Transcript Highlights:

• :50.480><c> that's</c><00:14:50.800><c> the</c> principal 101, you know, that's the principal 101, you
• </c><00:14:54.800><c> in</c> you're going to be a new principal in you're going to be a new principal
• be all new principals.
• If you're going to be a principal in Kentucky, what do you need to know about being a principal?
• And so each new principal will be aligned and assigned a principal that has significant experience in

Keywords: 958, all

Transcript Highlights:

• It was early in my principal career.
• We do thank you to all of our principals.
• goes, and having a great principal, which I have had many times, but having a great principal makes
• One of my favorite principals right here.
• I've had great principals and I've had other principals, right? So I get it.

Keywords: 959, house, all

Transcript Highlights:

• </c><00:18:23.840><c> What</c> principals who took the survey. What principals who took the survey.
• Principals tell us conditions.
• </c> briefly share is principal briefly share is principal self-efficacy.<00:22:52.480><c> So,</c><00
• 46.120><c> policy</c> asked principals about three policy asked principals about three policy areas,<
• They're real staff, real principals.<00:37:15.000><c> Um</c> principals. Um principals.

Keywords: 1187, senate, all

Transcript Highlights:

• </c> like to recognize we have the principal like to recognize we have the principal from<00:20:44.440
• of the Year, 2024 National Outstanding Assistant Principal, 2024 Hawaii Assistant Principal of the Year
• </c> named our 2024 Havi assistant principal named our 2024 Havi assistant principal of<00:26:41.440>
• Community as a teacher, vice principal, and principal.
• </c> Community as a teacher vice principal Community as a teacher vice principal and<00:28:39.880><c>

Keywords: 910, house, all

Transcript Highlights:

• So topic of today after the principal.
• In contrast, a principal is policy.
• </c> own as a principal in my current role. own as a principal in my current role.
• principal.
• </c> a principal. I think Kathleen's right. a principal. I think Kathleen's right.

Keywords: 928, house, all

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

Transcript Highlights:

• So, in other words, to make a long story short, by the principal. by the principal.
• </c> then as a principal uh for five years. then as a principal uh for five years.
• It's going to put the principal.
• advise the principal.
• and they shall advise to the principal and they shall advise the<00:58:27.280><c> principal.

Keywords: 958, all

Transcript Highlights:

• Boris classmates, teachers, principal Boris classmates, teachers, principal Boris Hurst, assistant principal
• principal or being defined as principal principal or being defined as principal principal or being defined
• , you're a if you're a principal, you're a if you're a principal, you're a principal.
• I'm a principal he's you're a principal I'm a principal he's you're a principal I'm a principal he's
• a principal she's a principal but in the a principal she's a principal but in the a principal she's

Bills: HB 29, HB 125, HB 145, HB 171, HB 255, HB 50, HB 796, HB 363, HB 116, HB 491, HB 589, HB 1495, HB 368, HB 1285, HB 1905, HB 1360, HB 2002, HB 917, HB 2723, HB 2067, HB 1238, HB 2337, HB 745, HB 1188, HB 1606, HB 2003, HB 2147, HB 2391, HB 2355, HB 2546, HB 2495, HB 2818, HB 2249, HB 1749, HB 3109, HB 3228, HB 3240, HB 1507, HB 658, HB 1748, HB 1851, HB 1922, HB 2001, HB 2798, HB 107, HCR 29, SB 5, SB 262, HB 11, HJR 72, HB 106, HB 18, HB 48, HB 27, HB 37, HB 1481, HB 581, HB 1696, HB 2216, HB 1035, HB 1633, HB 742, HB 754, HB 1689, HB 1690, HB 2669, HB 391, HB 517, HB 1024, HB 1607, HB 252, HB 1716, HB 1562, HB 4116, HB 1866, HB 1741, HB 2103, HB 2637, HB 2884, HB 503, HB 1089, HB 2986, HB 972, HB 502, HB 29, HB 125, HB 145, HB 171, HB 255, HB 50, HB 796, HB 363, HB 116, HB 491, HB 589, HB 1495, HB 368, HB 1285, HB 1905, HB 1360, HB 2002, HB 917, HB 2723, HB 2067, HB 1238, HB 2337, HB 745, HB 1188, HB 1606, HB 2003, HB 2147, HB 2391, HB 2355, HB 2546, HB 2495, HB 2818, HB 2249, HB 1749, HB 3109, HB 3228, HB 3240, HB 1507, HB 658, HB 1748, HB 1851, HB 1922, HB 2001, HB 2798, HB 107, HCR 29

Keywords: water audit, water loss, water loss mitigation plan, municipally owned utility, municipal utility, water conservation, Texas Water Development Board, TCEQ, Texas Commission on Environmental Quality, water leakage, leak detection, billing data accuracy, utility validation, water audit validation, water scarcity, water management, infrastructure, public utility, conservation plan, administrative penalty

Transcript Highlights:

• In contrast, a principal is policy.
• ><c> walks</c><00:18:26.000><c> into</c> when a building principal walks into when a building principal
• </c> Murphy and I am the very proud principal Murphy and I am the very proud principal of<00:21:02.400
• ><c> those</c><00:27:15.600><c> physical</c> principal of both of those physical principal of both of
• </c> a principal. I think Kathleen's right. a principal. I think Kathleen's right.

Keywords: 928, house, all

Summary: The meeting focused on school governance and a proposed shift in responsibilities related to SAU consolidation, with committee members first discussing how school board members and other local officials would be selected for future testimony. The main presentation came from the New Hampshire Association of School Principals, whose executive director Brady Belair and several principals argued that mandatory statewide administrative consolidation should be approached cautiously and that any consolidation should be voluntary and locally driven. They said anticipated savings may not materialize, citing possible higher personnel, transportation, and technology costs, and warned that forcing changes could create disruption without improving student outcomes. Principals testified that their jobs are already broad and demanding, centered on instructional leadership, student safety, staff supervision, family communication, and day-to-day crisis response. Kathleen Murphy of Amherst described working 60 to 70 hours a week and said principals spend substantial time coaching teachers, handling student issues, and supporting school climate; she said adding more administrative duties would compromise student learning and teacher growth. Adam Osborne of Bow Memorial School similarly described principals as daily problem-solvers who set school-level direction and create conditions for schools to thrive. The witnesses also emphasized that principals, superintendents, school boards, and business administrators have different training and responsibilities, and that specialized tasks such as special education compliance, FERPA/HIPAA issues, and labor matters require appropriate expertise. Committee members questioned the witnesses about overlap between superintendent and principal duties, the completeness of statutory responsibility lists, and whether some functions such as curriculum, discipline, hiring, and evaluation are shared. The principals acknowledged some overlap and collaboration, but said superintendents typically handle broader system-level, legal, and central-office responsibilities while principals focus on building-level leadership and teacher support. One member raised the earlier expectation that districts might move to a principal-plus-business-manager model, but the witnesses said that model did not develop as expected and that district structures vary widely. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• We have students along with their principal, vice principal and chaperones from Lana High and elementary
• Hilo Intermediate Spartans, the principal, Travis Toriano.
• And um the vice principal Cindy them?
• Jeffrey Hortzman, and Principal Shannon Tamashiro.
• Jeffrey Hortzman, and and vice principal Jeffrey Hortzman, and principal<00:22:41.760><c> Shannon</c

Keywords: 912, senate, all

Transcript Highlights:

• On the OEA principal survey, a third of principals reported having policies, procedures, or practices
• One principal stated that he believed most principals in his district were not aware of the legislation
• One principal stated that he policies.
• That’s a huge resource if you have a principal and a vice principal whose job it is, you know, primarily
• if you have a principal and a vice<00:39:08.079><c> principal</c><00:39:08.400><c> whose</c><00:39:08.720

Keywords: 958, all

Summary: The Education Assessment and Accountability Review Subcommittee received an Office of Education Accountability presentation on student discipline data in Kentucky schools for the 2024 school year. OEA said the study used Safe Schools data, educator and student surveys, site visits to 12 schools, and principal surveys. The report found that about 1 in 10 schools have major behavior-related challenges and up to one-third have at least moderate challenges, with the most common concerns varying by level: high schools cited vapes, cell phone misuse, apathy, and tardiness; middle schools cited apathy, vapes, and cell phone misuse; and elementary schools reported more extreme classroom behaviors such as throwing objects, overturning furniture, and screaming. OEA also noted that 14% of students had at least one behavior event in 2024, but repeated events were rare, and event rates alone do not reliably measure the severity of behavior problems in a school or district. The presentation emphasized that many disciplinary consequences do not align consistently with statutes or local expectations. OEA said law violations made up 19% of more than 250,000 recorded behavior events, while most were board violations, and that some serious incidents resulted in minimal consequences. The report highlighted concerns about weapons, threats, and assaults: only 9.2% of weapon events led to expulsion or alternative placement, few threats resulted in those outcomes, and fewer than 10% of assaults led to expulsion or alternative placement, including some first-degree assaults. OEA also said the Safe Schools data do not identify victims, limiting analysis of assaults on staff or students, and recommended clearer statutory definitions and better data reporting. A major theme was the difficulty schools face in addressing chronic disruption and severe behavior while complying with federal protections for students with disabilities. OEA said principals reported the biggest challenges were federal limits on disciplinary removals and a lack of alternative placement options. The report described variation among districts in how they implement federal requirements, with some administrators discouraging alternative placements or avoiding discipline because of perceived legal risks. Site visits found that many schools lacked chronic-disruption policies, and teachers often reported frustration with minimal consequences and repeated classroom removals. OEA recommended that KDE collect more information from educators, identify promising practices for alternative instructional settings, and develop clearer guidance and training. In discussion, committee members said the findings showed reporting gaps and resource strains, and OEA staff clarified that some underreporting reflects local discretion, while law violations should still be reported.

Transcript Highlights:

• But building-level principals don’t... ...the board is not their employee.
• But they answer directly to the building-level principal.
• I’m just... a building-level principal that there is somebody who is their supervisor.
• I want our principals. I think principals set the tone for our building.
• I want our principals. I think principals set the tone for our building.

Summary: The committee met in executive session and first took up House Concurrent Resolution 31, which recognizes seniors through a civics and patriotism work group. The bill sponsor explained a committee substitute that reorganized the proposal, clarified qualifications and implementation, and kept the core purpose of awarding gold, silver, and bronze recognition based on academic achievement, civic involvement, and mentorship. The substitute also included special recognition for students entering the armed services. Ranking members and other members supported the changes, and the committee adopted the substitute and voted the House Committee Substitute for HCR 31 do pass by a recorded vote of 16-0 after a clerical correction to the earlier tally. The committee then considered House Bills 21, 26, and 2197 together under a committee substitute dealing with building-level administrator evaluations and nonrenewal procedures. Members discussed an amendment that required administrators to be evaluated at least once per contract year and to receive written notice of renewal or nonrenewal by March 1. The substitute and amendment also gave nonrenewed administrators the right to request written reasons and to have a closed-door hearing before the school board within 10 business days. Several members raised concerns about whether the language created something like tenure or gave administrators greater rights than other employees, but the bill handlers said the intent was to require annual evaluations and provide a fair process without creating tenure. The committee adopted the amendment, rolled it into a new substitute, and then voted the House Committee Substitute for House Bills 21, 26, and 2197 do pass by a recorded vote of 17-0. After leaving executive session, the committee heard House Bill 3489, which would expand access to workforce readiness assessments, especially WorkKeys, and allow students to earn up to nine hours of college credit for demonstrated workplace skills as recommended by the American Council on Education. The sponsor said the bill was modeled on similar laws in other states and was intended to elevate career readiness alongside college readiness, while also seeking feedback for future work. Testimony in support came from ACT, the Missouri Chamber of Commerce and Industry, and DESE, all emphasizing workforce development, employer demand for skilled workers, and the existing use of WorkKeys in Missouri. DESE noted funding and implementation issues tied to sports wagering revenue and said a related study on WorkKeys was still underway. The hearing ended without a vote on HB 3489, and the committee adjourned after the presentation.

Transcript Highlights:

• </c> Raimi, and Jane, along with Principal Raimi, and Jane, along with Principal Chad<00:18:28.200><c
• and principal.
• They're accompanied by Vice Principal Deborah Highler and Principal Daniel Larkin.
• </c> Principal Deborah Highler and Principal Principal Deborah Highler and Principal Daniel<00:24:21.440
• Sciences, Principal Kinney.

Bills: HR204, SB2925, SB2798, SB2320, SB2800, SB1230, SB2706, SB3233, SB2405, SB3320, SB2543, SB3097, SB3096, SB3140, SB2593, SB2567, SB2466, SB2140, SB2088, SB3090, SB608, SB2795, SB3294, SB3263, SB3001, SB2907, SB3251, SB2074, SB2360, SB2354, SB2908, SB2353, SB3045, SB2047, SB3254, SB3246, SB3133, SB2425, SB2671, SB3229, SB2969, SB1166, SB896, SB2391, SB2125, SB3118, SB3325, SB2613, SB2614, SB494, SB2376, SB3326, SB2001, SB2599, SB3048, SB3169, SB2002, SB3247, SB3253, SB2155, SB2192, SB3187, SB2190, SB2398, SB2424, SB3028, SB2338, SB3219, SB2981, HCR14

Keywords: H.R. 204, House Resolution, Hawaii LifeSmarts, LifeSmarts State Competition, student competition, academic recognition, congratulatory resolution, Iolani School, Kalani High School, Waipahu High School, personal finance, consumer rights, health and safety, technology education, environmental education, National Consumers League, Department of Commerce and Consumer Affairs, Hawaii Credit Union League, youth achievement, high school teams

Transcript Highlights:

• As a principal, an elementary principal, I've been assaulted numerous times.
• As a principal, an elementary principal, I've been assaulted numerous times.
• /c><00:41:26.680><c> elementary</c> Um as a principal uh elementary Um as a principal uh elementary principal
• </c> mentorship program for principals. mentorship program for principals.
• </c> principal support program. principal support program.

Keywords: 958, all

Transcript Highlights:

• We have the auto program instructor, Ethan Quan, as well as vice principals Carlos Ramirez and Andre
• But one in particular who stood out over the years is a principal of Kaiser High School who has taken
• Congratulations to Principal Kevin Diaz, National Blue Ribbon School recipient. Thank you.
• Congratulations to Principal Kevin Diaz, National Blue Ribbon School recipient. Thank you.
• Principal Aifu has fostered a culture of continuous improvement and excellence.

Keywords: 912, senate, all

Transcript Highlights:

• We are not adding tenure for a principal, right? We're not doing that, okay?
• That was part of Or a principal, right? We're not doing that.
• But building-level principals don’t—the board is not their employee.
• But they answer directly to the building-level principal.
• I want our principals. I think principals set the tone for our building.

Keywords: 959, house, all

Transcript Highlights:

• licenses principals.
• So right now, under statute, all school administrators—including assistant principals, principals, superintendents
• Stronger, better-prepared principals are essential to driving change.
• We also aim to improve tracking of graduates from principal prep programs.
• I'm up for friends with lots of huge educators, teachers, principals, students.

Transcript Highlights:

• Principals and assistant principals have a lot on their plate every day.
• Principals and assistant principals have a lot on their plate every day.
• and school assistant principals who go to the homes.
• But our principals, our assistant principals, our attendance specialists, we are not afraid to go to
• Then their attendance team comes together, which is the principal, assistant principal, school counselor

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• Thank you. ...principal of Timber Creek High School. Go Wolves.
• , and principal.
• Now, it's even varied down to the principal and the teacher level, right?
• Our principals were phenomenal. I can't communicate. Our principals were phenomenal.
• I've been a teacher, a counselor, staffing specialist, a system principal, principal—you name it.

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:

• </c> of legislator, a principal for a day. of legislator, a principal for a day.
• Those are the criteria that all of our principals and assistant principals are evaluated against, and
• </c> representatives for the principal representatives for the principal partnership<01:35:24.239><c>
• So one of the networks that we have is a principal network. We have an assistant principal network.
• I was a school teacher, coach, assistant principal, then became a principal.

Keywords: Meeting Start: 00:00:12 Attendance Roll Call: 00:00:33 Kentucky’s New Assessment and Accountability Model Update: 00:03:50 Federal Education Policy and Its Impact on States: 01:00:55 Educational Leadership Training Opportunities in Kentucky: 01:26:44 Consideration of Referred Administrative Regulations: 02:10:38 Adjournment: 02:13:57, 958, all

Summary: The Interim Joint Committee on Education met for its first interim meeting and established a quorum before taking up its first topic, Kentucky’s new assessment and accountability model. Commissioner Robbie Fletcher, joined by KDE staff and superintendents, described a multi-year effort involving the Kentucky “Now We Learn” Council, more than 50 educators and stakeholders, at least 18 pilot districts, surveys, focus groups, town halls, and four prototype frameworks. He emphasized three priorities for the new model: vibrant learning experiences, innovation in assessment, and collaboration with communities. Fletcher said the state accountability portion would continue to meet federal requirements and identify CSI/TSI/ATSI schools, while shifting toward more emphasis on individual student growth, grade-level equivalency in reading and math, career and technical education, graduation rate, and English language proficiency. He also said science would remain a required assessment but be reported separately rather than counted in the CSI/TSI calculation. He stressed that the model should focus on growth, local flexibility, and meaningful measures that reflect community expectations, while still preserving a statewide framework. The committee also heard from Bullitt County superintendent Jesse Bacon, who described his district’s local accountability work. He said Bullitt County formed a community coalition with broad representation from across the district, business leaders, and community members, met six times during the school year, and worked toward a public-facing dashboard that would show community expectations, evidence of accountability, and areas for improvement. Bacon said the district identified six community-defined pillars, beginning with student learning and foundational academic knowledge, as part of a system intended to communicate strengths and improvement areas to the public.

Transcript Highlights:

• Principals and assistant principals have a lot on their plate every day.
• As an assistant principal, giving that child, when we...
• and school assistant principals who go to the homes.
• But our principals, our assistant principals, our attendance specialists, we are not afraid to go to
• Then their attendance team comes together, which is the principal, assistant principal, school counselor

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.