many of our schools are the smartest and the most intelligent students
• Alexis LaRoe, step up for students, waves in support.
• value add to certain students and certain families that want their students to go to these particular

Committee: House Education & Employment Committee

Summary: The Education and Employment Committee heard and voted on several education-related bills. HB 129 on Florida Virtual School was presented as a cleanup bill responding to audit-related statutory updates; it would remove priority language, allow all Florida students and eligible overseas military dependents access, clarify teacher employment/retirement status, permit local schools to administer required exams, and authorize direct support organizations. The bill drew support from Seminole State College and Florida Virtual School and was reported favorably 15-0. HB 423 on student elopement, sponsored by Reps. Eskamani and Tramont, would require schools to establish safety teams and procedures to prevent and respond to elopement by students with autism or similar needs. Testimony from the Autism Society of Greater Orlando and a student advocate emphasized safety risks and the need for clear school protocols. Members spoke strongly in support, and the bill passed unanimously 16-0. CS for CS for HB 753 on school counselors removed two certification barriers, kept the master’s degree requirement, and aligned evaluations with Florida school counseling standards; school counselor groups and several members argued it would help address counselor shortages and workload issues. It also passed unanimously 16-0. The committee also approved CS for CS for HB 1253, which would let school-employed coaches use up to $15,000 per team per year of personal funds to support student-athletes with items like food, transportation, therapy, and rehabilitation, with an amendment requiring written parental consent. Several members raised concerns about liability, fairness, and guardrails, but the bill passed 17-0. PCS for CS for HB 833 on private school facilities would allow small private schools of 150 students or fewer to locate in commercial or mixed-use zoning without rezoning and to use certain existing buildings if fire and life-safety standards are met; members discussed traffic, school zones, and proximity to dispensaries, and it passed 15-0. PCS for CS for HB 1325 on the Linking Industry to Nursing Education Fund clarified matching contributions, allowed use of funds for expansion or modernization of existing space, and permitted two-year awards; it passed 16-0. Finally, CS for HB 1437 on conversion charter schools created dispute-resolution options over facility maintenance and, via amendment, allowed capital outlay funding if the charter assumes full maintenance responsibility; despite some opposition, it passed 13-3. The committee then adjourned.