Transcript Highlights:

• Senators, on Tab 2, we're going to take up SB 318 on educational scholarship programs by President Gates
• through a separate categorical within the Florida Education Finance Program, but outside of the funds
• Finance Program.
• An education stabilization fund of $250 million to recognize that this is a dynamic program.
• in the program?

Summary: The Senate Appropriations Committee met with a quorum present and took up two bills. The first, SB 250 on rural communities by Senator Simon, was described as a broad rural development package creating an Office of Rural Prosperity, a Renaissance grant program, housing and transportation investments, added funding for rural education consortiums, and health care initiatives for rural areas. Senator Harrell asked about overlap between road funding programs, and the sponsor explained that eligible counties could receive both SCRAP and FARM funding. Several organizations waived in support or spoke in support, and the bill was reported favorably by unanimous vote. The committee then heard SB 318, the committee substitute for educational scholarship programs by President Gates. The bill was presented as a response to Auditor General findings about the rapid growth and administration of Florida’s school choice and scholarship programs. It would separate Family Empowerment Scholarship funding from the FEFP, require more frequent student enrollment verification, lower scholarship funding organization administrative fees, require return of overpayments, create a student ID system, establish a $250 million stabilization fund, require annual audits, and direct DOE to recommend future program administration through competitive procurement. Gates also offered five amendments, including technical changes to eligibility documentation and a substantive amendment requiring a DOE report on future administration and competitive selection; all five amendments were adopted. During debate and public testimony, senators and witnesses discussed accountability, software solutions, reimbursement delays, monthly attestations, and impacts on public schools and families. Supporters and opponents alike raised concerns about bureaucracy, fraud prevention, special education services, and whether the bill would help or burden parents. Gates said the bill aimed to fix tracking and payment problems without capping the program, and he noted the IEP timeline would be aligned with public school timelines. After debate, the committee reported CS for SB 318 favorably by unanimous vote, and then adjourned.

Transcript Highlights:

• And so the Department of Education has been involved in auditing all of our CTE programs, both at the
• be new programs, burgeoning programs.
• These programs exemplify how education can be tailored to fuel economic growth and workforce development
• program.
• We also offer CWD continued workforce education in this programs.

Keywords: 999, senate, all

Transcript Highlights:

• This is a bill extending the donations to regional career and technical education center programs.
• <00:30:15.440> programs<00:30:16.399> uh technical education programs uh technical
• education programs uh including<00:30:17.919> equipment<00:30:18.799> and<00:30:19.520>
• The program is supervised by the Department of Education and has been encouraged greatly among CTE directors
• CTE program? CTE program?

Keywords: 928, house, all

Summary: The committee first heard Senate Bill 292, which would authorize a governor’s warrant to cover special education aid shortfalls from the education trust fund, and from the general fund if needed, so local school districts would not have to absorb prorated costs or raise local property taxes. Senator Lang said the bill was prompted by a prior $15 million special education funding shortfall caused by higher-than-expected catastrophic aid claims, including more qualifying students and the recent increase in the special education age limit to 22. He emphasized that the bill is intended to ensure the state meets its funding commitment and avoid shifting costs to towns. Members asked about how the bill interacts with House Bill 742 and House Bill 773, including whether the language should be merged or whether the state should fund 100% versus an 80% floor. Lang said he was open to improving the bill and to adding a study committee or performance audit on special education costs, but maintained that the state should not push costs to local taxpayers when it has available funds. The hearing on SB 292 was then closed, with no vote taken. The committee then opened Senate Bill 98, which would extend for five more years a tax credit program for donations to regional career and technical education centers. Senator Waters said the program has been successful in building partnerships between CTE centers and employers, especially through equipment donations that support training and apprenticeships. He cited examples including automotive, marine trades, and advanced manufacturing programs, and said the five-year extension would let lawmakers continue to review whether the incentive is working as intended. Several members questioned whether the credit is effectively a 100% subsidy and how the cap works. Waters and another member explained that the underlying program has an aggregate cap of $500,000 and that credits are prorated if requests exceed that amount; they also said the donations are primarily equipment, not cash. Some members raised concerns about whether businesses could also claim other tax deductions or credits, but the sponsor said the existing structure has been in place for years and has been revisited periodically. No vote was taken during the hearing excerpt provided.

Transcript Highlights:

• This bill brings the administration of the Education Freedom Account program under the Department of
• of the education Freedom administration of the education Freedom account<00:49:58.599> program
• under the Department of account program under the Department of Education<00:50:02.520> as<00
• of how the program is implemented, but which entities are funded with state education funds and for
• of how the program is implemented, but which entities are funded with state education funds and for

Keywords: 1191, senate, all

Transcript Highlights:

• Last year I was thrilled to be accepted into the master's in education in K-6 licensure program to become
• in K6 license the masters in education in K6 license program<00:09:35.200> to<00:09:35.440>
• an integral part of our educational program.
• This means that we may have to cut from other areas like general education programs to meet our legal
• <01:18:37.760> programs<01:18:38.239> to areas like general education programs to areas

Keywords: 1187, senate, all

Transcript Highlights:

• PROVIDING STUDENTS THE OPPORTUNITY TO EXPERIENCE AND EXPLORE HEALTH SCIENCE EDUCATION PROGRAMS AND CAREERS
• AS WE RECOGNIZE THE TRADITIONAL PHYSICAL EDUCATION PROGRAM IS SECONDARY SCHOOLS NO LONGER IMPACTS OR
• PROGRAM AND PRACTICES.
• BASELINE DATA, THE PROGRAM WILL SERVE STUDENTS AND 6 – 12 WITH APPROXIMATELY 40 FACULTY AND STAFF EDUCATOR
• UNIVERSITY APPROVES POSTSECONDARY EDUCATION PROGRAMS TO OBTAIN AN AA OR A AS.

Keywords: 999, senate, all

Transcript Highlights:

• <01:13:45.600> program<01:13:46.159> and Hawaiian education program and Hawaiian education
• programs threaten higher education and programs threaten higher education and career<01:56:34.239>
• The knowledge studies program, a culturally based STEM program that provides educational programming
• provides educational program that provides educational programming<02:53:12.160> to<02:53:12.399
• The area has led our education program.

Keywords: 910, house, all

Summary: This joint informational briefing on Act 310 grants and aid focused on organizations describing how federal funding cuts, Medicaid/SNAP changes, and related policy shifts are affecting their services and budgets. Committee members explained there would be no Q&A, testimony would be limited to one minute, and in-person participants would be heard before Zoom callers. Members repeatedly asked testifiers to identify the amount of federal funding lost or at risk. Testimony came from a wide range of nonprofits and community providers, including Aloha Care, Hawaii Bicycling League, Hawaii Literacy, Hawaii Youth Symphony, Healthy Mothers Healthy Babies Coalition of Hawaii, the Tsunami Museum, The Kohala Center, West Hawaii Community Health Center, West Hawaii Region Hospital Foundation, Sounding Joy Music Therapy, Big Brothers Big Sisters Hawaii, Dynamic Community Solutions, Feeding Hawaii Together, Girl Scouts of Hawaii, Hawaii Disability Rights Center, Hawaii Youth Services Network, Hawaiian Lending and Investments, Homana, Honolulu Theatre for the Youth, Kids Hurt Too Hawaii, and Kokua Kalihi Valley. Most described reduced or threatened federal support and requested state funding to maintain services such as health care access, food security, disaster preparedness, literacy and digital inclusion, youth mentoring, arts education, housing, and climate or agricultural resilience. Several speakers emphasized direct impacts on vulnerable populations, including kūpuna, low-income families, immigrants, homeless youth, and people with disabilities. Requests ranged from relatively small planning or program grants to multi-million-dollar stabilization asks, with some organizations citing specific losses such as reduced Medicaid or USDA funding, canceled EPA or FEMA support, or expiring federal grants. No votes or formal committee actions were taken during the briefing.

Transcript Highlights:

• > is the Education Freedom Account Program is the Education Freedom Account Program is the<01:
• We've had other programs in place over the years: manifest education hardship, best interests of the
• Our country is based on competition, and the EFA program and alternative education programs are competing
• education programs are alternative education programs are competing.<01:41:32.880> And<01:41:
• Another aspect of this program is that it's providing significant support to religious education.

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session on a bill concerning school meal access and reimbursement. The bill would address local school districts’ responsibility to provide meals during school hours, reimburse schools for meals served at no cost, and make an appropriation. The committee first moved to retain the bill, with supporters saying it was complex, had uncertain fiscal impacts, and should be considered alongside other related meals bills. Opponents argued the committee already had enough information, that the bill served a small number of students at relatively low cost, and that delaying action would harm children who need food to learn. The committee also heard from Tim Roar, a Keene school business administrator and co-designer of the bill, who explained that the proposal was intended to be an opt-in program for districts, with rulemaking to set participation requirements. He said the bill was meant to target aid to students between 175% and 200% of poverty, reduce bad meal debt, and avoid spending taxpayer money on families who could afford to pay. He estimated the state cost at about $250,000 in year one, with local taxpayer costs around $8,500 for Keene, and said some districts already have systems for online applications while others do not. Committee members questioned him about meal debt, online application software costs, and how districts handle students who reach debt limits. Roar said districts still feed students who are hungry, but use other resources and family outreach when meal debt is capped, and he argued that parents should be responsible for providing lunch when they can afford it. Other members pushed back, saying they had seen students go hungry and that teachers sometimes pay for lunches themselves. One member noted the bill would increase eligibility, make it easier to apply, strengthen personal responsibility, and was not a mandate. The discussion ended without a recorded final vote in the excerpt, though the retain motion remained the central action under debate.

Transcript Highlights:

• A LARGE ARRAY OF CAREER TECHNICAL EDUCATION PROGRAMS AND A VARIETY OF LITERACY PROGRAMS THAT ARE INTENDED
• TO PREPARE INDIVIDUALS IN FLORIDA TO ENTER INTO THOSE CAREERS IN TECHNICAL EDUCATIONAL PROGRAMS.
• AND THE CAREER TECHNICAL EDUCATION PROGRAMS WILL BE PROVIDED EITHER BY A NEIGHBORING DISTRICT OR BY THE
• YOU HAVE TO PROVIDE THEM A LADDER UP TO GET THERE AND THE ADULT GENERAL EDUCATION PROGRAMS ARE ABLE
• STUDENTS WHO ARE TESTING A GED ARE IN OUR ADULT EDUCATION PROGRAMS MANY ARE NOT.

Keywords: 999, senate, all

Transcript Highlights:

• And so if we review your international program data and they meet the educational requirements that every
• Is it left to the business, to the nursing education program, to figure out these clinical placements
• To the nursing education program to figure out these clinical placements if they had a physical presence
• So each one of our nursing programs in the state of California are assigned a nursing education consultant
• In many ways, this creates a two-track system where out-of-state programs educating students within California

Summary: The joint Assembly and Senate Business and Professions sunset oversight hearing focused first on the Board of Registered Nursing (BRN), with committee chairs emphasizing oversight, consumer protection, workforce access, and economic mobility. BRN leaders reported improvements since the last review, including faster licensing timelines, streamlined enforcement, higher consumer satisfaction, growth in pre-licensure enrollment, and expanded data collection. Members questioned the board about nurse practitioner scope and supervision, international and military pathways to licensure, online nursing education and clinical requirements, rural workforce shortages, and the 30-unit LVN-to-RN option. BRN staff explained California’s tiered advanced practice system, the NCLEX and certification requirements, English proficiency rules, clinical hour standards, and the board’s role in approving programs and supporting schools through nursing education consultants. Several members and the board president also discussed the need to retain new graduates, improve diversity in the workforce, and better support nontraditional students and rural placements. Public comment on the BRN sunset review was extensive and largely supportive of the board, while also urging policy changes. Nurse practitioner, nurse anesthetist, nurse midwife, and nursing education groups generally supported the BRN report and especially backed clarification of APRN-to-RN delegation authority under issue 13. Other commenters asked for clearer implementation of AB 890, more flexibility for clinical nurse specialists, streamlined renewals for nurse midwives, and changes to federal loan limits affecting graduate nursing education. Higher education representatives and private nursing schools raised concerns about duplicative BRN documentation, clinical placement bottlenecks, and barriers faced by out-of-state and online programs seeking to serve California students. The California Medical Association and some physician groups opposed easing transition-to-practice requirements for out-of-state nurse practitioners and cautioned against changes to specialty and delegation rules, while the California Nurses Association and others stressed the importance of community college pathways, new graduate support, and workforce retention. The hearing then moved to the Physical Therapy Board of California. Board leadership reported that the board oversees more than 41,000 active licensees, has seen about 15% growth since 2021, and continues to maintain high exam pass rates among California physical therapy and physical therapist assistant programs. The board described its mission as consumer protection through licensing, enforcement, continuing competency oversight, and stakeholder engagement. The vice president’s remote testimony encountered technical problems, so the executive officer continued with a brief overview of the board’s work and its commitment to efficient service and public protection. No votes or formal actions were taken in the portion of the meeting provided.

Transcript Highlights:

• On line 101, the $100,000 per biennium transfer for the agricultural educators loan repayment program
• educators loan repayment program<00:13:31.120> is<00:13:31.880> eliminated.
• It's important to realize that this is an education program, and that there are costs of training.
• We have administration and program costs, accreditation, education materials, etc.
• <00:58:48.480> there an education program um and that there an education program um and that

Keywords: 1187, senate, all

Transcript Highlights:

• programming the past for AFR education programming the past 18<00:21:28.760> Years<00:21:29.640
• to promote ag education through its variety of programming, which ranges from partnerships with youth
• The unique program structure of our FBM program requires additional education and support on our college
• experiencing as a Statewide educational experiencing as a Statewide educational program<00:35:20.680
• <01:41:11.719> program<01:41:12.080> are our industry and educational program are our

Bills: HF711, HF653

Keywords: agriculture, agricultural education, leadership development, Minnesota Agricultural Education and Leadership Council, MAELC, chapter 41D, grant funding, general fund appropriation, commissioner of agriculture, farm education, youth agriculture programs, ag literacy, workforce development, extension education, research funding, extension services, technology transfer, grant programs, 1183, house

Transcript Highlights:

• we have 305 different training education we have 305 different training programs<00:02:27.560> between
• the Family Medicine Residency education the Family Medicine Residency program<00:15:26.680> is
• <00:15:27.839> as program is paying for the program as program is paying for the program as
• The program itself, once approved, will take time and effort from the higher education system to find
• Our program has been receiving state funding through the higher education budget since 2012, and through

Keywords: 1183, house

Transcript Highlights:

• programming and the Reach education programming and the communities<01:42:26.480> that<01:42:
• and Title I programs, PAC continues to provide high-quality education, global education to Hawaiʻi's
• > educational<02:49:35.520> programming<02:49:36.560> to provides educational programming
• This is a hands-on education program.
• The area has led our education program.

Keywords: 912, senate, all

Summary: This joint informational briefing focused on Act 310 grants and aid, with committee members hearing one-minute testimony from organizations first in person and then by Zoom. At the outset, the chairs explained there would be no Q&A during the briefing and asked testifiers to focus on how federal cuts were affecting their work. The meeting was organized by registration number and included both neighbor island and Oʻahu applicants. Testimony centered on organizations seeking state support to offset federal funding losses or anticipated reductions. Health and social service providers described impacts from Medicaid, SNAP, ACA subsidy, Title X, and other federal changes, including Aloha Care, Community Clinic of Maui, Healthy Mothers Healthy Babies, West Hawaiʻi Community Health Center, Hawaiʻi Disability Rights Center, Hawaiʻi Youth Services Network, Alcoholic Rehabilitation Services of Hawaiʻi, and Kokua Kalihi Valley. Other groups highlighted losses affecting food security, housing, disaster preparedness, and climate resilience, including the Kohala Center, Feeding Hawaiʻi Together, Hawaiian Lending and Investments, Dynamic Community Solutions, and the Pacific Tsunami Museum. Several arts, youth, and education organizations also testified, including Hawaiʻi Literacy, Hawaiʻi Youth Symphony, Honolulu Theatre for the Youth, Sounding Joy Music Therapy, Big Brothers Big Sisters Hawaiʻi, Girl Scouts of Hawaiʻi, Kids Hurt Too Hawaiʻi, and US Vets, each requesting funding to preserve programs and staffing. No votes or formal committee actions were taken during the briefing. The only action was procedural: the chairs moved through the applicant list, limited testimony time, and then transitioned from neighbor island in-person testimony to Oʻahu and later Zoom participants.

Transcript Highlights:

• And as you know, our our universities in our state colleges in the entire higher education program is
• And Brian Underhill who handles Florida education finance program and other K through 12 programs.
• The program also includes teacher education that we used to improve the state's capacity to provide that
• aligns with a comprehensive transition and post-secondary program as described in the Higher Education
• At this point in time, we have 33 approved programs at 35 institutions of higher education.

Keywords: 999, senate, all

Transcript Highlights:

• Affairs for the Veterans Education Benefit Program.
• The ProStart program, we... Education. The ProStart program, we zeroed that out.
• This is a pre-k after-school program and education program run through the Y in Birmingham.
• So, that is a program that we maintain under the Department of Education as a line item.
• for the special education preschool program.

Bills: SB113, SB114, SB305, SB111, HB600, SB112, SB150, SB109, SB122

Keywords: education funding, appropriations, local education boards, school safety, workforce development, Alabama, technology, higher education, career technology centers, public institutions, grants, local education agencies, RAISE Act, student outcomes, public schools, accountability, weighted allocations, special education, English language learners, gifted students

Transcript Highlights:

• Certification Scholarship Program, the Grafton School of Education, and 1.5 million for that program
• So that extra $200,000 would go toward educator professional learning and the programming itself.
• It touches both higher education a little bit. in the educator preparation programs as well as school
• You all passed some higher ed provisions last session to require educator prep programs to use science
• For the most part, our current language In regards to how we're asking educator preparation programs

Keywords: 996, all

Transcript Highlights:

• The Education Freedom Account Program established in 2021 had a clear promise to provide educational
• <00:10:34.000> The<00:10:34.240> Education the EFA program today.
• The Education the EFA program today.
• program was achieving its educational program was achieving its educational goals.<00:12:16.639>
• c><00:12:48.880> in for every other educational program in for every other educational program

Keywords: 1191, senate, all

Transcript Highlights:

• the past, and that's the Fostering Independence Higher Education Grant Program.
• the past, and that's the Fostering Independence Higher Education Grant Program.
• the past, and that's the Fostering Independence Higher Education Grant Program.
• the past, and that's the Fostering Independence Higher Education Grant Program.
• Another program that was newer since the last session was the Inclusive Higher Education Grants Program

Keywords: 1187, senate, all

Transcript Highlights:

• It is not an alternative to a basic education. It's not an exception to a basic education program.
• We also conduct program reviews for the purpose of outreach, education, and support for statutorily aligned
• We also conduct program reviews for the purpose of outreach, education, and support for statutorily aligned
• general education student without any other special needs or special programs.
• We offer a special education program.

Summary: The committee met to hear an overview of Washington’s alternative learning experience (ALE) programs and then an update on artificial intelligence in schools. OSPI’s Anissa Sherritt explained that ALE is a course-level funding designation for instruction that occurs partly or wholly away from the traditional seat-time model, with online, site-based, and remote course types. She emphasized that ALE is still basic education, subject to the same public school requirements, and that OSPI provides technical assistance, annual reporting review, and program reviews. Representatives from several programs described different models: Washington Virtual Academy (a large online ALE operated through Omak School District and partnered with for-profit Stride), Columbia Virtual Academy in Valley School District (a district-run, nonprofit online/remote program), Pearl in Quilcene (a K-8 remote parent partnership program), and River Home Link in Battleground (a site-based hybrid program). They discussed student supports, special education, enrichment, family choice, transportation, and how they measure outcomes. Members asked for follow-up information on funding, demographics, racial and ethnic data, multilingual learners, and post-graduation outcomes, and OSPI agreed to provide additional data where available. The committee then heard from OSPI and several districts about AI guidance and implementation. OSPI’s Holly Ryan Calloway described the agency’s human-centered AI framework, three guidance documents for schools, statewide professional learning, an AI innovation summit, and new AI literacy and informatics course frameworks and CIP codes. Quincy School District described a multi-year effort to integrate AI by centering student needs, creating district policy and classroom guidance, and training teachers to use AI responsibly while building an AI readiness plan from elementary through high school. Peninsula School District described its AI action research team, teacher professional learning, and classroom uses of generative AI to support science instruction, communication, and prompt engineering, while stressing that AI should enhance rather than replace learning. Members raised questions about privacy, energy and water use, prompt engineering, workforce and university connections, and the need for clear standards and ongoing educator training. No votes were taken.