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SB 1102

AN ACT RELATING TO TOWNS AND CITIES -- ZONING ORDINANCES

2025 Regular Session Introduced by Lou DiPalma and 1 co-sponsor

SB 1102 expands eligibility for special needs children in the School Readiness program and adds provider training and accountability requirements to qualify for the special-needs d

05/23/2025 Introduced, referred to Senate Housing and Municipal Government
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Bill Summary · SB 1102

Summary — SB 1102 (Sen. Calatayud) — School Readiness Program (Florida)

Status: Introduced Feb 5, 2025; committee analyses/reports filed. Current procedural status: Rule 3‑9(a) / Re‑referred to Assignments.
Primary sponsor: Senator Calatayud.

Main purpose / intent

SB 1102 would amend Florida’s School Readiness (SR) program rules to (1) broaden which children with special needs are eligible to receive SR services and (2) establish specific accountability and training requirements that SR providers must meet to qualify for the program’s special‑needs differential allocation (an additional payment rate for serving children with special needs).

Key provisions (as reflected in committee analyses)

  • Expands the statutory criteria used to determine eligibility for children with special needs served under the SR program. (Analyses state the bill “expands criteria,” but full bill text is not included in the available documents; analyses do not set out all specific new definitions or thresholds.)
  • Establishes explicit accountability and training requirements for SR providers that must be met to receive the special‑needs differential allocation. (Analyses indicate provider eligibility for the differential will be tied to meeting outlined training and accountability standards; detailed provider obligations are not reproduced in the truncated materials.)
  • Leaves existing statewide quality measurement structure in place (the SR program currently uses CLASS to assess teacher‑child interactions; providers generally must score at least 4.00 on CLASS to be eligible for SR contracts).
  • Effective date: committee analyses primarily state an effective date of July 1, 2027. (One committee substitute fiscal document cites July 1, 2025; see “Notes” below.)

Who would be affected

  • Children with special needs and their families who apply for or receive School Readiness services; broader or clarified eligibility could increase access for some children.
  • SR providers (child‑care centers, family child‑care homes, etc.) — providers serving special‑needs children would need to meet the bill’s accountability and training criteria to receive the special‑needs differential allocation.
  • Early Learning Coalitions (ELCs) and the Florida Department of Education, Division of Early Learning (DEL), which administer SR funding and would implement new eligibility, allocation, and monitoring requirements.

Fiscal and programmatic implications

  • Committee analyses state the bill “does not have an immediate fiscal impact on state expenditures.” The SR program in FY 2022–23 served ~212,062 children at 6,889 providers with total expenditures of about $990 million; SR funding sources include federal CCDBG, TANF, Social Services Block Grant, and state dollars.
  • Current SR spending limits (statute) cap administrative uses at 5% of GAA‑allocated SR funds and cap combined administrative/quality/nondirect spending at 22% of SR allocations; the bill would operate within that existing funding framework unless the Legislature provides additional appropriation.

Procedural / timeline notes

  • Introduced Feb. 5, 2025. Favorable reports from Education Pre‑K–12 and Appropriations Pre‑K–12 committees are reflected in the available analyses.
  • Analyses and committee reports available (March–April 2025). The most commonly cited effective date in the analyses is July 1, 2027; however, one committee substitute fiscal analysis lists July 1, 2025 (indicating that versions differ on timing).

Limitations / caveats

  • The available materials provided to the analyst are committee analyses and fiscal notes; the actual bill text (showing precise statutory edits, definitions expanded, and the detailed provider training/accountability language) was not included in full in the documents supplied. This summary is therefore based on staff analyses and committee reports describing the bill’s intent and broad provisions. For implementation details and exact statutory language, consult the enrolled/printed bill text or the final committee substitute.

If you want, I can:
- Locate and summarize the bill’s full text (showing exact statutory changes and provider requirements), or
- Prepare a short briefing for affected stakeholders (ELCs, providers, parent advocates) on likely operational impacts and implementation steps.

Compiled from official sources — confirm details with the bill’s official record.

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