Transcript Highlights:

• This bill seeks to address the shortage of genetic counselors in our state by establishing an education
• I have to say something about this one too, because I remember way back when genetic counselors were
• Florida is still considered today to be a genetic counselor desert with just 179 licensed GCs, many of
• I think what many higher education institutions need to focus on is workforce training.
• And I understand Florida has now the number one state in the country in workforce training.

Bills: S1570 , S1376

Committee: Senate Appropriations Committee on Higher Education

Keywords: missing persons, special needs, autism, search-and-rescue, Florida, voluntary program, funding, genetic counseling, education grants, state universities, faculty recruitment, student financial assistance

Summary: The committee heard and approved two bills before moving to a long confirmation agenda. SB 1570, by Sen. Gates, would restore Project Leo, a previously sunset program that helps locate missing persons with special needs through voluntary tracking devices and coordination between CARD centers and local sheriffs; it was praised as a proven tool for families and first responders and was reported favorably. CS/SB 1376, by Sen. Burgess, would create grants to support genetic counseling education and help address Florida’s shortage of genetic counselors; testimony noted the state’s limited supply of licensed counselors and the need to expand clinical training, and the bill also passed favorably. The committee then considered a block of reappointments to university and college boards of trustees, including institutions such as UWF, Broward College, Chipola College, FIU, Pasco-Hernando, Polk State, St. Petersburg, Valencia, FAMU, FAU, UCF, FSU, New College, UNF, USF, and others. No one requested separate votes on the reappointments, and the block was confirmed unanimously for recommendation to the next committee. A series of new appointees then appeared and largely emphasized workforce training, nursing, military support, and local economic development at their institutions. Witnesses included appointees to Pensacola State, Polk State, St. Petersburg College, UNF, FIU, UWF, Valencia, the College of the Florida Keys, and others; several highlighted strong NCLEX pass rates, dual enrollment, and partnerships with employers or military communities. One nominee, Florida Poly reappointment Ilya Shapiro, faced pointed questioning from Sen. Bracey Davis about past comments regarding race and the Supreme Court; he said his remarks were about hiring criteria, not a specific justice, and reiterated opposition to race- or sex-based selection. The committee also briefly struggled to reach Sherry Young by phone before hearing her testimony for Chipola College, where she said she wanted to give back as an alumna and nurse practitioner. Most new appointees were recommended for confirmation in a block, while Thomas Zachary Smith of UWF was pulled for separate consideration.

Transcript Highlights:

• I don't think sometimes We have a lot of counselors.
• So you're using a school counselor, it sounds like exactly like you should be using a school counselor
• Out of our four outside counselors, two of them are actual social workers. Great.
• If I’m alerted by things, I’m to go straight to my counselor to let them deal with it.”
• Like I said, I've gone to the training, too.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• to include strategies and procedures to support school districts and public schools in accessing training
• As a school counselor, we do that all the time and sit with them in there.
• and a school counselor.
• Before I served as a school counselor, I was brought in to consult as a mental health counselor on a
• I think our school districts are asking for more technical assistance and training for their teachers

Bills: HB1795 , HB1634 , HB1662 , HB1683

Committee: House Education

Keywords: restraint, isolation, public schools, educational programs, student rights, mental health, behavioral support, education, school districts, student assistance, education agencies, administrative independence, superintendent, education reform, agency authority, school boards, district adjustments, administrative boundaries, educational governance, 904

Transcript Highlights:

• </c><00:19:44.480><c> that</c> we met with some of the counselors that we met with some of the counselors
• </c> degree but they do require training degree but they do require training After<00:38:31.760><c> High
• And I trust our high school counselors and our college counselors to counsel kids.
• our high school counselors and our College<00:53:06.040><c> counselors</c><00:53:06.920><c> to</c><00
• My nervousness is putting things on counselors' plates, adding to that.

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• And from there, I began my training. And with my training, I received a... I began my training.
• I have trained as a school counselor, so I think about that.
• We also do ad hoc training.
• ALICE training is an active shooter response training.
• Alice training is an active shooter response training.

Committees: Joint Education , Joint Education Committee

Keywords: 908, all

Transcript Highlights:

• reaching expert counselors.
• During this six-week training, we provide training around New Mexico, the culture here, what it's like
• Our New Mexico call center counselors have put together a robust training on New Mexico culture and perspective
• Those that are trained.
• This involved distributing educational materials and conducting training. trainings.

Committee: House Legislative Health & Human Services Committee

Transcript Highlights:

• Are social workers and marriage counselors, do they go through state licensing?
• You know, the counselor themselves... ...which happens in custody disputes and who has access.
• And so when people saw this, they were like, I don't even want to go to a counselor anymore. So...
• I don't even want to go to a counselor anymore.
• to allow professional counselors.

Committee: House Joint Committee on Administrative Rules

Keywords: 959, house, all

Transcript Highlights:

• Besides going into the school and asking the counselor?
• Of our 63,000 physicians that have completed GME, in the last 20 years, trained in primary care, trained
• To train individuals, have sites where individuals can train, that that really is important.
• their training.
• People who are highly trained but with no degrees.

Committee: House Higher Education

Keywords: 1184, house, all

Transcript Highlights:

• worker counselors, and school counselor worker counselors, and social<00:02:52.800><c> workers</c><00
• c><00:03:44.760><c> counselors</c><00:03:45.200><c> have</c> been a school counselor, counselors have
• , middle school counselor, grade school counselor.
• ><c> counselor.
• That counselor, grade school counselor.

Committee: Senate Education Finance

Keywords: 1187, senate, all

Transcript Highlights:

• We have counselors and safe coordinators that have been trained and push into classrooms at the elementary
• We have counselors and safe coordinators that have been trained and push into classrooms at the elementary
• As a district, we have training on de-escalation.
• We have training around mental health, all of our administrators.
• All of our teachers have been trained through online training for those courses that I referenced earlier

Summary: The Student Academic Success Subcommittee met to review Florida’s cell phone and social media literacy law, with Representative Brad Yeager describing the 2023 policy as aimed at removing classroom distractions and teaching students how to use social media responsibly. He said the law was intended to keep phones out of classrooms unless used for instruction, require social media literacy education, and limit access to certain sites on school Wi-Fi and government devices. Yeager said feedback since passage has been mixed: many teachers support it and some have adopted inexpensive shoe-organizer or pouch systems, but implementation varies by school and administrator enforcement. He said he is not currently pursuing a broader statewide mandate. Superintendent Dr. Maria Vazquez and Timber Creek High School Principal Mr. Wasco described Orange County’s approach as bell-to-bell phone restrictions, while Pasco County’s Dr. Zetchy described a similar policy with some flexibility during lunch or passing periods at the high school level. Both districts said the policy was implemented with parent communication, town halls, surveys, and transition periods, and that concerns about emergencies were addressed by allowing phones to be returned at the end of the day and by establishing procedures for parent contact. They reported few theft problems and said discipline issues related to phones have generally been manageable, though some teachers still struggle with enforcement or with students trying to evade the rules. A major portion of the discussion focused on social media literacy instruction. Orange County said it uses counselor-led programs, Canvas courses, resiliency days, and curriculum materials to teach students about cyberbullying, human trafficking, privacy, and the permanence of online posts, with progress tracked through the learning platform. Pasco said it has some resiliency modules but lacks a fully built-out, pre-made social media curriculum and would welcome more guidance from DOE, especially for high school classrooms where instructional time is limited. Members also asked about student anxiety, 504/IEP accommodations, caregiver students, and parent education; the districts said exceptions are handled through school committees and that parent academies and district resources are being used to help families set boundaries and understand the risks and benefits of phones and social media. No votes were taken.

Transcript Highlights:

• How do they receive these trainings?
• It needs to be part of the training today. Obviously, it's very important.
• Uh, the second piece related to that is our veteran service counselors.
• Uh, the second piece related to that is our veteran service counselors.
• although they have the counselors although they have the counselor<00:43:55.839><c> name</c><00:43:56.160

Bills: SB2421 , SB2690 , SB3103 , SB3137 , SB3164 , SB3206 , SB2933 , SB3133 , SB3315

Committee: House Health

Keywords: cannabis, marijuana, Hawaii Cannabis Law, legalization, decriminalization, adult use, hemp, taxation, social equity, public health, primary care, health insurance, health carrier, insurance commissioner, Med-QUEST, Medicaid managed care, provider reimbursement, downcoding, prior authorization, utilization review

Summary: The committee heard testimony on several health-related bills. HB 1864, which would require health insurance coverage for standard fertility preservation services for people undergoing medically necessary treatment, drew broad support from SHIPA, the Department of Health, HMSA, the Hawaii Association of Health Plans, and others. Testifiers emphasized that fertility preservation is routine coverage on the mainland and important for patients facing infertility from cancer or other treatment; one patient described incurring more than $20,000 in costs. The Insurance Division flagged possible Affordable Care Act issues, a potential conflict in the bill’s language about using patient history to determine limits, and a mismatch with state medical-necessity standards. Committee discussion also focused on whether the bill should apply to all women of childbearing age rather than a narrower age-based category. HB 2305 would require nutrition and metabolic education as part of physicians’ continuing medical education. The Hawaii Medical Board opposed the measure, arguing that CME should remain flexible and tailored to each physician’s specialty and warning that topic-specific mandates can expand over time. The Office of the Governor supported the bill, saying it would help the state’s rural health transformation application and could improve federal funding prospects, though the exact impact was unclear. Members questioned whether nutrition is already covered in medical training and whether the requirement should be limited to primary care physicians; the board said Hawaii currently has no topic-specific CME mandates and that physicians can already choose relevant courses. The committee also heard strong support for HB 1597, which would establish an Alzheimer’s disease research center at the University of Hawaii. Supporters from the university, the Alzheimer’s Association, AARP, and others said the center could attract federal research dollars, expand clinical trials, and help address the state’s high Alzheimer’s-related health costs. HB 2159, which appropriates funds for health care workforce development, also received broad support from the University of Hawaii, health systems, and advocacy groups, with no opposition noted. Finally, HB 2121, which would prohibit the sale and distribution of disposable electronic smoking devices, drew support from the Department of Health, youth advocates, and public health groups citing youth addiction, environmental waste, and fire hazards; the department said a separate bill, HB 1573, would be more comprehensive and better defined for enforcement and penalties. The committee ended with HB 1913, creating a veteran services mental health coordinator position at Tripler Army Medical Center, which was supported by veteran services officials and others who said veterans need better navigation and coordination for behavioral health care.

Transcript Highlights:

• We don't get the training.</p><p>I think we need plenty of training. I think that would do us well.
• And I do get training.
• And I do get training.
• and have they ever trained before?
• ADE has done training in the past.

Committee: Senate Senate Education Committee of Reference

Summary: The committee approved the March 11, 2026 minutes and then heard several education bills. HCR 2015, which supports efforts for students to receive at least 60 minutes of daily physical activity and for schools to display dietary guidelines, drew strong support from advocates for recess, student health, and physical education, and passed 6-0 with one not voting. HB 2040, requiring adoption-related information when school employees discuss contraception or STI testing and adding adoption content to sex education curricula, drew opposition from Reproductive Freedom for All and the Arizona Education Association, but was still given a due pass recommendation 4-2. HB 2255, extending Arizona Teachers Academy eligibility for community college students from two to four academic years, passed unanimously with a due pass recommendation. HB 2764, creating a state seal of computer science proficiency for high school graduates, also passed unanimously after support from the Arizona Technology Council. The committee then considered HB 2600, which would require written parental permission for students in grades 6-8 to join school clubs or organizations. The ACLU of Arizona opposed it, arguing it could suppress participation in clubs involving sensitive identities such as LGBTQ, religious, or cultural groups; the bill received a due pass recommendation 4-2. HB 2379 would require school district governing board members to complete finance and governance training, with an amendment narrowing the requirement to newly elected or appointed members and adjusting reporting; the Arizona Association of County School Superintendents supported it, while the Arizona School Board Association opposed parts of it, and the amended bill passed 4-2. HB 2142 would create a School Safety Center and School Safety Council within ADE to provide training, technical assistance, and risk assessments; supporters said it would help schools, especially smaller and rural districts, while opponents raised concerns about funding and council composition, and it passed 4-2. Later, HB 4033, which would require more detailed school bond election pamphlets and separate ballot propositions for certain large or specialized projects, was supported as a transparency measure by the sponsor but opposed by education groups that warned it could make it harder for districts to fund facilities; it passed 4-2. HB 2482, limiting job order contracting on building renewal grant projects to $1 million and requiring verification against artificial splitting of projects, drew concerns from builders and school board groups about delaying repairs and limiting procurement flexibility, but the sponsor said it was needed to improve competition and transparency; it passed 4-2. Finally, HB 2575, the Anti-Semitism and Education Act, would prohibit public schools and higher education institutions from teaching or promoting anti-Semitism and set up reporting and discipline procedures; the sponsor said it was needed to protect students, while the ACLU and Arizona Education Association warned it could chill speech and expose educators to legal risk. The transcript cuts off during testimony on that bill, and no final committee vote is shown in the provided text.

Transcript Highlights:

• Ok, so then my follow-up question is if we've got obviously the student counselor ratio 332 to 1 not
• There are certain vendors that do science of reading training.
• You mentioned the leadership development and principal training.
• I am pausing on the counselor ratio. And as we're talking throughout the state about how...
• Average where counselors are able to make connections with students about career and college readiness

Committee: House Appropriations and Budget

Keywords: 914, all

Transcript Highlights:

• Students and counselors are also reporting to us at CSAC that they're unable to secure assistance on
• We're also utilizing California Department of Education data to give our high schools and counselors
• Our students have worked with these counselors over the course of their high school careers.
• working with those counselors directly?
• we also train college access professionals who aren't counselors.

Keywords: 988, house, all

Transcript Highlights:

• When we're talking about that employment-based training, really what we're getting at is training that
• When we're talking about that employment-based training, really what we're getting at is training that
• When we're talking about that employment-based training, really what we're getting at is training that
• </c> employees that are part of that training employees that are part of that training was<00:32:03.559
• </c> covered with grants as well as traine covered with grants as well as traine supports<00:34:40.280

Committee: House Higher Education Finance and Policy

Keywords: 1183, house

Transcript Highlights:

• Paul Murphy, who is a counselor at large in the town of Bridgewater.
• Paul Murphy who is a counselor at large in the town of Bridgewater.
• We have a huge development going in right by the train tracks.
• We lost teachers, counselors, administrators, nurses, and administrative assistants.
• Class sizes... ...counselors, specialists, social workers, and nurses.

Committee: Joint Joint Committee on Education

Keywords: 995, all

Summary: The Joint Committee on Education opened a hybrid public hearing on a large slate of bills related to school buildings, school finance, technology, data privacy, safety, and related education issues. Chairs Jason Lewis and Ken Gordon outlined procedures for the hearing, including two-minute testimony limits and the plan to group similar bills together. Several bills drew no testimony and were closed without further discussion, while others drew extensive testimony from legislators, school officials, parents, advocates, and educators. A major theme was school safety and student well-being. Lori Al-Hadeth testified in support of bills on alert systems in public schools, describing the loss of her daughter in the Parkland shooting and urging adoption of Alyssa’s Law-style panic alert technology. Representative Gallagher and disability advocates also supported a bill authorizing, but not requiring, airway clearance devices in schools, arguing they could save lives in choking emergencies and provide an option for people who cannot use the Heimlich maneuver. Another bill on reducing cafeteria waste drew support from a legislator and a Lexington sustainability official, who said installing dishwashers during construction would reduce waste and long-term costs. Much of the hearing focused on Chapter 70 school funding and the inflation cap. Senator Pavel Payano, Senator Sal DiDomenico, Representative Senna, and multiple local officials and school committee members from Bridgewater, Chelsea, Groton-Dunstable, and other districts argued that the 4.5% cap on inflation adjustments has left schools underfunded during years of high inflation, forcing layoffs, larger class sizes, and cuts to programs and student supports. They urged bills to eliminate the cap, restore lost funding, increase the Commonwealth’s share of the foundation budget, or create commissions to study reforms. Testimony also highlighted the impact on special education, English learners, and low-income students, with Chelsea witnesses saying the cap has cost their district about $7 million annually. School construction and MSBA reform were the other major topic. AIA Massachusetts, Boston Public Schools, Lynn officials, and AFT Massachusetts described aging facilities, overcrowding, deferred maintenance, and the difficulty of financing new schools under current reimbursement rules. Boston officials said the district has many pre-World War II buildings and has only built a handful of new schools in decades, while Lynn leaders said reimbursement rates have fallen well below the statutory 80% because of caps and ineligible costs. Witnesses urged modernization of the MSBA program, higher reimbursement rates, and more resources for school construction. The committee also heard support for a bill to study the adequacy and equity of the school building program, and chairs indicated some bills would be closed after no one signed up to testify.

Transcript Highlights:

• </c><00:04:58.759><c> and</c> Partners who have offered trainings and Partners who have offered trainings
• uniquely qualified and trained in order uniquely qualified and trained in order to<00:34:49.800><c> provide
• The cost associated with this training is covered by each college and university.
• </c> sexual violence prevention training sexual violence prevention training within<00:40:25.839><c>
• The cost associated with this training is covered by each college and university.

Committee: House Higher Education Finance and Policy

Keywords: 1183, house

Transcript Highlights:

• So you’re using a school counselor, it sounds like exactly like you should be using a school counselor
• “Out of our four outside counselors, two of them are actual social workers.” “Great.
• “Out of our four outside counselors, two of them are actual social workers.” “Great.
• And so I would just say, I mean, I've been through that training.
• Where you're coming from, like I said, I've gone to the training too.

Keywords: 1204, all

Transcript Highlights:

• socially transitioned or even physically transitioned without their knowledge at schools or by counselors
• The child can talk to a counselor or a teacher about sex transitions.
• Even King Solomon instructs parents in Proverbs 22:6 to train up a child in the way he should go.
• For some students, a trusted teacher, counselor, nurse, or coach may be the only safe adult they feel
• I hope there are some counselors and teachers that can speak to it as well.

Committee: Senate Judiciary and Rules

Keywords: 989, all

Transcript Highlights:

• So, a middle school counselor at a school in my district brought this idea to me.
• So, a middle school counselor at a school in my district brought this idea to me.
• It is the gold standard for us in training.
• years, and they want us to have training in a variety of different areas.
• </c> trainings in that three-year period. trainings in that three-year period.

Keywords: 958, all

Summary: The House Budget Review Subcommittee on Primary and Secondary Education and Workforce Development met for an information-gathering session and opened by clarifying that the subcommittee would not be voting on budget requests. Because there was no quorum at first, the committee did not take up approval amendments. The first presentation focused on a budget request to incentivize national certification for school social workers and school psychologists. Rep. Vanessa Gracal, along with Amy Oats and Leslie Gilpin, argued for a $500,000 annual appropriation to provide $2,000 salary supplements to nationally certified school social workers and school psychologists working primarily in their certification areas. They said the stipend would help recruit and retain professionals amid shortages, noted that current Kentucky certification numbers are low, and explained the rigorous certification and renewal requirements. In response to questions, they said there is currently no appropriation for this purpose in HB 500 and none they were aware of in HB 6 in 2024. The next topic was school facility funding needs, led by Rep. Bob McCool, Johnson County Superintendent Tom Cochran, Commissioner of Education Robert Fletcher, and other district representatives. They described the “gap funding” issue for school construction projects that had already started before COVID-era inflation sharply increased costs. Johnson County and Harrison County were highlighted as examples of districts that had already committed local funds, passed nickel taxes, and begun construction but now need additional state support to finish projects. Speakers emphasized that many projects were audited and approved, that the state has already funded about half of the gap, and that roughly $130 million more is being sought in HB 500 to complete the remaining work. They stressed that unfinished projects would leave districts with half-built schools and that completing them would bring long-term savings and better facilities for students. The committee then turned to testimony from KASA representatives on the impacts of HB 500 as introduced. The witnesses discussed the importance of school psychology and school social work certification, the benefits of advanced training for student services, and the need to recognize and support highly qualified staff. A member asked whether HB 500 or HB 6 included an appropriation for the certification stipend, and the witnesses answered no. The meeting also included a motion to approve the minutes from the prior meeting once a quorum was present, and the minutes were approved by voice vote.