Transcript Highlights:

• I have seen that happen as a teacher.
• Is it accountability?
• Transparency, engagement, accountability for increasing and improving services, accountability for closing
• Also, on the Governor's accountability or realignment proposal, we are supportive of drawing clear accountability
• Also, on the Governor's accountability or realignment proposal, we are supportive of drawing clear accountability

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• teachers.
• teachers, academic environment with licensed teachers, including special education teachers and ESL,
• and student-to-teacher ratios.
• So non-core teachers, also referred to as specialist teachers, Ratios.
• with teacher salaries below the average teacher salary.

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then took up an interim study proposal on adult education and the Excel Center model. Representatives from Goodwill Industries of Arkansas, the Excel Center network, and the University of Notre Dame’s Lab for Economic Opportunities testified that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED, and argued that the Excel Center provides a supported diploma pathway for adults who struggle with GED testing. Witnesses highlighted wraparound services such as free child care, transportation assistance, tutoring, life coaching, and career services, and cited outcomes including high retention, growing enrollment, and research showing higher employment and earnings and lower criminal justice involvement for graduates. Committee members raised questions about the state’s role, existing adult education programs, and how the study would be structured; the motion to adopt the ISP passed, though there was some procedural disagreement about when questions should have been taken. The committee then heard a detailed adequacy funding overview from BLR staff Katie Walden and Adrian Beck on Arkansas K-12 education finance. They reviewed national funding principles and explained Arkansas’s system, including state and local revenue sources, the Public School Fund, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and the Facilities Partnership Program. Staff said K-12 state and local revenues totaled $6.6 billion in 2025, with foundation funding making up the largest share of district and charter funding, followed by additional, categorical, and supplemental funds. They also explained the matrix-based foundation formula, the role of the uniform rate of tax, and how categorical and supplemental funds support areas such as alternative learning, English learners, special education high-cost cases, teacher salary equalization, declining enrollment, and student growth. Members asked several follow-up questions about how specific funding categories are defined and used, including student support staff, instructional aides, special education high-cost occurrences, ALE funding, teacher salary equalization, and the inclusion of Excel Center amounts in state-local funding totals. Staff said some of those details would be addressed in a later presentation and offered to provide additional records, including district lists and historical information. The meeting ended after the funding overview, with no additional votes or actions beyond the ISP adoption and adjournment.

Transcript Highlights:

• Alternatively prepared teachers through our regular programs also... ...likely to be career teachers.
• Would you believe I'm an alternatively certified teacher?
• have a healthy bench of teachers out there, I guess.
• Yes, and I have some data here from 1,847 teachers.
• teachers or other administrators.

Bills: HB2987 , HB3026 , HB3076 , HB3288 , HB3315 , HB3467 , HB3711 , HB3885 , HB4427 , HB4359 , HB4363

Committee: House Education Oversight

Summary: The Education Oversight committee heard and advanced several bills, with most receiving due pass recommendations by voice vote. HB 4359, by Speaker Pro Tem Moore, would move the annual testing window to the last three weeks of the school year; members asked about district scheduling and possible cost impacts, but the bill passed 10-0. HB 4363 updated outdated statutory references tied to OSU’s early development and also passed unanimously. HB 3467 would extend school-teacher maternity leave protections to include adoption of newborn children, and it passed without opposition. HB 2987 would change how academic standards are handled if the legislature takes no action within 30 legislative days, deeming them disapproved rather than approved; supporters said it preserves legislative oversight, while concerns were raised about leaving outdated standards in place, but it passed. HB 376, as amended, would create a new alternative teacher certification pathway through third-party certifiers; debate centered on whether easier pathways would weaken traditional teacher-prep programs or help fill vacancies, and it passed after extended discussion. The committee also advanced HB 4427, which adds guardrails to the adjunct teacher program by limiting adjuncts in core subjects in grades K-4 and requiring them to work toward certification. HB 3026 would let children of U.S. military allies stationed in Oklahoma start kindergarten according to their home-country timelines, and it passed. HB 3288 would restore physical education emphasis in schools, and HB 3315 would direct a feasibility study on 90-hour bachelor’s degree programs; both moved forward. HB 3711 would require schools to post the percentage of spending devoted to instructional expenditures on their websites and bond applications, with the sponsor declining to extend the same requirement to private schools receiving public tax-credit dollars. HB 3885 drew the most debate. It would establish suspension and expulsion standards for students who physically attack teachers or school employees, with supporters arguing it gives administrators clearer authority to protect staff and students and opponents warning it could conflict with existing protections for students with disabilities and create legal risk. The sponsor said the bill is intended to address intentional violence and allow case-by-case judgment, while critics cited prior civil-rights concerns over disproportionate discipline. Despite the objections, the bill passed on a due pass recommendation. The committee adjourned after announcing it would meet again Wednesday at 9 a.m.

Transcript Highlights:

• This teacher in particular is an English teacher. She's not open to the use of AI at all.
• So the second teacher that I talked to is a professional communications teacher.
• Pro-com teacher.
• These teachers all, whoops, sorry. Pro-com teacher.
• These teachers all, whoops, sorry.

Committee: All ALC-HIGHER EDUCATION SUBCOMMITTEE

Summary: The meeting opened with a report on annual solvency certification for institutions of higher education, which required no action and was to be distributed later. The main presentation focused on artificial intelligence in K-12 and higher education, delivered by students from Arkansas State University, the University of Central Arkansas, and Valley View High School. They argued that AI is becoming central to education and the workforce, especially as Arkansas adds major data center investments, and said students should be taught to use AI responsibly so they can compete for jobs, improve internships, and keep talent in-state. They also emphasized concerns about academic integrity, cybercrime, and the need for ethics training and district-level guidance. The presenters shared survey findings from educators in several Arkansas districts, saying most teachers support teaching responsible AI use, believe students without access to AI will be disadvantaged, and want training and district-level management. They described existing AI uses at Arkansas colleges, including AI tutors, AI-generated practice exams, homework feedback tools, and classroom applications in business, climate science, and urban forestry. They also proposed an AI library built on the state’s Access Act infrastructure so K-12 and college students could access shared AI tools and resources across Arkansas. Committee members asked about student attitudes, classroom concerns, and whether AI could help standardize course materials and objectives across institutions. The presenters said reactions among students are mixed, with arts students especially worried about copyright and originality, but that many recognize AI’s real-world value. A UCA representative added that faculty training, ethics discussions, and academic dishonesty guidance are already underway there. The chair thanked the students, noted their work on related research projects, and then moved to a second presentation from Pine Bluff community leaders. The Pine Bluff group described community-based school support efforts, including the Pastors on Patrol program, mentoring, anti-bullying and nonviolence training, drug and vaping education, leadership clubs, and a youth diversion effort for students at risk of detention. They said their work is aimed at improving school climate, encouraging citizenship and scholarship, and reducing negative behavior. Members praised the group’s efforts and asked about expanding the programs to other districts; the presenters said their model and curriculum can be shared and adapted. The meeting ended after the chair thanked both groups and adjourned with no further business.

Transcript Highlights:

• Districts are not asking for less accountability.
• I have seen that happen as a teacher.
• Is it accountability?
• Transparency, engagement, accountability for increasing and improving services, accountability for closing
• Also, on the Governor's accountability or realignment proposal, we are supportive of drawing clear accountability

Transcript Highlights:

• I'm not a teacher. I was... The problems that we had as parents, I'm not a teacher.
• , our licensed teachers.
• , our licensed teachers.
• And now we just barely have enough for one Zuni language teacher, cultural teacher.
• teacher.

Bills: SB234 , SB210 , SB243 , SB244 , SM16 , HB8

Committee: House House Education

Summary: The committee heard Senate Bill 37, the High-Quality Literacy Instruction Act, which would strengthen reading instruction and educator preparation around the science of reading. The sponsor and supporters said the bill requires evidence-based, culturally and linguistically responsive literacy instruction, including support for English learners and students in bilingual and dual-language programs, use of approved high-quality instructional materials for K-3 reading and interventions, a K-3 reading assessment, literacy coaches, and parent progress reports. An amendment package was adopted to clarify biliteracy language, broaden references to bilingual/dual-language and Indigenous language settings, remove awkward phrasing, and adjust reporting requirements from monthly to four times per school year. The committee then moved forward with the amended bill. Public testimony was largely supportive. Students, educators, school leaders, advocacy groups, and tribal representatives said structured literacy has improved reading outcomes and can help struggling readers, including students with dyslexia and multilingual learners. Several speakers emphasized that the amended bill better protects bilingual, dual-language, and Native language programs, and some noted the importance of parent communication and early intervention. Supporters also cited recent literacy gains in New Mexico and said the bill aligns teacher preparation, materials, assessment, and coaching. Opposition focused mainly on concerns that the bill could still privilege English over Indigenous languages, that high-quality materials requirements may be too restrictive or costly for districts, and that testing and reporting could add workload. Tribal speakers from Acoma and Taos said they could not support the bill without further changes to explicitly protect Native language revitalization. Other opponents raised concerns about funding for materials and coaches, the burden on teachers, and whether the assessment and HQIM requirements would be flexible enough for local needs. In committee discussion, the sponsor and PED said existing funds and staff could support implementation, that the assessment would be formative and teacher-focused, and that the bill was intended to complement, not replace, Native and bilingual education programs.

Transcript Highlights:

• The governor's plan includes cuts to teachers' pay and professional development, cuts to schools and
• I'm a former elementary school teacher of 33 years. I love schools and I love our kids.
• We don't want our schools to close or have cut all these teachers and cut programs, cut paras.
• ><c> programs</c><00:05:00.960><c> this</c> teachers, payers, and programs this teachers, payers, and
• <00:11:42.480><c> and</c><00:11:42.720><c> responsibility</c> accountability and responsibility accountability

Transcript Highlights:

• There's a teacher shortage, and if teachers like me leave, St.
• Paul has great<00:18:28.000><c> teachers.</c> great teachers. great teachers.
• Paul teachers.
• Paul teachers.
• . accounts. accounts.

Transcript Highlights:

• I had some responses where teachers were optimistic about the use of AI and other teachers that were
• This teacher in particular is an English teacher. She's not open to the use of AI at all.
• So the second teacher that I talked to is a professional communications teacher.
• So back to the pro-com teacher.
• Procom teacher.

Committee: All ALC-HIGHER EDUCATION SUBCOMMITTEE

Summary: The meeting began with a report on institutions of higher education for annual certification/solvency, which required no action and was noted as coming later in the week. The main presentation featured students from Arkansas State University, Valley View High School, and the University of Central Arkansas discussing artificial intelligence in education and the workforce. They argued that AI should be taught responsibly in K-12 and higher education to prepare students for jobs, support Arkansas’s growing tech sector, and reduce misuse such as cybercrime, scams, plagiarism, and academic dishonesty. They also cited survey results from teachers showing broad support for responsible AI instruction, district-level management, and teacher training, while noting concerns about critical thinking, ethics, and unequal access. Examples were given of AI already being used at UCA and the University of the Ozarks, and the group suggested a statewide AI library and related training built on the Access Act framework. Committee members asked about student reactions, and the presenters said responses are mixed, especially in the arts, but that AI is already being used in real-world careers and should be integrated with clear standards. The committee then heard from a Pine Bluff community coalition led by Pastor Jesse Turner about school-based outreach and youth support programs. The group described long-running work in Pine Bluff schools and Watson Chapel, including Pass on Patrol, mentoring, anti-bullying and nonviolence efforts, drug and vaping education, gun-violence prevention, and leadership clubs for students. They emphasized that their approach is nonreligious in the schools, focused on encouragement, citizenship, scholarship, and keeping students engaged in class. They also highlighted the use of free curriculum resources on African American history and said they help students see themselves as having promise rather than being “at risk.” Members asked about whether the programs could be shared elsewhere and about impacts on behavior; the group said some materials are trademarked but can be adapted with support, and cited reported reductions in negative behavior and referrals in participating schools. The meeting ended after members praised both the AI presenters and the Pine Bluff outreach group, and the committee adjourned with no votes taken.

Transcript Highlights:

• towards... ...raising teacher pay.
• So, as a teacher, I knew I wasn't going to get rich, but I became a teacher.
• I am a public school teacher.
• So as a teacher, I knew I wasn't going to get rich, but I became a teacher.
• I am a public school teacher.

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

Transcript Highlights:

• Level 1 teacher minimum.
• Teachers through paid teacher residency programs.
• Teacher retention and teacher quality.
• Then on deck is the Albuquerque Teacher Federation American Federation of Teachers.
• One is on teacher workloads.

Transcript Highlights:

• The teachers division Notably, transportation funding is included in there as well.
• Representative Harris mentioned some remaining funds in that account.
• and keeping teachers into areas around the state.
• The other points that I want to make have to do with accountability.
• The dollar amounts in the contract was $36,000 for 15 teachers.

Summary: The committee heard a lengthy presentation on the K-12 public school support budget, including how support units, career ladder funding, health insurance, discretionary funding, transportation, facilities, and the Public Education Stabilization Fund (PSIF) work. Legislative Services explained that FY 2026 support units were revised downward, creating a $22.3 million ongoing general fund reduction, and walked through the FY 2027 agency request and governor’s recommendation. The governor recommended no increase for population forecast adjustments, but did recommend some statutory and policy changes, including shifting certain interest earnings to the general fund and reducing funding for some virtual school and IDLA-related items. The agency request also included one-time proposals for a high-needs special education fund and a regional service model for related services. Members asked extensive questions about how career ladder dollars are distributed, how health insurance and discretionary funds interact, why the health insurance increase in the budget differed from current plan estimates, and how facilities money under House Bill 292 is used. There were also questions about the size and use of the Idaho Career Ready Students fund, the maintenance-of-effort implications of special education funding, and whether some special education costs are being used for student housing or other noninstructional expenses. The superintendent and budget staff emphasized that many of the budget lines are formula-driven or statutorily required, that local districts determine actual staffing and spending within those formulas, and that special education costs continue to outpace available funding. Superintendent Debbie Critchfield then framed the budget request around enrollment trends, shifting demographics, and the need for more flexibility in how districts use existing dollars. She highlighted proposed categorical flexibility for some funds, changes to digital content and curriculum distribution, continued literacy gains, growth in career technical education programs funded through Idaho Career Ready Students, and the importance of endowment and Millennium Fund support. She also described the special education proposals as a temporary bridge while the state considers larger formula changes and noted a near $100 million gap between special education spending and funding. She further outlined planned federal waiver requests on assessments and flexibility, and said the department is seeking more state control over testing and reporting requirements. The committee did not take final action on the budget during this portion of the meeting. Members raised concerns about interest transfers from dedicated funds, the complexity of the funding formula, special education accountability, and whether the state should revisit the overall school funding model. Several follow-up data requests were made, including information on health insurance participation, regional special education service needs, and school contingency fund balances.

Transcript Highlights:

• Does this bill take into account students, for instance, that might not like a teacher, who work together
• to credibly accuse a teacher, and then law enforcement is... ...a teacher.
• This teacher did if... ...frankly like to get rid of that teacher.
• You've destroyed the career of a teacher. You've destroyed the family of a teacher.
• Again, it's about being pro-accountability, because accountability is what drives innovation.

Bills: HR1046 , SB1733 , SB1439

Summary: The House convened with prayer, the Pledge of Allegiance, and several special recognitions tied to the 31st anniversary of the Oklahoma City bombing. The chamber honored the 138th Fighter Wing Civil Engineer Squadron Fire Department as Veterans of the Week, and also recognized Dr. Camissa Stewart as Doctor of the Day and Tammy Powell as Nurse of the Day for their roles in the 1995 bombing response. A lengthy floor presentation followed, featuring remarks from legislators, Lieutenant Governor Matt Pinnell, memorial museum leaders, Justice Stephen Taylor, and Pastor Ronnie Fields, all focused on remembrance, the Oklahoma standard, the victims and survivors, and the importance of hope, civility, and the rule of law. On legislation, Senate Bill 1733 was presented and debated. The bill requires school personnel who have reason to believe a student is a victim of child sexual abuse or sexual misconduct to report it to law enforcement within 24 hours. Supporters said it clarifies and strengthens reporting requirements to protect children, while opponents warned it could trigger harmful public accusations and undermine trust in educators and administrators. The House passed the bill 92-1, and the emergency clause also passed 92-1. The House also considered Senate Bill 1439, an oil and gas measure intended to bar speculative climate-related lawsuits and limit liability to actual violations and provable harm. Supporters argued it would prevent frivolous litigation, protect the state’s energy economy, and keep costs down for consumers; opponents said it would create a special legal carve-out for industry and shift costs to taxpayers and families. The bill passed 74-16. In addition, Senate Bill 2184 was assigned to Rules, and H.J.R. 1078 and H.J.R. 1079 were withdrawn from Rules and sent to appropriations and budget committees. The House adjourned after announcements and introductions.

Transcript Highlights:

• So a shout-out to those teachers that actually do that.
• They may be an English teacher; they may be a multiple subject credential teacher, but we have experience
• I’m married to a 40-year teacher, and our son is a 10-year high school teacher, so I understand that
• that were paid out of the nonprofit's bank accounts.
• I am a preschool special education teacher in San Francisco.

Summary: The subcommittee opened with remarks on the state budget and K-12 education, noting the large increase in the Proposition 98 minimum guarantee, the use of deferrals and reserves in the prior budget, and the challenge of balancing education funding against other state priorities. Superintendent Tony Thurmond described California education as improving overall, citing gains in test scores, graduation, and college readiness, but said major gaps remain for low-income students, students of color, agricultural communities, English learners, foster youth, and students with disabilities. He praised recent investments in universal meals, transitional kindergarten, community schools, arts, broadband, and special education, while warning that declining enrollment, chronic absenteeism, and the proposed $5.6 billion Prop. 98 settle-up create uncertainty for districts. He also urged a long-term literacy plan, expanded tutoring, universal kindergarten, and continued protections for students and families affected by immigration enforcement, including ICE-related fear and attendance loss. The committee then heard a detailed presentation on Proposition 98 from the Department of Finance and the Legislative Analyst’s Office. Finance explained that the Governor’s budget projects the minimum guarantee will rise by about $21.7 billion over three years, with a $5.6 billion settle-up obligation in 2025-26 intended to avoid overappropriation if revenues weaken. Finance also described revised reserve deposits and withdrawals, ending with about $4.1 billion in the Public School System Stabilization Account by 2026-27. The LAO said recent revenue collections were stronger than expected in the current year but warned that the outlook for 2026-27 is weaker and that stock-market-driven revenues remain volatile. The LAO supported maintaining reserves and one-time spending buffers, but recommended fully funding the guarantee and using other budget solutions rather than shifting the settle-up into future deficits. Members asked about the settle-up process, certification timeline, the effect of attendance declines tied to immigration enforcement, and wildfire-related impacts, including Pasadena Unified’s $4 million special appropriation. On LCFF and necessary small schools, Finance proposed a 2.41% COLA and about $2.2 billion in additional LCFF funding for districts and charters in 2026-27, plus a $30.7 million ongoing increase to raise the necessary small schools allowance by 20%. The LAO supported funding the COLA but said the small-school increase was not tied to a specific cost study and could be redesigned to better target small districts, noting that only a fraction of very small districts would benefit. Questions focused on how small schools access supplemental and concentration grants and how attendance recovery programs are being implemented. The Department of Education said only 130 LEAs had reported attendance recovery so far, likely because it is a new program with compliance requirements, though interest appears to be growing. FICMAT then reviewed the fiscal health of local districts, reporting an uptick in qualified and negative certifications, though still far below Great Recession levels. It said declining enrollment, rising special education costs, and higher labor and insurance costs are the biggest fiscal pressures, and that some districts are using fiscal stabilization plans and staff reductions ahead of second interim reports. FICMAT also discussed wildfire impacts on Pasadena Unified and Los Angeles Unified, explaining that Pasadena’s $4 million state appropriation was based on an early post-fire assessment and that the district is being monitored with the county office of education. Members raised concerns about Pasadena’s leadership, special education staffing shortages, AB 218 sexual abuse litigation costs, insurance premium increases, and the need for stronger prevention and training measures. FICMAT said SB 848 and related policies address some of those concerns by strengthening standards, training, and reporting requirements.

Transcript Highlights:

• It gives parents structured grievance processes to hold their districts accountable. accountable with
• It could be any adult, but oftentimes it would be a teacher. be a teacher and so that really is going
• The teachers and families are... upset about the restorative justice practices and which students accountability
• I'm from a family full of teachers.
• I was a teacher for 15 years.

Bills: SB12 , SB1565 , SB13 , SJR12 , SB686 , SB371 , SB204 , SB609 , SB112 , SB400 , SB813 , SB 12 , SB 13

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• </c> um additional accountability measures. um additional accountability measures.
• by not having any our teachers by not having any substitute<00:46:33.280><c> teachers.
• I've heard reference to an accounting error. I've heard reference to accounting errors.
• </c> reserve accounts. reserve accounts.
• accounting? accounting?

Committee: Senate Education

Transcript Highlights:

• , teachers' aides, substitute teachers, includes teachers, teachers' aides, substitute teachers, graders
• Those were teachers. Teachers that teach. Employees.
• I was a teacher.
• Having been a public school teacher, having been a teacher, I get worried that the unfunded... ...teacher
• My wife's a teacher. Obviously, she's a charter school teacher.

Transcript Highlights:

• </c> really cut back on their their teachers really cut back on their their teachers and<00:14:18.440
• </c> and in their case it was four teachers and in their case it was four teachers just<00:14:19.839>
• I used to be a substitute teacher.
• Our cost to Teachers On Call, since we use Teachers On Call for our substitute teachers, in Paris, they
• </c> teachers on call since we use teachers teachers on call since we use teachers on<01:09:23.520><c

Committee: House Workforce, Labor, and Economic Development Finance and Policy

Summary: The committee opened by approving the January 16 and January 21 minutes. Members then heard testimony focused on the impact of Earned Sick and Safe Time (ESST) and the proposed paid family and medical leave program on Minnesota school districts, with the chair framing the hearing as an opportunity to hear from major employers and school leaders about costs and operational effects. Kimberly Lewis, speaking for the Minnesota School Boards Association and related school administrator groups, said districts generally already provide generous, locally negotiated sick leave and had initially adapted to ESST by separating vacation, sick time, and ESST into different buckets. She argued that a 2024 law effectively converted previously bargained sick leave into ESST, which she said undermines contracts, creates large unfunded costs, and may raise constitutional contract-clause concerns. Lewis cited large accumulated leave banks in some districts, increased sick leave use, and estimated significant costs from paid leave, including a reported $2.5 million impact for one large district. She urged flexibility such as prorating ESST for midyear hires and part-time staff and exempting coaches, short-term substitutes, and similar employees from ESST. Superintendent Anarie Fuco of St. Michael-Albertville said her district expects about $400,000 in added fiscal 2026 costs from ESST and paid leave, plus indirect costs from substitute coverage and increased absenteeism. She said schools already have generous bargaining agreements, but the new laws reduce verification and require districts to track leave for temporary staff, creating what she described as a need for “substitutes for our substitutes.” Fuco said the district would face more than $211,000 in direct payroll costs from paid leave alone and asked for flexibility or exceptions for districts already offering comparable benefits. Members asked follow-up questions about how substitute teachers accrue leave and how many districts may be cutting budgets; Lewis and Fuco said many districts are making cuts and that substitute and staffing burdens are growing. A third testifier began by Zoom, but the transcript cuts off before her full testimony.

Transcript Highlights:

• Operating in the sunshine, and operating in an accountable fashion.
• It's about protection and accountability for students and for staff.
• The teacher would get in her face and tell her she was bad.
• I am a public school teacher."
• That includes teachers' workplace, and I'm a former teacher, which happens to be schools.

Bills: S0824 , S1170 , S1620 , S1738 , S7036

Committee: Senate Education Pre-K - 12

Summary: The Education Pre-K-12 Committee considered several K-12 bills and resolutions. SJR 1104, by Senator Massullo, would place on the ballot a proposed constitutional amendment protecting voluntary religious expression in public schools; supporters said it simply codifies existing law and protects student and employee rights, while opponents warned it could entrench religious pressure and exclusion. The resolution was reported favorably. The committee also heard SB 1738, by Senator Yarborough, on educational facilities; an amendment removed crime-prevention-through-environmental-design language and adjusted transparency/safe-space provisions, and the bill was reported favorably as amended. SB 824, by Senator Truenow, was amended into a transparency measure requiring districts to submit annual reports on unimproved land holdings to DOE, and it was reported favorably. Appointments in tabs 7 and 8 were recommended for confirmation. The committee then took up SPB 7036, a comprehensive education package by Chair Simon. The bill would expand educational emergency triggers, adjust Title I withholding uses, align charter school rules with school improvement processes, update safety and early learning provisions, expand literacy and math interventions, and revise educator pipeline policies. Members raised concerns about a provision that could allow the state to develop instructional materials; Simon said that section was still being considered and would need guardrails. The committee adopted a motion to submit the bill as a committee bill, and it was reported favorably. SB 1620, by Senator Leak, proposed a “school board members’ bill of rights” giving board members direct access to district documents and staff, limiting district attorneys’ dual representation, strengthening nepotism rules, and prohibiting nondisclosure agreements. Volusia County school board members and others testified both for and against the bill, with supporters citing transparency and accountability and opponents warning about confidentiality, staff pressure, and undermining the superintendent’s authority. The bill was reported favorably. Finally, SB 1170, by Senator Calatayud, as amended, would allow parents of students in self-contained ESE classrooms to request cameras, with district policies governing review, notice, timelines, and appeals. Parents, advocates, and educators testified strongly in support, while one witness opposed it as an unfunded mandate. The committee reported the bill favorably.

Transcript Highlights:

• By Governmental Oversight and Accountability.
• By Governmental Oversight and Accountability.
• By Governmental Oversight and Accountability.
• By Governmental Oversight and Accountability.
• Nobody's comparing teachers to coaches because teachers have their jobs and then coaches have theirs.

Summary: The House convened with prayer, a moment of silence for former Lee County Judge John Carlin, the Pledge of Allegiance, and recognition of Officer Cody Popple of the FSU Police Department for his actions during the April campus shooting. The Speaker also outlined the final week of session, noting the chamber had passed 253 House bills and 149 Senate bills to date, with budget negotiations still unresolved and the 2026-27 budget not expected to be completed that week. The special order report was adopted, setting the day’s calendar and debate times. The chamber then took up several Senate bills, mostly technical or open-government sunset review measures, and passed them with little or no opposition: SB 100, SB 104, and SB 102 on Florida statutes; SB 7006, SB 7014, SB 7002, SB 7012, SB 7024, SB 7016, SB 7026, SB 7008, SB 7000, and SB 7004 on public-records or meeting exemptions; and SB 7022 on public records related to exams. Members asked questions on a few of these bills, especially the exam-records bill and the military and gaming-related exemptions, but the measures generally advanced without amendment. Votes ranged from unanimous to modest opposition, with SB 7026 passing 106-3 and SB 7022 passing 101-8. The most substantial debate centered on SB 7040, which recreates the emergency preparedness and response trust fund in the Executive Office of the Governor. Rep. Eskamani offered an amendment to let the fund expire, arguing the money had been misused and that the Legislature should retain control over spending; several members supported her position, while others said the fund is needed for rapid disaster response. A strike-all amendment from Rep. Griffiths was adopted instead, adding accountability provisions and expanding the fund to cover man-made emergencies as well as natural disasters. The bill then passed 82-25. The House also passed CS/CS/SB 302 on coastal resiliency, CS/CS/SB 984 on firefighter cancer benefits, CS/SB 474 on military affairs, and SB 488 on Department of Highway Safety and Motor Vehicles issues, with SB 488 still under amendment debate when the transcript ends.