Transcript Highlights:

• We want to restore local control and education innovation.
• I'm also co-chair of the education policy committee.
• to innovate so they can actually educate to innovate so they can actually educate our<00:04:43.440
• We went into education because we love kids and we want to serve kids.
• kids based on the education they choose. kids based on the education they choose.

Keywords: 1183, house

Transcript Highlights:

• I've had the pleasure of working on several boards, from the college education level to higher education
• Another section of our team really works closely with our educators through educator certification.
• options, and our home education options. schools of hope, our virtual education options, and our home
• education options.
• education students in the state.

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:

• Education Education um<00:14:09.399> good<00:14:09.560> afternoon<00:14:10.079> thank
• education.
• education.
• education.
• It automatically pays educators more per their years of service and per their education.

Keywords: 910, house, all

Summary: The Committee on Education met on January 30 and heard testimony on several bills, beginning with an announcement asking testifiers and members to keep remarks brief because of weather. The vice chair also explained that HB 440, relating to immigration issues in schools and state hospitals, was removed from the agenda because the proposal would not create meaningful legal protections and immigration policy is governed by federal law. The committee then moved through a series of education-related measures, with testimony largely from the Department of Education, the School Facilities Authority, the Attorney General’s office, unions, advocacy groups, and individual testifiers. On HB 330, concerning school impact fees, the School Facilities Authority supported the bill as aligning policy with implementation, while the Tax Foundation of Hawaii said the fee accounts have accumulated large balances, including more than $20 million in impact fee funds and nearly $9 million from predecessor fair-share contributions, and urged that collected money be used rather than left idle. DOE said it would follow up on the balance and why it was not being used. On HB 1188, dealing with workforce housing, DOE and the Charter School Commission offered comments or support, the Attorney General suggested clarifying the phrase “within commuting distance” by using a mileage standard and adding repayment language, and HSTA, HGEA, and others supported the bill, with HSTA saying teachers need housing to be able to live and work in Hawaii. On HB 624 and HB 625, both related to school psychologists, DOE said it would participate in a work group on the pathway bill and supported the incentive program bill; school psychologists and related groups supported the measures, while one testifier said DOE should not lead the work group alone because school psychologists may work in many education settings beyond DOE schools. The committee also heard HB 1314 on youth mental health in schools. DOE described its student support process, universal screening tools, and behavioral health services, saying schools already identify and respond to concerns and that staff are trained to report issues, while the Attorney General warned the bill could expose schools to liability and recommended a broad liability waiver. Testimony was mixed, with several supporters and one opponent. On HB 616, concerning school safety and harassment protections for educational workers, the Attorney General sought clarifying amendments on harassment definitions, temporary restraining order costs, and paid leave, while HSTA, HGEA, and individual teachers strongly supported the bill, describing harassment incidents and arguing for a standardized statewide response. DOE said it already has reporting pathways, visitor codes of conduct, trespass notices, and an ethics hotline, but acknowledged implementation varies by school and that staff can escalate concerns if needed. The committee also began hearing HB 88 on a three-year pilot program for athletic travel, but the transcript cuts off before that bill’s testimony is completed or any votes are taken.

Transcript Highlights:

• <00:05:35.080> offering have Department of Education offering have Department of Education
• Heidi Armstrong Department of Education Heidi Armstrong Department of Education the<00:16:50.199
• > education libraries the department education libraries the department education system<00:34
• Oh, please go ahead for the Board of Education. The Board of Education is not here. Um, Mr.
• > education<01:20:53.600> is<01:20:53.760> not Education the board of education

Keywords: 910, house, all

Summary: The House Committee on Education met on February 6 at 2:00 p.m. and heard testimony on a series of education-related bills. HB 1200, which would codify teacher ratios in statute, drew support from the Department of Education, the Democratic Party of the Education Caucus, and 11 individuals; no opposition was noted and the committee moved on without questions. HB 1344, concerning mandatory FAFSA completion, received testimony from the Department of Education, Hawaii P20, and a University of Hawaiʻi student who cited unclaimed Pell Grant funds and low FAFSA completion rates as reasons to support the bill. Committee members asked about current outreach efforts, and DOE and P20 described FAFSA tracking data, hotlines, email support, school-based FAFSA nights, and coordination with counselors; members also raised concerns about federal education funding and Pell Grants. The committee then heard HB 1499, which would authorize staff and volunteers to administer certain medications. The Department of Education, Department of Health, University of Hawaiʻi nursing leadership, and the Hawaii State Center for Nursing all testified in support, along with several individuals and the Democratic Party Environmental Caucus. The next measure, HB 902 on the Public Safety Power Shutoff program, was supported by DOE, the Public Utilities Commission, and Hawaiian Electric, but it prompted extensive questioning from the Vice Chair about whether taxpayers should fund a study to help schools remain open during shutoffs. Hawaiian Electric said the bill would help DOE assess impacts in wildfire-risk areas and noted its wildfire safety strategy, outreach efforts, and potential community resource centers, while the Vice Chair argued the utility should bear more of the cost. The committee also heard HB 961, a bill on school libraries and a CASS pilot program, with DOE offering comments and HSTA and the Hawaii Library Association strongly supporting it. HSTA argued certified librarians are important for literacy, research, and digital literacy, and said many schools lack them because of cost; the association and 14 individuals testified in support. HB 962, a related bill on DOE libraries and the system, also drew support from DOE, HSTA, and the Hawaii Library Association, with 15 individuals in support. Finally, HB 730, concerning the Civil Rights Compliance Branch, received support from DOE, White Children’s Action Network, AAW of Hawaiʻi, and many individuals. Testifiers said the branch needs more resources and training and handles more than Title IX, including Title VI, Title VII, and ADA matters. A student plaintiff in a Title IX lawsuit described unequal treatment in athletics and facilities, and another supporter said the bill would help ensure compliance with federal civil rights laws. No votes were taken during the portion of the meeting provided.

Transcript Highlights:

• <00:10:01.720> Committee<00:10:02.360> in K12 education Committee in K12 education
• everyone gets a high quality education everyone gets a high quality education today<00:10:21.480
• I also am an educator.
• We're talking about our kids' education, and we already heard from bills and Education Finance about
• We're talking about our kids' education, and we already heard from bills and Education Finance about

Bills: HF1124, HF1457, HF1803

Keywords: school calendar, education, school year, Labor Day, state law, school construction, landfill, dump site, closed landfill, contaminated site, pollution control agency, school siting, public school, charter school, environmental health, student safety, brownfield, solid waste, waste disposal site, site contamination

Transcript Highlights:

• So welcome to Education Funding.
• education laws.
• education.
• The uh fact of the educ education.
• Um the education.

Keywords: 928, house, all

Summary: The Education Funding Committee met to consider eight bills, beginning with HB 443 on the terms of appointment for members of the Higher Education Commission. Department of Education Director Steve Applebee explained that the commission supported a language change to address a holdover issue, but members raised concerns that the bill did not solve the problem of inactive members and might not address the broader question of whether the commission should continue to exist. The committee agreed to retain HB 443 for further work and voted 18-0 to do so. The committee then voted on HB 137, which would allocate excess statewide education property tax funds for local school and municipal purposes. Supporters of ITL argued that using the statewide property tax to reduce the state’s school funding obligation could create a slippery slope and shift more burden to property taxpayers. The committee voted 15-3 to ITL the bill, with a minority report to be written. HB 237, which would prohibit the use of special education and differentiated aid funds on students not receiving special education services, was also ITL’d after members said federal law already governs how IDEA-related funds may be used and that the bill was unnecessary. That motion passed 16-0, with some members not voting because they were out for medical reasons. The committee next advanced HB 354, creating alternative certification pathways for career and technical education instructors. Members said the bill could help recruit qualified tradespeople and retirees to teach in CTE programs, and it was approved 18-0 and placed on the consent calendar. HB 491, establishing a committee to study alternative public education funding methods and reduce reliance on local property taxes, was retained for further study after members said the committee or a subcommittee could continue the work over the year; it passed 18-0. HB 656, concerning local school districts’ authority to accept federal grants, was also retained after discussion focused on transparency, grant conditions, and the need to avoid delays in services; it passed 18-0. The committee then moved on to HB 729, an appropriation for an attorney to recodify education laws, but the transcript cuts off before that bill was acted on.

Transcript Highlights:

• For our educators.
• And certainly interested in your educator housing ideas.
• These are essential core functions of public education.
• Issue three is the education funding deferrals.
• LEAs, or local education agencies, fiscal health.

Summary: The Assembly Budget Subcommittee on Education Finance met for its annual Proposition 98 overview, with Chair Alvarez outlining the committee’s focus on K-12 funding, student outcomes, and use of one-time funds. Superintendent Tony Thurmond gave an update on education issues, including wildfire recovery support for affected school communities, ongoing concerns about federal threats to education funding and immigration enforcement, progress on literacy and math, dual-language immersion, educator housing, and support for dual enrollment. Members broadly expressed support for these priorities, while also raising concerns about implementation, funding stability, and the need for schools to remain safe places for students. The committee then reviewed the Governor’s Proposition 98 proposal. The Department of Finance said the 2025-26 Proposition 98 guarantee is projected at $118.9 billion, with higher revenues and TK-related rebenching driving the increase. The LAO said the budget adds about $7.5 billion over two years and discussed the volatility of the guarantee, especially in 2024-25, when changes in revenue could have an outsized effect on school funding. Members questioned the proposed $1.6 billion delayed settle-up payment, the legal basis for delaying it, and the impact of possible federal funding freezes. The LAO presented alternatives such as a reserve deposit or delayed disbursement, while Finance said the proposal is intended to manage uncertainty. Members also raised concerns that ethnic studies implementation was not funded in the January budget, and Finance said the administration was not proposing funding for it. The committee next heard on the Proposition 98 rainy day fund and education deferrals. Finance said the reserve would receive a mandatory deposit of about $1.2 billion in 2024-25 and a discretionary deposit of $376 million in 2025-26, leaving a balance of about $1.5 billion. The LAO supported rebuilding the reserve as a way to manage volatility. On deferrals, Finance described the Governor’s plan to eliminate remaining deferrals by 2025-26, and the LAO said paying them off improves cash flow and budget resilience. Members generally supported eliminating deferrals and rebuilding reserves, though some asked about acting earlier if revenues allow. The committee also reviewed the proposed $1.8 billion student support and professional development block grant; Finance said it would fund professional development, recruitment and retention, and dual enrollment, while the LAO recommended clearer language on local discretion and use for one-time costs. Members were divided, with some supporting flexibility and others warning that one-time block grants can create instability and confusion for districts.

Transcript Highlights:

• <00:13:35.800> they Industry government and education they Industry government and education
• from the Minnesota higher education from the Minnesota higher education facilities<00:36:46.560>
• and higher education.
• those educ education and career and those educ education and career paths<01:38:53.119> will<
• College Bound is education.

Keywords: 1183, house

Transcript Highlights:

• lifetime engagement with education. lifetime engagement with education.
• educators.
• the Office of Higher Education. the Office of Higher Education.
• . education. education.
• postsecondary education. postsecondary education.

Keywords: 1187, senate, all

Transcript Highlights:

• That difference being local spending. special education, the special education special education, the
• cost of special education. cost of special education.
• to be eligible for special education. to be eligible for special education.
• special education.
• students receiving special education. students receiving special education.

Keywords: 928, house, all

Summary: The commission met to continue its study of the cost of special education, with the chair emphasizing that the group needs to narrow its focus over the coming year toward specific cost drivers, including the IEP process, Medicaid, charter schools, and EFAs. Members reviewed a draft first report due November 1 and agreed it would be a brief synopsis of prior meetings, with minutes attached. The September 30, 2025 minutes were amended to correct the number of federally funded department staff from 234 to 23, and to revise language about Senator Sullivan’s comments so they reflected concerns about IEP advocates and fees charged to families rather than support for the concept. The amended minutes were then approved unanimously, with abstentions noted for members who were absent. The main presentation focused on how special education costs are handled for students attending charter schools. The DOE representative said there are 804 students with disabilities in charter schools across 88 of the state’s 176 districts, and that the district of residence remains responsible for all services and costs. She explained that students must meet IDEA criteria through district evaluation and parent consent, and that services are determined through individual IEP meetings rather than by a blanket charter-school decision. Members asked how those costs are tracked, whether any students are merely “monitored,” and whether districts separately identify charter-school special education expenses; the answer was that most districts fold those costs into their overall special education budget, though some may break them out as a line item. The discussion then turned to transportation and mileage costs for staff providing services at charter schools. Testimony indicated that districts may use their own staff, contract staff, or contract with a charter school for certified services, and that travel costs are often either built into contracts or absorbed as part of staff time rather than separately reimbursed. Members questioned whether mileage is reimbursed when staff travel to distant charter schools and whether those costs can be isolated in district budgets; the response was that practices vary by district and are not usually broken out by special education function. Several members argued this makes it difficult to determine the true cost of delivering special education, especially given New Hampshire’s model in which the district of residence pays regardless of where the charter school is located. The chair noted the complexity of the system and compared it to the state’s separate tuition and transportation approach for career and technical education centers.

Transcript Highlights:

• I have a question about eliminating the US Department of Education as it relates to special education
• educational outcomes?
• Education is not one of those things.
• If we eliminate the Department of Education, I'm very confident that our public education system will
• Department of Education breaks up.

Bills: HB4028, HB4075, HB4077, HB4074, HB4076, SB1221, SB1921, SB2118, SB1932, SB2134, HCR1025, SB1432, HCR1024, HCR1022, SB1122, HB4029, HB4063, HB4073, HB4078, SB1936, SB44, SB237, SB248, SB1360, SB985, SB1204, SB1239, SB1307, SB2143, SB1428, SB1390, SB1400, SB1405, SB1732, SB1832, SB1859, SB1989, SB2018, SB1427

Keywords: tax deduction, venture capital, economic development, Oklahoma, investment, water resources, appropriations, funding, state treasury, infrastructure projects, emergency act, emergency management, disaster relief, pandemic response, state appropriations, HB4074, Health Care Workforce Training Commission, Health Care Workforce Revolving Fund, health workforce, health care workforce

Transcript Highlights:

• Agriculture education has proven to be one of the most influential forms of education I have ever experienced
• I'm the program director for Agriculture Education on the Move, which is an agriculture education program
• So Ag Education on the Move is doing our part by exposing high school students to education as a career
• We know that ag education is an integral part of informing and educating students...
• music education, and we have PE.

Keywords: 959, house, all

Transcript Highlights:

• Not that they don't care about education, but sometimes in education we have acronyms.
• We have the State Board of Education separately from the Department of Education, separately from the
• and the State Board of Education.
• We have four or more different career education technical education programs that would be the kind of
• and the State Board of Education.

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:

• and for community college um education. and for community college um education.
• <01:05:15.720> Um um education on on that. Um um education on on that.
• for for CTE education. Thank you. for for CTE education. Thank you.
• Board of Education. They then step in. Board of Education. They then step in.
• of special education services. of special education services.

Keywords: 1189, house, all

Transcript Highlights:

• Eva Hernandez, who's a career technical educator. career technical educator.
• Education Department to enter into five pilot state tribal education compacts, providing for the application
• requirements for the operation of state tribal education compact schools, exempting state tribal education
• disbursements from the Educational Television Equipment Replacement Fund to be made for educational
• Fund to the Physician Graduate Medical Education Trust Fund and the Physician Graduate Medical Education

Keywords: 996, all

Transcript Highlights:

• that excel in educating and serving Latino students.
• The HSI designation was first... ...educating and serving Latino students.
• Board of Education and affirmed the principle that access to educational opportunities should be available
• and the tools necessary to achieve their educational goals.
• . its intent to fund primary secondary education.

Keywords: 988, house, all

Transcript Highlights:

• The Assembly Higher Education Committee is now called to order.
• that excel in educating and serving Latino students.
• Board of Education and affirmed the principle that access to educational opportunities should be available
• and the tools necessary to achieve their educational goals.
• . its intent to fund primary secondary education.

Summary: The Assembly Higher Education Committee heard several Senate measures focused on community college procurement, higher education access, and student support. SB 1154 by Senator Reyes would allow community college districts to use best-value procurement for public works projects over $1 million. Supporters, including San Bernardino Valley College, the San Bernardino Community College District, labor groups, and several districts, said it would improve delivery of complex facilities and align community colleges with other education systems. Opponents, including the Associated General Contractors, argued the bill’s skilled-and-trained workforce requirements and labor-compliance scoring would narrow the bidder pool and raise costs. The committee passed the bill to the Assembly Floor on a due-pass vote, with some members voting no or not recorded. SB 1255, also by Senator Reyes, would create a California Hispanic-serving institution designation. Supporters from HACU, the CSU Chancellor’s Office, UC, community colleges, and other education organizations said the designation would recognize campuses that serve large numbers of Latino and low-income students and strengthen accountability and student success. The committee approved the bill as amended and re-referred it to Appropriations, with one no vote. SB 1328, presented on behalf of Senator Cervantes, would require LGBTQ+ points of contact at satellite or branch campuses of CSU and community colleges, either through designated staff or regular office hours. Testimony emphasized gaps in access at remote centers and the need for confidential support; one member raised concerns about staffing, costs, and whether existing systems could meet the need remotely. The bill was passed as amended and sent to Appropriations. The committee also considered SB 960 by Senator Cabaldon, which would expand the circumstances under which community colleges could offer bachelor’s degrees in response to unmet workforce needs, especially where CSU programs are impacted or not realistically accessible locally. Supporters said the bill would help meet workforce demand and expand access for place-bound and adult learners. CSU and faculty representatives opposed unless amended, urging stronger partnership requirements, clearer workforce-need standards, and safeguards around duplication and Prop 98 funding. Members discussed impaction, regional access, and the role of partnerships; the bill was passed as amended and re-referred to Appropriations. Finally, SB 632 by Senator Otagan would extend the California College Promise fee waiver to part-time community college students enrolled in nine units. Supporters said many students cannot attend full time because of work, caregiving, and living costs, and the bill would better reflect student realities; the transcript ends during testimony on this measure, before any vote is shown.

Transcript Highlights:

• Education for Teacher Department of Education for Teacher requested<00:01:01.480> classroom<00
• education education sorry<00:25:10.000> this<00:25:10.240> establishes<00:25:10.880>
• <00:51:44.839> in that the Department of Education in that the Department of Education in
• the Department of Education.
• of Education to audit operations and expenditures of the Department of Education.

Keywords: 912, senate, all

Transcript Highlights:

• pursue higher education.
• their life to access higher education their life to access higher education shouldn't<00:19:54.640
• dreaming I've also worked to educate dreaming I've also worked to educate staff<00:20:03.799>
• way you talked about your education way you talked about your education because<00:23:10.039>
• to class a shot at focusing on education to class a shot at focusing on education instead<00:30:

Keywords: 1187, senate, all

Summary: The committee heard informational testimony from student and advocacy groups focused on higher education affordability and support programs. Representatives of the Minnesota Association of Private College Students urged full funding for the Minnesota State Grant, describing it as essential for low- and moderate-income students and noting prior successes such as increased support for hunger-free campuses. Two student witnesses, including one first-generation college student and one refugee student, said the grant made college possible for them and warned that underfunding or cuts would limit students’ ability to choose the right school, especially at private colleges not covered by North Star Promise. Members asked questions about the students’ schools, majors, and why they chose their institutions. The witnesses emphasized scholarship opportunities, campus community, faith-based support, and the importance of financial aid in making college accessible. No votes or formal actions were taken during this portion of the hearing. The committee then heard from Vivian Dudley of Foster Advocates, who testified in support of the Foster Independence Grant. She described how the grant allowed her to begin college, stabilize housing and basic needs, and continue toward a social work degree, while warning that aging out of eligibility leaves foster youth facing renewed financial barriers. Members responded with supportive comments and asked about her educational path and work with youth; she said she wants to use her education to help others and to educate campuses on better supporting foster students. Finally, Shay Hornik of the University of Minnesota student government testified in support of North Star Promise, arguing that the program reduces financial burdens and signals that higher education should be accessible regardless of family income. Hornik cited student financial stress, rising living costs, and public opinion favoring greater investment in higher education, and urged expansion of North Star Promise to help middle-class families. No committee action was taken in the transcript.

Transcript Highlights:

• components of the education components of the education transformation<00:03:24.920> bill
• path that the Education Committee took. path that the Education Committee took.
• <00:09:53.680> for access to high-quality education for access to high-quality education for
• about cost drivers in our education about cost drivers in our education system,<00:19:18.120>
• <00:19:45.840> and needs of kids special education and needs of kids special education and

Keywords: 926, house, all

Summary: The caucus of the whole received an update from Representative Kornheiser on House Bill 955, focusing on the Ways and Means amendment and how it aligns with Act 73 and the House Education Committee’s broader education transformation work. She said the amendment was assembled from separate pieces developed earlier in the session and covers three main areas: planned property tax updates, steps needed for the future education finance system and foundation formula, and policy changes to support collaborative education service agencies and district mergers. She emphasized that the bill is aimed at the future state of the system, with many provisions tied to later effective dates and pending reports. Kornheiser described the property tax provisions as further defining the new non-homestead/second-home classification so the Tax Department can continue form development and data collection before rates are set, and she said the bill also advances regional assessment districts and a more regular reappraisal cycle. On education finance, she said the amendment adds school construction and school debt provisions, reserve guidance, pre-K funding study language, special education funding protections, and transportation-related follow-up work so those pieces can fit the foundation formula. She also framed the bill as reducing cost drivers in the system, citing health care savings, reference-based pricing, mental health coordination, special education scale, deferred maintenance, and larger-scale school organization. During questions, members asked about merger support funding, transportation timelines, private equity ownership of school transportation, tuition restrictions for approved independent and public schools, and the timing and finality of the second-home tax definitions. Staff explained that merger support would be reimbursed through AOE for committee expenses and would not count against excess spending thresholds, that transportation and other grant categories will be addressed in future reports and decisions, and that the transportation study does not explicitly name private equity but could encompass staffing and cost issues. They also confirmed that the tuition-related provisions apply to approved independent, in-state public, and out-of-state public schools receiving tuition, but only when the foundation formula takes effect. No votes were taken during the caucus; the update was informational, with the bill noted as having been referred to Appropriations and expected to come up for action later in the week.