Transcript Highlights:

• of new districts from within existing districts.
• the 23 total districts.
• the 23 total districts.
• ... ...districts' ability to grow new districts and to seat others?
• There's not a cultural district designated in most of the Senate districts that adjoin my Senate district

Transcript Highlights:

• My name is Jervonte Edmonds, and I proudly serve House District 88, which I will say is the best district
• I represent House District 75, which is the greatest district in the state of Florida.
• If those students were a school district, they would be the third largest school district in the country
• But it takes that... ...it varies district to district, takes those districts a couple of weeks to clean
• district, right?

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

Transcript Highlights:

• plan. school districts to this school year it school districts to this school year it represents<00:08
• of the school district.
• </c> buses and doing or is the districts buses and doing or is the districts maintain<00:14:16.720><c
• If a district wants to of the bus.
• to school districts.

Bills: HB0150

Committee: Senate Appropriations

Transcript Highlights:

• We're a conservative school district, and I think many of the rural districts like ours, we're not looking
• to district.
• Ultimately, for most districts, these are not new dollars; they are repurposed. funds many districts
• Smith, we talked earlier; she said the CFO of the largest school district in my district, and I appreciate
• We're struggling as a school district, and we can't compete with the bigger school districts.

Bills: HB2 , HB2

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• The local school district.
• to help those districts which district to help those districts which don't<00:52:48.800><c> have</c>
• </c> &gt;&gt; All districts use that. &gt;&gt; All districts use that.
• </c> the local district? the local district?
• > on</c> district to district depending on district to district depending on resources. resources. resources

Summary: The commission held an organizational meeting under SB 57 to study the cost of special education, with the meeting streamed publicly at the chair’s request. Members introduced themselves, and the chair explained that the bill creates two separate pieces, one dealing with SAU structure and the other with a commission on special education costing. He outlined his background in education and special education and said the commission’s work would focus on understanding and controlling special education costs. The commission reviewed its membership requirements and noted several vacancies or unfilled appointments, including the special education advocate, two governor-appointed parent advocates, and a Department of Health and Human Services representative. The members then elected Representative Rick Ladd as chair, Representative Dick Ames as vice chair, and Representative Megan Murray as clerk. Representative Ames briefly described his legal and policy background in disability and special education work in Massachusetts and New Hampshire. The chair then walked through the commission’s study topics, including referral rates by IDEA category, reasons for increases in categories such as autism and other health impairment, post-COVID referral trends, pre-referral interventions, Medicaid and 504-related costs, out-of-district placements, dispute resolution, billing practices, privacy, reimbursement, legal services, graduation rates, attendance, and adult learning. Members discussed how special education costs are distributed, noting that the state spends about $977 million annually on special education, with only part covered by state aid and the remainder largely borne by local districts. Testimony also noted that out-of-district placement costs have risen sharply since rate-setting changes around 2018, and that some categories may reflect changes in identification practices, medical factors, or broader population shifts. The commission agreed to continue reviewing the data and formulas in future meetings.

Transcript Highlights:

• Those are district decisions.
• Those are district decisions.
• So with districts, that split is primarily happening with traditional districts, and then with charters
• So in Arkansas, we have what I refer to often as URT districts, or high URT districts.
• And then the next district that we'll go over is the Pulaski County Special School District.

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:

• 35.599><c> get</c> district and this size district and get district and this size district and get a<
• </c><01:16:28.239><c> Is</c> district or a cost to the district.
• Sorry, okay, you're talking districts. the district and taken care of.
• ><c> district</c><01:38:10.719><c> and</c><01:38:10.880><c> then</c> this district and this district
• and then this district and this district and then each<01:38:11.280><c> district</c><01:38:11.600><c>

Summary: The subcommittee met for its third discussion on special education aid under retained bill 742, with the chair noting that no action would be taken at the meeting. The chair reviewed prior hearings on Medicaid and local special education funding shortfalls, saying the committee was trying to understand why districts are facing proration of special education aid and how to reduce unfunded costs. He raised a series of questions for the Department of Education about the Nessus system, eligibility and ineligibility, invoices and vouchers, audit procedures, reimbursement rates, out-of-state placements, and who enters data at the district level. Rebecca Fdet, director of special education services at the Department of Education, explained that Nessus is the statewide special education information system and that every child in special education must be entered into it. She said most districts use it to develop IEPs and track services, while six districts use it only as a data reporting tool. She described which fields are required, how the system connects IEP development to the financial section, and how districts submit invoices when seeking special education aid, court-ordered placement payments, or episode-of-treatment placements. She said the department reviews invoices against the IEP, pays only for allowable services, and uses a cap that notifies districts when they reach the annual limit. Members asked about who submits the information, how districts decide when to seek aid, and how costs are calculated for individual or group services. Fdet said the district, usually an administrative assistant in the SAU office, submits the documentation electronically, and districts decide when to track students for aid based on their own circumstances. She said reimbursement is based on actual costs tied to the IEP, with group services split among students, and that the department does not generally set rates for local services. The only rate-setting she described was for approved private special education providers, which submit annual cost spreadsheets for tuition rates. She also said out-of-state providers must be approved by their own state, and the department checks licensure and certification through monitoring and investigations if concerns arise. The department also described its monitoring process, called Program Approval and General Supervision Monitoring, or PAGS. Fdet said districts are reviewed on a six-year cycle, with more intensive review for districts needing assistance or intervention and fewer file requests for districts meeting requirements. She said the department can review up to 65 data points on an IEP and that districts must submit special education aid paperwork by July 31, with superintendent verification due by August 15. The meeting ended with continued questions about procurement, audit procedures, and how the department handles out-of-district and out-of-state placements.

Transcript Highlights:

• . district. district.
• </c> comparable from district to district. comparable from district to district.
• . district. district.
• So one school district is district.
• . district. district.

Committee: House Education Funding

Transcript Highlights:

• I'm from District 53A. My Peterson. I'm from District 53A.
• I'm from district 41B. My I'm Katie Ve. I'm from district 41B.
• And the districts could decide.
• school</c><00:18:08.720><c> district</c><00:18:08.960><c> where</c> districts.
• My one school district where districts.

Bills: HF1049

Committee: House Taxes

Transcript Highlights:

• school district?
• school district?
• And KCPS did sell that district— that building is also in my district.
• Any district, in any district, this applies to any school building in any of your districts.
• Can I inquire the lady from the 77th District, college district? Does the lady yield?

Transcript Highlights:

• This measure is dealing with K-12 district schools.
• Only district schools. Why, oh, why are they only cutting money from district schools?
• If a school district...
• Unfortunately, the district offices in school districts apparently don't share that view because they
• What I will say is that the sponsor is correct in saying that there are districts... ...there are districts

Transcript Highlights:

• We are in our last two districts here today. We're going to present Districts Two and Three.
• We are the largest district by landmass in the state. We have the most lane miles of any district.
• I just had a few questions about this district. Do you have I-10 in this district? Mr.
• You have in front of you the report for this district, which shows the configuration of the district,
• And on a more positive note, I just want to thank District 3. And District 5, I think, for 285.

Transcript Highlights:

• So my district has three nickels.
• So my district has three nickels.
• So my district has three nickels.
• Every district is unique.
• Every district is unique.

Summary: The committee took up several measures related to appropriations and school facilities. House Bill 537 was explained as a technical fix to Kentucky’s opioid abatement settlement framework so the state can accept funds from national bankruptcy settlements under the allocation structure now used by the courts; the bill was supported by the Attorney General’s office and local government groups and received a favorable recommendation. House Joint Resolution 34 authorized release of previously appropriated KCTCS funds for three projects, and members discussed whether KCTCS facilities could be used more broadly for community needs such as public health, workforce, and other services. KCTCS officials said they were open to that idea, and the resolution also received a favorable recommendation. House Joint Resolution 30, concerning the Waters program and release of funds for projects that had remained in design, was adopted by committee substitute and passed favorably. The committee then heard extensive testimony on House Joint Resolution 32, which concerns school facility gap funding for districts with low bonding capacity. The chair and sponsor explained that the General Assembly had previously asked the auditor and Blue & Co. to analyze district data because of disputes over project costs and bonding capacity. Superintendents from Marion County, Augusta Independent, Williamstown, and Walton Verona described their projects and financial constraints. Marion County and Augusta argued that full gap funding is necessary for new school or multipurpose facility projects that cannot be phased in; Augusta emphasized its old building stock, high poverty rate, and the need for a gymnasium/multipurpose space used for school and community functions. Williamstown described a STEM center and field expansion, saying the project would be delayed for years without full funding. Walton Verona described rapid growth, overcrowding, and an intermediate school project that had risen sharply in cost from the original estimate. Members asked questions about the accuracy of cost estimates and the scope of the projects, including why some estimates differed from the auditor’s figures and whether the funding requests covered only parts of larger phased plans. The testimony generally supported full funding for the listed districts, with the districts arguing that the projects are necessary for safe, modern learning environments and that local tax effort has already been substantial. Each of the measures considered during the meeting was reported out favorably, with the chair voting no on the resolutions and bills before the committee.

Transcript Highlights:

• : the library district, the cemetery district, the county, all of those in there.
• district has to opt in.
• Now, what's happened since then is some fire districts Some fire districts have tried to opt out and
• It did not work when we're talking about districts in their... ...early from new districts.
• These districts do go away.

Committee: Senate Local Government and Taxation

Transcript Highlights:

• </c><00:14:13.760><c> Um,</c> the Claremont School District. Um, the Claremont School District.
• </c> net plus for the district on the loan. net plus for the district on the loan.
• The district uses the funds to district.
• </c> the district has its annual meeting. the district has its annual meeting.
• </c> all those students in the district. all those students in the district.

Committee: Senate Education

Transcript Highlights:

• Delegate Simon: Whose district do you live in? Which delegate district do you live in? Mr.
• He has served as Chief General District Court Judge for the 10th Judicial District since 2019.
• Maureen Brown, who has applied to be a judge in the 6th Judicial District for General District Court
• Maureen Brown, who has applied to be a judge in the 6th Judicial District for General District Court
• General District Court vacancy.

Committee: House Courts of Justice

Transcript Highlights:

• particular district.
• differently than other districts.
• So our district...
• We want to maximize teacher retention for our district and for many other districts, and we're able to
• in Senate District 8.

Bills: SB26 , SB 26

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• We have districts as small as five students.
• District, and Alidia Fisher, School Board Member for the San Francisco Unified School District.
• of Suburban School Districts.
• Districts, the bill requires districts, or cites the 4-4-225.7 in the Ed Code.
• Unified School District, in support.

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• So the Fair Districts Amendment requires congressional districts to be compact and to use existing political
• Johns, yet its congressional districts, Districts 5 and 6, didn't really change at all.
• John's, yet it's congressional district, District 5 and 6 didn't really change at all. Why is that?
• We all know, because the people told us clearly in 2010 to the Fair District Amendment, that district
• My own house would be moved into District 25, a district that stretches across Palm Beach, Broward, and

Summary: The House convened with prayer, a moment of silence for former member Mark Weissman and local officials Donna Lou Fiala and Eric C. Brecknitz, and the Pledge of Allegiance. Members approved the journal and adopted the Rules and Ethics Committee’s special order report setting the calendar and debate times for the day. The chamber then took up House Bill 1D, establishing Florida’s congressional districts, as the main item on the special order calendar. During questioning and debate on HB 1D, sponsors and opponents focused heavily on the map’s process and legality. Supporters argued the plan was based on a viable legal theory, used the 2020 census data as required, and was within the Legislature’s discretion to consider mid-cycle redistricting. Opponents repeatedly argued the map was drawn by the governor’s office using partisan data, without meaningful legislative or public input, and that it violated the Fair Districts Amendment by favoring a party, splitting more counties and municipalities, and reducing compactness. Several members also raised concerns about taxpayer costs, the absence of a new census or court order, and the Legislature’s role versus the governor’s office. After structured debate, the House voted on final passage of HB 1D and passed it 83-28. A motion to recess for two hours to consider a recent U.S. Supreme Court decision failed. Following passage of the redistricting bill, the House adopted a motion to adjourn sine die, ending the session.

Transcript Highlights:

• our district and changing demographics and changing complexities of our district.
• that</c><00:16:00.120><c> are</c> districts or midsize districts that are districts or midsize districts
• Could special ed districts be allowed to transfer their aid to other member districts?
• Could special ed districts be allowed to transfer their aid to other member districts?
• Could special ed districts be allowed to transfer their aid to other member districts?

Committee: House Education Policy