2019 Legislative Wrap-Up from Florida PTA

A message from FLORIDA PTA

Legislative Wrap-Up

The 2019 Florida Legislative Session has come to an end after a full 60 day session and one additional day to pass the budget for the 2019-2020 fiscal year. As we reflect on all that happened during this session, the Florida PTA Legislation Committee is proud of the results after all of the hard work that was put in to ensure all our children were well represented. This year, the Legislation Committee had boots on the ground every day of Committee Weeks and Legislative Session, ensuring not a day went by where Florida PTA wasn’t advocating for all of Florida’s children. Below is a wrap-up of some of the key bills Florida PTA focused on in Tallahassee this year.

SB 7030 – Implementation of the Recommendations of the Marjory Stoneman Douglas High School Public Safety Commission – This bill, commonly referred to as the School Safety bill, increased access to mental health resources as well as mental health professionals for our children in school. Great funding for this access was also provided in this bill. It also requires the Florida Safe Schools Assessment Tool to be the primary security assessment tool used by school districts. However, this bill also allows for the expansion of the Guardian Program to include the arming of teachers who volunteer to take on this responsibility. While this expansion is voluntary and school districts need to vote to opt in, Florida PTA was vocal on our position that trained law enforcement officers be the ONLY people armed on our school campuses. Florida PTA continues to actively advocate at local school board meetings to ensure school districts do NOT opt into this expansion of the Guardian Program.

SB 7070 – K-12 Education – This bill revised the qualifications by which students can receive scholarships to go to private schools as well as created a new Family Empowerment Scholarship Program which takes additional tax dollars to send children to private schools. While Florida PTA encourages families to make the best educational decisions for their children, this should not be done with our tax dollars. Florida PTA was again vocal on our position that all schools who are receiving tax dollars should have certified teachers, teach rigorous standards, and be held to the same high accountability measures public schools are expected to achieve.

HB 7123 – Taxation – This bill became a priority of Florida PTA when an amendment was filed that would have required local school districts to share referendum money for schools with all charter schools, whether or not the language on the ballot clearly stated traditional public schools. While the initial amendment made this retroactive, which would have affected counties such as Palm Beach and Miami-Dade, the language was changed to only affect referendums going forward. Now all school referendum monies must be shared with charter schools.

HB 107 – Wireless Communications While Driving – This bill, commonly referred to as the No Texting and Driving bill finally passed this year after years of advocacy as part of the FL DNT TXT N DRV coalition. HB 107 makes texting while driving a primary offense, meaning that you can be pulled over for texting while driving. In addition, it makes road work zones, school crossings, and school zones hands free zones. Information on the race and ethnicity of each person who receives a ticket issued will be collected and reported to ensure there is no racial profiling.

HB 7125 – Public Safety – This became the criminal justice reform package which included key changes to areas of juvenile justice such as the increase of the felony theft amount to $750, the first increase since 1986. In addition, it eliminated some of the direct file language for certain offenses reducing the number of charges that require a juvenile to be charged as an adult.

HB 7071 – Workforce Education – This bill created new pre-apprenticeship and apprenticeship programs for students as well as secondary and postsecondary workforce education providing more options for our students.

SB 190 – Higher Education – This bill provided greater flexibility to students receiving Bright Futures Scholarships including providing additional time by which scholarship funds can be used, expands Bright Futures to include a new program, and provide students with explanation of secondary options.

HB 1027 – Office of Early Learning – This bill establishes the Office of Early Learning to develop training for early learning providers to ensure higher standards and quality of the services being provided.

SB 66 – Drinking Water in Public Schools – This bill would have required filters be added to water fountains at schools. While it was heard and passed in one committee, it didn’t make it any further and will come back next year.

HB 361 – Mental Health Services – Commonly referred to as the Baker Act bill, this legislation would require schools to conduct a good faith effort to notify a parent/guardian of a child who is being Baker Acted prior to them being transported away from the school. This bill will also be back next year.

SB 624 – Youth in Solitary Confinement – This bill would have prohibited youth to be held in solitary confinement by the Department of Corrections. While this bill made it through 2 committees, it died in Appropriations. This bill will also be back next year.

Florida PTA’s Position on Gov. DeSantis & Common Core

 

BLUE LOGO-SMALL
FOR IMMEDIATE RELEASE:

February 1, 2019

Contact Information:

Linda Kearschner, President
president@floridapta.org

407-855-7604
FAX 407-240-9577
www.floridapta.org

Florida PTA is committed to ensuring all children receive a high quality education aligned to benchmarked standards, providing clear expectations of the skills students need for success in college and/or career.
The Common Core State Standards (CCSS), adopted by Florida in 2010, was a joint effort led by the National Governors Association Center for Best Practices and the Council of Chief State School Officers from 48 states to develop a common core of K-12 standards in English language arts and Mathematics. The goal of this initiative was to create internationally-benchmarked standards that ensure all students are held to consistent expectations that prepare them for college and career, regardless of where they lived. The standards were informed by the best state standards at that time, feedback from teachers, content experts, the business community, higher education, parents and the public.
In 2014, Florida updated the standards to include calculus and cursive writing as well as making other changes, and re-named them the Florida Standards. With each change to the standards comes a need to re-write and re-purchase assessments which are used to ensure students’ mastery of skills. The need for assessments for certain subject areas and at different grade levels are written in statute, which can be changed by the legislature.
Whichever standards Florida uses, the goal should be the same: to ensure that every child graduates high school ready for college or career. Academic standards set a goal for what a child should know and be able to do at the end of each grade level, but higher standards cannot stand alone. Quality implementation of new standards will require aligning new curriculum and assessments, providing professional development for teachers, providing sufficient resources and support for students, ongoing communication with parents and balanced and comprehensive accountability systems.
We look forward to working with Governor DeSantis, Commissioner Corcoran, and other stakeholders to ensure parents and educators are given an active role in the process of developing new standards that are fully vetted to support student achievement.
For more information on college and career ready standards, please visit National PTA’s College and Career Readiness resources found here: https://www.pta.org/home/family-resources/college-and-career-readiness
Linda Kearschner
President
Florida PTA
Florida PTA comprises hundreds of thousands of families, students, teachers, administrators and business and community leaders devoted to improving the lives of children/youth in our state. PTA is the oldest and largest child advocacy association in the state of Florida, as well as the nation. PTA is a registered 501(c)(3) nonprofit association that prides itself on being a powerful voice for all children. More information is available by contacting Florida PTA (407/855-7604 or executive.director@floridapta.org).
 
For more information visit our website www.floridapta.org and/or our Facebook page for programs available in your community.
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Legislative Alert: February 20th

Legislative Udate:
 
Now that HB7055, commonly known as the “bullying bill,” has passed the House, it has moved to the Senate, where it will be heard in the Education Committee this Tuesday, February 20th at 11:00am. Under a “strike-all” amendment that Senator Hukill filed, the content of the bill has changed to eliminate some House provisions and to reflect Senate positions on a number of issues. Still included in the bill, however, is the Hope Scholarship, which will allow children who have been subjected to a classmate’s verbal or physical abuse to attend a different public or private school at state expense.
The Hope Scholarship has two major flaws. First, it does nothing to address the behavior of offenders, thus leaving them in place to victimize other students. Second, it diverts the tax dollars we pay when we buy a new or used car from the state treasury to private schools, without taking into account the ability of the victim’s parents to finance a private education on their own, the academic performance of the private school, or its policies regarding incidents of physical or verbal abuse.
Florida PTA opposes the expansion of school choice without full accountability, and the diversion of tax dollars away from general revenues, where they can be used to address the needs of all Floridians. At a time when we have been made newly aware of gaps in our ability to protect our students and our schools, and of our obligations towards teachers and other school personnel, three of whom have just laid down their lives, we must insist that our precious dollars be spent where it counts the most.
Please email your legislator today and tell them to provide real, common-sense solutions to the problems of bullying and other abusive behavior. Tell them as well to exercise sound fiscal judgment, and to allocate our tax dollars in support of all of our students, their teachers, and their schools. To do otherwise would mean that the lessons we have learned these past few days have been wasted on us.​
Click the link below to log in and send your message:
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Legislative Alert Feb 12, 2018

 

Here we go again!

Last Thursday, the House voted 66 yeas to 43 nays to pass HB 7055.  Once again, legislative leadership rolled good and bad policy into one massive conforming bill, hoping that rank-and-file House members and the general public would believe that the good in the bill outweighs the bad. (Spoiler alert, it doesn’t.)

What is HB 7055? Just like last year’s infamous HB 7069, it is an omnibus megabill that that runs to 198 pages, is as hard to understand as a Shakespeare play, and is almost as tragic.  Included in this train bill is HB1, the Hope Scholarship, which would allow students to transfer to another school—public or private, secular or religious—if bullied, harassed, robbed, or assaulted.  The bill provides no guarantee that the victim will be safer at a new school. It never addresses what happens to the culprit, who—apparently—can remain on site to target additional victims. Instead, it simply creates a whole new voucher program that will funnel an estimated $40 million of our tax dollars into private schools. It sets a new precedent by offering subsidies even to those who can well afford to spend their own funds on private school education. Bottom Line: The Hope Scholarship expands taxpayer-subsidized private school choice without offering sustainable solutions or increasing private school accountability.

Also included in HB 7055 are a vast range of additional, unrelated provisions.  One would allow principals to manage more than 1 school. Another would offer students in grades 3-5 who earn a 1 or 2 on the FSA ELA exam a small subsidy to use for private sector reading interventions.  Still another would make it more difficult for districts to shut down unsuccessful charter schools. Others would allow for paper and pencil administration of statewide assessments through 8th grade, an increase in Title 1 funding for high schools, and expansion of the Principal Autonomy Program.  Most egregious is a provision that is not even in HB 7055, but rather in the House budget bill: it links K-12 appropriations to passage of HB 7055, thereby presenting lawmakers with an ultimatum—“pass HB 7055, or we won’t fund schools.”

With the effects of HB 7069 still unknown, why is legislative leadership pushing through another bill that is hard to read and tied to the 8-billion-dollar education budget?

Please stayed tuned…as HB 7055 moves to the Senate for consideration, we will be sending out action alerts. We are going to need our collective voices to stop this train in its tracks.

Follow us on Twitter @FLPTA_Leg

 

Legislative Alert Feb 1, 2018

 

Thank you for your continuing interest in Legislative session 2018!

This past week, the House has been pushing through HB 7055, which is a train bill similar to HB 7069. This legislation is steamrolling several bills into one, each of which should be heard on its own merit.

HB 311 and HB 427 are two good pieces of legislation that have yet to be heard in committee. This new legislation, respectively, provides alternative pathways to a standard high school diploma and will eliminate unneeded testing by allowing school districts to set teacher salary schedules removing the merit pay requirement currently in law.

The Florida PTA urges you to call your House Representative and urge them to support or co-sponsor HB 311 and HB 427.

Click the link below to log in and send your message:
https://www.votervoice.net/BroadcastLinks/7KsZuZ2leNASC52v4eM4xg

 

Grant for Local PTA Unit Scholarship 2017 Florida PTA Conference – Deadline May 22

2017 Florida PTA Conference Scholarship

Needs based scholarships are available from the Duval County Council of PTAs/PTSAs to support the attendance of 2016-2017 PTA leaders, who will be officers/chairs at their local unit, at the Florida State Leadership Conference and Convention. Recipients are to be selected by the Executive Committee of the Duval County Council of PTAs/PTSAs. The scholarship will provide for one standard hotel room with 2-person occupancy, $75.00 gas allowance, and 2 registration fees. Only one scholarship per unit allowed. The Local Unit will be required to write a check to the Council in the amount of $250. The Council treasurer will hold the check and it will be deposited only in the case that the local unit fails to attend the event. Deadline May 22, 2017.

For complete requirements and application click on the following link: Florida PTA Convention Scholarship App 2017

PTA Members Take Action Now! April 27

TAKE ACTION TODAY: Recess Bill SB78/HB67

TAKE ACTION ALERT: Recess Bill SB78/HB67

The Senate recess bill SB78 passed unanimously on the Senate floor on April 4th and has been sent over to the House in messages.  Please urge your Representative to contact Speaker Richard Corcoran TODAY and ask that he pull SB78 out of messages and send it to the House floor with no changes or amendments.

SB78 offers 20 minutes of daily unstructured play for K-5 elementary students.  Unlike the House version HB67, the Senate bill calls for true recess separate from PE and includes all elementary students not just k-3 students.

Click the link below to log in and send your message:
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Urgent! Contact Senator Bean By Monday Regarding Duval Schools

Please review the attached correspondence and contact senator Aaron Bean at

https://www.flsenate.gov/Senators/S4

———- Original Message ———-
From: “Couch, Rebecca A.” <couchr@duvalschools.org>
To: “president@dccpta.org” <president@dccpta.org>, “Zinamon, Sabrina D.” <zinamons@duvalschools.org>
Date: April 15, 2017 at 9:57 AM
Subject: Urgent! Fwd: Article of Interest: Breaking down the House ‘schools of hope’ bill

FYI. Three middle schools, Northwestern, Ribault Middle, and Matthew Gilbert, would be shut down according to this bill if they do not get a C this year. There are several other schools that would potentially be impacted the following year if they make a D or an F. Essentially, if a school makes a D or F for two years, we would have to close, hire a charter company or EMO. It eliminates district managed turnaround and the current hybrid option. Charter schools would be allowed five years to turn a school around. You may want to engage your members about this bill and have them contact Senator Bean. He has a bill filed that will be heard this Monday and it is believed to be the Companion bill that will allow this to take place (currently there is no companion that has been heard in the senate). This is urgent!
Becki Couch

Begin forwarded message:

From: “Sparrow, Nena” <SparrowN@duvalschools.org>
Date: April 15, 2017 at 8:48:22 AM EDT
To: “Shine, Scott” <ShineF@duvalschools.org>, “Couch, Rebecca A.” <couchr@duvalschools.org>, “Wright, Paula D.” <wrightp@duvalschools.org>, “Grymes, Cheryl G.” <grymesc@duvalschools.org>, “Smith Juarez, Ashley T.” <juareza1@duvalschools.org>, “Jones, Warren A.” <JonesW2@duvalschools.org>, “Hershey, Lori O.” <HersheyL@duvalschools.org>
Cc: “Begley, Michelle G.” <begleym@duvalschools.org>
Subject: Fwd: Article of Interest: Breaking down the House ‘schools of hope’ bill

Please see email below from Carol.

Sent from my iPhone

Begin forwarded message:
From: Carol Bracy <carol@ballardfl.com>
Date: April 14, 2017 at 8:22:34 AM EDT
To: “Nikolai P. Vitti” <vittin@duvalschools.org>, Dana Kriznar <kriznard@duvalschools.org>, Nena Sparrow <sparrown@duvalschools.org>, “Mark Sherwood” <sherwoodm@duvalschools.org>
Subject: Article of Interest: Breaking down the House ‘schools of hope’ bill

 

 

Begin forwarded message:

 

From: POLITICO Florida <states-alert@politico.com>
Subject: Breaking down the House ‘schools of hope’ bill
Date: April 14, 2017 at 5:25:06 AM EDT

 

Breaking down the House ‘schools of hope’ bill

 

By Jessica Bakeman

04/14/2017 05:20 AM EDT

TALLAHASSEE — One of House Speaker Richard Corcoran’s top priorities, HB 5105, which aims to attract charter schools to communities where traditional public schools are failing, was approved Thursday by his chamber.

The complex, 34-page bill will now be part of budget negotiations with the Senate.

Here’s a comprehensive look at what’s in it:

Traditional public school turnaround

Florida law compels schools that consistently earn D or F ratings under the state’s A-to-F school grading system to implement mandatory turnaround plans, requirements called “differentiated accountability.” HB 5105 would direct struggling schools to begin turnaround efforts sooner and eliminate some options available to districts, making it more likely they would choose to convert schools into charters or bring in outside entities such as charter operators to run the schools.

Under current law, when a school earns an F, the district must design a plan for rapidly improving performance and get it approved by the state Board of Education. The district may choose to manage its own overhaul of the school’s operations, close the school, convert it to a charter school, hire an external operator to run the school or design a hybrid plan combining two or more of the options. The school gets one year to plan and two years to implement, and if its grade hasn’t improved, the district must choose a different turnaround option and try again. Schools that earn three consecutive Ds must implement a district-managed turnaround plan.

The bill would make more schools subject to “differentiated accountability” and speed up the process. If a school is rated D or F for one year, the district would have to submit a plan for how it would turn around the school. After the plan was approved, the district would implement it for the rest of that school year and then one full school year. The board could allow for another year if it believes it is likely the school will improve to a C after the first full year.

If a school earned scores below a C for three consecutive years, the district would be required to choose one of the following options: reassign students to other schools and monitor their progress, bring in an outside operator to run the school or close the school and reopen it as a charter school. If the school doesn’t improve to C after two years of implementation, the district would be forced to choose a different option.

Also under the bill, schools that earn a D or F for one year would have to negotiate a memorandum of understanding with local unions specifying the “selection, placement and expectations of teachers and principals.”

Eligibility for charter operators

The bill’s main focus is creating a system under which charter school operators would be allowed and encouraged to open schools near traditional public schools that are failing.

Under the bill, eligible charter school operators — called “hope operators” — would be 501(c)(3) nonprofit organizations that already operate three or more charters in the U.S. serving low-income students in kindergarten through 12th grades.

Operators would be able to qualify by meeting the following criteria: students in their existing schools perform better than average in the districts and states in which they operate; 80 percent of more of their existing students go on to attend college, if that data is available; 70 percent or more of their existing students qualify for free or reduced price lunch; they are in good standing with the charter authorizers in the states where they operate; they have clean financial audits; and any other requirements determined by the state board.

Another way they can qualify is if they have received certain federal or private grants within three years prior to seeking “hope operator” status. The awards are Grants for Replication and Expansion of High-Quality Charter Schools from the U.S. Department of Education (list of recipients here) or and national and regional grants from the nonprofit Charter School Growth Fund (list of recipients here).

Operators are also eligible if they’re chosen by districts as part of the state-mandated turnaround plans.

The “hope operator” designation lasts for five years, and renewal is based on its academic and financial performance since it achieved the status.

Establishing a ‘school of hope’

Once a nonprofit is designated a “hope operator,” it can submit a notice of intent to a school district that includes its plan to open a “school of hope.” The school must serve students from one or more “persistently low-performing schools;” be located in the attendance zone or within a five-mile radius of a “persistently low-performing school,” whichever is greater; and be eligible for federal Title I funding.

A “persistently low-performing school” is one “that has been subject to a differentiated matrix of intervention and support strategies,” meaning state-mandated turnaround, for more than three years. It could also be a school that closed within two years of the operator submitting a notice of intent. The state board will publish a list of “persistently low-performing schools” annually. The House has already circulated a list of 115 schools that would currently meet those standards.

The notice of intent would have to include an academic and financial plan, goals for increasing the achievement of kids from low-income families, a community outreach plan, an explanation of which grade levels and how many students the school would serve, its proposed location, a staffing plan and information about the operator’s history of success with similar student demographics.

The district would then have 60 days to hash out a performance-based agreement with the operator. If the agreement is not reached in that time frame, the amount of money the district typically collects in administrative fees from all of the charter schools it oversees would be reduced. Once the contract is final, the district could once again collect the full amount of administrative fees but it could not recoup the lost revenue. Charters pay districts fees to cover the costs of administrative services they provide.

The state board could enter its own agreement with an operator if a district doesn’t comply.

The performance-based agreements would have to include information about how operators would choose which students could attend a “school of hope,” such as by conducting “transparent” lotteries. Students from “persistently low-performing schools” would be exempt from participating in lotteries.

Also, the agreement would have to include a description of students’ baseline performance, the operator’s goals for improving performance and how it would measure performance as well as a plan for how the operator would gather parent input.

There would be provisions specifying the grounds for terminating the agreement, including if the operator doesn’t meet the agreed-upon performance standards or mismanages the school’s finances.

The initial term of the agreement would be five years. If the operator sought renewal of the agreement, it would have to be renewed unless the operator did not meet student performance goals or mismanaged the school’s finances.

Operators and districts would be required to use standard notices of intent and performance-based agreements adopted by the state board “to eliminate regulatory and bureaucratic barriers that delay access to high quality schools for students in persistently low-performing schools,” according to the bill.

The state board would be empowered to resolve disputes that arise between districts and operators over the agreements. The state education commissioner would appoint a special magistrate, who would have subpoena power, hold hearings and make a recommendation within five days after the final hearing. The commissioner would then accept or reject the recommendation at the state board’s next regularly scheduled meeting that’s between seven and 30 days later. The commissioner’s decision would be able to be appealed to the First District Court of Appeal. If the charter operator prevailed, it would be allowed to recover attorneys’ fees.

Funding ‘schools of hope’

Upon request from the operator, it could be designated a “local education agency,” which means its schools’ shares of federal funds, including Title I funds, would come to the schools more directly rather than first flowing through districts. If operators choose to become “local education agencies,” students in their schools would not be counted as a part of their districts’ grades.

The schools would receive per-pupil state and local funding the same way other charter schools do. They would also be subject to the same eligibility requirements for state capital funding as other charter schools, except they would not be allowed to use the dollars to buy property for the construction of facilities, because that’s provided for in a different part of the bill.

Schools would have access to a $200 million pot of state funding for the following uses: providing professional development; hiring and paying teachers, school leaders and specialized support personnel for services beyond the school day or year; acquiring supplies, equipment and educational materials; one-time startup costs for transportation; and community engagement activities, which could include student and staff recruitment.

Any money not appropriated by June 30 of a given year would carry forward for up to five years.

If a school closes, any leftover funds and any equipment or property purchased would revert to state ownership.

If operators borrow money for “schools of hope” from a source other than the state or a district, then neither the state nor the district would be liable for repayment of principal or interest.

Housing ‘schools of hope’

The bill creates a revolving loan program for the schools’ startup capital costs. The loans could cover up to 25 percent of the cost of a project. The total cost of a project could not exceed 80 percent of the state’s established per-student limits for construction spending.

The loan fund would include money appropriated by the Legislature as well as dollars received from loan repayments and interest. The funding would carry forward for up to five years. The state Department of Education would administer the loan program or contract with a third party that would do so.

The department would be required to post on its website a list of projects that have received loans, including the costs, statuses and geographic distribution of the projects as well as the educational outcomes of the students enrolled in the benefiting schools.

“Hope operators” would be able to locate in existing public school buildings through agreements with districts, paying no more than $600 per student. The districts would have to agree to maintain the buildings to the same standards they maintain other buildings.

The department would be required to annually provide a list of “underused, vacant, or surplus facilities owned or operated” by school districts.

The schools could also locate in public universities and colleges, libraries, museums, performing arts centers, churches or other facilities.

Charters would be exempt from property taxes and certain fees and wouldn’t have to comply with the state’s more stringent building code for schools.

Regulatory flexibility for ‘schools of hope’

“Schools of hope” would be exempt from a broad array of state education laws and local school board policies but must follow those dealing with assessments and school grading, graduation requirements, services for students with disabilities, civil rights discrimination protections and student health, safety and welfare. The school would also be subject to public meetings and records laws.

The schools would be allowed to comply with a 2002 constitutional amendment placing limits on class sizes by calculating class size as a school-wide average.

Teachers and administrators may be exempt from state certification requirements as long as they aren’t disqualified for employment because of certain felony convictions. Employees would have to adhere to state ethics laws.

The schools may operate as public or private employers. If they are public, their employees would be compelled to enroll in the Florida Retirement System.

The bill doesn’t specifically require the schools to offer transportation, but it says, “transportation may not be a barrier to equal access for all students residing within reasonable distance of the school.” “Hope operators” would be able to enter into agreements with districts, private providers or students’ parents for transportation.

School districts would not take on any civil liability for “schools of hope.”

TAKE ACTION ALERT: Senate Bill 376 CHARTER SCHOOL FUNDING

TAKE ACTION ALERT: Senate Bill 376 (CHARTER SCHOOL FUNDING)

Today, April 12, SB 376 (Charter School Funding) will be heard on the Senate floor, with a final vote likely to take place on Thursday. This bill would require school districts to share locally-raised capital outlay tax revenues with charter schools, and would thus decrease the funding traditional public schools rely upon for school construction and repair, as well as large purchases such as school buses.

Florida PTA’s position statement on charter school speaks directly to this issue: “Charter schools must not deplete funding from existing public schools.” Accordingly, we oppose SB 376 as currently written. We believe that the capital needs of charter schools should be fully met through other revenue sources within the state budget.

Let us join together and act today! Let our voices ring out from Key West to Jacksonville, and from Pensacola to Okeechobee! Please send a direct message asking your Senator to stand with PTA in opposing SB 376.

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