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States, Cities and Counties
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TEDCO'S Entrepreneur Expo To Host "Unlocking Capital: Lending & Investment Strategies For Business Growth" Panel
COLUMBIA, Maryland, Sept. 5 -- TEDCO, the Maryland Technology Development Corp., issued the following news release:
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TEDCO'S Entrepreneur Expo To Host "Unlocking Capital: Lending & Investment Strategies For Business Growth" Panel
Session will feature leaders from Fulton Bank, Bank of America, TCP Venture Capital and FSC First, moderated by TEDCO board member Thomas Bundy III
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TEDCO, Maryland's economic engine for technology companies, announces the "Unlocking Capital: Lending & Investment Strategies for Business Growth" session at the upcoming 2026 Entrepreneur Expo taking place at the ... Show Full Article COLUMBIA, Maryland, Sept. 5 -- TEDCO, the Maryland Technology Development Corp., issued the following news release: * * * TEDCO'S Entrepreneur Expo To Host "Unlocking Capital: Lending & Investment Strategies For Business Growth" Panel Session will feature leaders from Fulton Bank, Bank of America, TCP Venture Capital and FSC First, moderated by TEDCO board member Thomas Bundy III - TEDCO, Maryland's economic engine for technology companies, announces the "Unlocking Capital: Lending & Investment Strategies for Business Growth" session at the upcoming 2026 Entrepreneur Expo taking place at theHilton Baltimore Inner Harbor on October 27, 2026.
The session will bring together Joe Durham, market president for Maryland, Virginia, Delaware and Washington, D.C. at Fulton Bank, a Mid-Atlantic community bank serving more than 200 financial centers across five states; Maryam Tayeri, senior vice president and business banking market executive for the Baltimore metro market at Bank of America; Chris College, managing partner of TCP Venture Capital, a Baltimore-based early-stage technology investment firm; and Dawn Medley, president and chief executive officer of FSC First, a Largo-based community development financial institution that has lent more than $109 million to Prince George's County businesses -- for a conversation moderated by Thomas Bundy III, a member of TEDCO's board of directors and a member of Zealous Advocates, a Baltimore litigation firm.
Access to capital does not have to mean a one-size-fits-all approach. This session brings together executive leaders from leading banks and venture capital firms to break down the full spectrum of funding options available to growing businesses, from traditional lending to equity investment.
"Founders often assume there is one path to capital, and that path runs through an equity round," said Bundy. "In practice, the companies that grow well tend to be the ones that understand the full range of options and know which instrument fits the moment they are in. That is what this panel is built to make clear."
Panelists will explore how entrepreneurs can identify, secure and strategically leverage capital to scale their ventures, whether they are looking to preserve ownership or bring on strategic investors. Attendees will learn what banks and investors evaluate before they commit, how to position a business competitively across different sources, and how to turn funding into long-term growth.
The conversation arrives as venture capital grows more concentrated and harder for most founders to reach. U.S. startups raised more than $400 billion in the first half of 2026, already surpassing all of 2025, but megadeals of $100 million or more captured 87.5% of the funding deployed, and AI companies accounted for 86% of all venture dollars. For companies outside that narrow band, understanding the alternatives matters. Building a company in Baltimore also costs roughly 60% less than in San Francisco and 44% less than in New York City, economics that extend a founder's runway well before a term sheet enters the picture.
TEDCO's award-winning Entrepreneur Expo shines a spotlight on regional entrepreneurship. Attracting more than 1,170 attendees, the event collects some of the region's top entrepreneurs, business owners, innovators, venture capital investors, legislators and resources for a day of celebration. This year, the event will take place in Baltimore, one of the top 20 best cities for entrepreneurs, offering a full day of interactive workshops, insightful discussions and inspiring connections.
Don't miss the opportunity to learn from the region's top experts, including keynote guests Anirban Basu, Tamla Olivier and TEDCO's very own Troy LeMaile-Stovall; secure your spot at this impactful event now at tedcomdexpo.com/event/2026/register.
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About TEDCO
TEDCO, the Maryland Technology Development Corporation, enhances economic empowerment growth through the fostering of an inclusive entrepreneurial innovation ecosystem. TEDCO identifies, invests in, and helps grow technology and life science-based companies in Maryland. Learn more at www.tedcomd.com.
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Original text here: https://www.tedcomd.com/press-release/tedcos-entrepreneur-expo-host-unlocking-capital-lending-investment-strategies
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TEDCO'S Entrepreneur Expo To Host "Unlocking Capital: Lending & Investment Strategies For Business Growth" Panel
Session will feature leaders from Fulton Bank, Bank of America, TCP Venture Capital and FSC First, moderated by TEDCO board member Thomas Bundy III
-
TEDCO, Maryland's economic engine for technology companies, announces the "Unlocking Capital: Lending & Investment Strategies for Business Growth" session at the upcoming 2026 Entrepreneur Expo taking place at the ... Show Full Article COLUMBIA, Maryland, Sept. 5 -- TEDCO, the Maryland Technology Development Corp., issued the following news release: * * * TEDCO'S Entrepreneur Expo To Host "Unlocking Capital: Lending & Investment Strategies For Business Growth" Panel Session will feature leaders from Fulton Bank, Bank of America, TCP Venture Capital and FSC First, moderated by TEDCO board member Thomas Bundy III - TEDCO, Maryland's economic engine for technology companies, announces the "Unlocking Capital: Lending & Investment Strategies for Business Growth" session at the upcoming 2026 Entrepreneur Expo taking place at theHilton Baltimore Inner Harbor on October 27, 2026.
The session will bring together Joe Durham, market president for Maryland, Virginia, Delaware and Washington, D.C. at Fulton Bank, a Mid-Atlantic community bank serving more than 200 financial centers across five states; Maryam Tayeri, senior vice president and business banking market executive for the Baltimore metro market at Bank of America; Chris College, managing partner of TCP Venture Capital, a Baltimore-based early-stage technology investment firm; and Dawn Medley, president and chief executive officer of FSC First, a Largo-based community development financial institution that has lent more than $109 million to Prince George's County businesses -- for a conversation moderated by Thomas Bundy III, a member of TEDCO's board of directors and a member of Zealous Advocates, a Baltimore litigation firm.
Access to capital does not have to mean a one-size-fits-all approach. This session brings together executive leaders from leading banks and venture capital firms to break down the full spectrum of funding options available to growing businesses, from traditional lending to equity investment.
"Founders often assume there is one path to capital, and that path runs through an equity round," said Bundy. "In practice, the companies that grow well tend to be the ones that understand the full range of options and know which instrument fits the moment they are in. That is what this panel is built to make clear."
Panelists will explore how entrepreneurs can identify, secure and strategically leverage capital to scale their ventures, whether they are looking to preserve ownership or bring on strategic investors. Attendees will learn what banks and investors evaluate before they commit, how to position a business competitively across different sources, and how to turn funding into long-term growth.
The conversation arrives as venture capital grows more concentrated and harder for most founders to reach. U.S. startups raised more than $400 billion in the first half of 2026, already surpassing all of 2025, but megadeals of $100 million or more captured 87.5% of the funding deployed, and AI companies accounted for 86% of all venture dollars. For companies outside that narrow band, understanding the alternatives matters. Building a company in Baltimore also costs roughly 60% less than in San Francisco and 44% less than in New York City, economics that extend a founder's runway well before a term sheet enters the picture.
TEDCO's award-winning Entrepreneur Expo shines a spotlight on regional entrepreneurship. Attracting more than 1,170 attendees, the event collects some of the region's top entrepreneurs, business owners, innovators, venture capital investors, legislators and resources for a day of celebration. This year, the event will take place in Baltimore, one of the top 20 best cities for entrepreneurs, offering a full day of interactive workshops, insightful discussions and inspiring connections.
Don't miss the opportunity to learn from the region's top experts, including keynote guests Anirban Basu, Tamla Olivier and TEDCO's very own Troy LeMaile-Stovall; secure your spot at this impactful event now at tedcomdexpo.com/event/2026/register.
* * *
About TEDCO
TEDCO, the Maryland Technology Development Corporation, enhances economic empowerment growth through the fostering of an inclusive entrepreneurial innovation ecosystem. TEDCO identifies, invests in, and helps grow technology and life science-based companies in Maryland. Learn more at www.tedcomd.com.
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Original text here: https://www.tedcomd.com/press-release/tedcos-entrepreneur-expo-host-unlocking-capital-lending-investment-strategies
RIDE Secures $3.68 Million Federal Grant to Strengthen Special Education Across Rhode Island
PROVIDENCE, Rhode Island, Sept. 5 -- The Rhode Island Department of Education issued the following news release on Sept. 4, 2026:
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RIDE Secures $3.68 Million Federal Grant to Strengthen Special Education Across Rhode Island
Five-year award will support the Rhode Island Special Education (RISE) Initiative and expand pathways for special educators to improve outcomes for students with disabilities, statewide
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Commissioner Angelica Infante-Green and the Rhode Island Department of Education (RIDE) today announced that Rhode Island has been awarded a five-year, $3.68 million federal State ... Show Full Article PROVIDENCE, Rhode Island, Sept. 5 -- The Rhode Island Department of Education issued the following news release on Sept. 4, 2026: * * * RIDE Secures $3.68 Million Federal Grant to Strengthen Special Education Across Rhode Island Five-year award will support the Rhode Island Special Education (RISE) Initiative and expand pathways for special educators to improve outcomes for students with disabilities, statewide - Commissioner Angelica Infante-Green and the Rhode Island Department of Education (RIDE) today announced that Rhode Island has been awarded a five-year, $3.68 million federal StatePersonnel Development Grant (SPDG) from the U.S. Department of Education to support the Rhode Island Special Education (RISE) Initiative, a statewide effort to strengthen special education services and improve outcomes for students with disabilities.
The federal grant includes an initial award of $557,582 for the first year, with continued federal funding anticipated through September 2031 based on annual appropriations and project performance.
"Every child deserves the support, resources, and opportunities they need to succeed, and that starts with ensuring our schools have highly qualified special educators to meet students' needs," said Governor Dan McKee. "This federal funding will help Rhode Island strengthen and expand pathways into the special education profession, support the educators who are already serving our students, and build a stronger workforce to ensure all learners can thrive."
"Rhode Island's special educators play an essential role in helping students with disabilities succeed, and we must continue investing in the workforce that makes that possible," said Commissioner Angelica Infante-Green. "This significant federal investment will help us expand pathways into the special education profession, strengthen support for current educators, and ensure schools have the skilled personnel needed to provide high-quality services to students across our state."
"This award reflects Rhode Island's continued dedication to innovative, student-centered approaches in special education," said Council on Elementary and Secondary Education Chair Patti DiCenso. "The RISE Initiative will help educators access the tools, training, and support they need to improve outcomes for students and create stronger systems of support statewide."
"We commend RIDE for securing critical resources that will help address one of the most pressing challenges facing schools today: ensuring we have a strong pipeline of highly qualified special educators," said Rhode Island Board of Education Chair Michael Grey. "This investment will help expand pathways into the profession, strengthen support for current educators, and ensure students with disabilities have access to the services they need to succeed."
Authorized under the Individuals with Disabilities Education Act (IDEA), the SPDG program supports state-led initiatives that improve outcomes for children and youth with disabilities through professional learning, systems improvement, and the implementation of evidence-based practices.
Through the Rhode Island Special Education (RISE) Initiative, RIDE will partner with educators, school leaders, families, and community organizations to strengthen instructional supports, build educator capacity, and enhance services for students with disabilities across the state.
This award represents an important investment in strengthening Rhode Island's educator workforce and improving outcomes for all students. Over the coming years, the grant will support the development and expansion of innovative educator preparation pathways, including registered apprenticeship for special educators, enhanced professional learning focused on High-Leverage Practices, and stronger partnerships among educator preparation programs, school districts, and community organizations.
RIDE, in partnership with Rhode Island College (RIC), Cranston Public School District, and Narragansett School System, will expand upon an existing model for a registered apprenticeship pathway in special education creating a sustainable Grow Your Own pipeline of future educators. The apprenticeship model will provide participants with paid employment, structured on-the-job learning, related technical instruction, and comprehensive mentoring, coaching, and advising support while they complete degree and certification requirements.
Through the preparation of highly qualified special educators equipped with evidence-based and high-leverage practices, Rhode Island will increase its capacity to provide high-quality services to DAS, reduce reliance on preliminary certificates, and improve educational outcomes for DAS. Ultimately, the project represents an investment not only in RI's educator workforce, but in the long-term success of DAS, their families, and the communities they serve.
What they are saying:
"This investment will help Rhode Island build a stronger pipeline of special educators by creating clearer, more accessible pathways into the profession," said Shannon Gilkey, Commissioner of Postsecondary Education. "Rhode Island College is a critical partner in that work, and this initiative will strengthen the connection between higher education, school districts, and the workforce so more Rhode Islanders can prepare for meaningful careers in our schools."
"By securing this crucial federal funding, the Rhode Island Department of Education is doubling down on its commitment to ensure that every Rhode Island student has the resources to learn and succeed according to their specific needs," said Dr. Jack R. Warner, President of Rhode Island College. "Rhode Island College is proud to partner with RIDE to meet the state's growing need for special educators through a registered apprenticeship pathway that helps school districts develop their own talent and enables educators to earn while they learn."
"Our district public schools have the privilege of fulfilling the promise of a quality education to students of every ability," said National Education Association Rhode Island Executive Director Mary Barden. "The RISE Initiative will provide our educators with more of the resources necessary to help special education students reach their full potential."
"Rhode Island's students deserve access to qualified, supported, and well-prepared educators, and this federal grant is an important step toward making that a reality," said Maribeth Calabro, President of the Rhode Island Federation of Teachers and Health Professionals. "By investing in educator preparation, mentorship, and workforce development, the RISE Initiative will help address ongoing shortages in special education while creating stronger opportunities for individuals entering the profession."
"Special education succeeds when schools, districts, towns, the State, and the Federal government all work together," said Sam Salganik, Executive Director of RIPIN. "We are thrilled that RIDE has pursued and secured this federal investment to support the dedicated special educators who help students with disabilities thrive."
"Strengthening the early childhood and special education workforce is essential to supporting children's healthy development," said Kristin Sousa, Director of Rhode Island Medicaid. "Early Intervention providers play a critical role in identifying needs early and setting children on a path toward long-term success. By expanding high-quality preparation pathways, this grant will help ensure families across our state have access to skilled professionals who can deliver the individualized supports children deserve."
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Original text here: https://ride.ri.gov/press-releases/ride-secures-368-million-federal-grant-strengthen-special-education-across-rhode-island
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RIDE Secures $3.68 Million Federal Grant to Strengthen Special Education Across Rhode Island
Five-year award will support the Rhode Island Special Education (RISE) Initiative and expand pathways for special educators to improve outcomes for students with disabilities, statewide
-
Commissioner Angelica Infante-Green and the Rhode Island Department of Education (RIDE) today announced that Rhode Island has been awarded a five-year, $3.68 million federal State ... Show Full Article PROVIDENCE, Rhode Island, Sept. 5 -- The Rhode Island Department of Education issued the following news release on Sept. 4, 2026: * * * RIDE Secures $3.68 Million Federal Grant to Strengthen Special Education Across Rhode Island Five-year award will support the Rhode Island Special Education (RISE) Initiative and expand pathways for special educators to improve outcomes for students with disabilities, statewide - Commissioner Angelica Infante-Green and the Rhode Island Department of Education (RIDE) today announced that Rhode Island has been awarded a five-year, $3.68 million federal StatePersonnel Development Grant (SPDG) from the U.S. Department of Education to support the Rhode Island Special Education (RISE) Initiative, a statewide effort to strengthen special education services and improve outcomes for students with disabilities.
The federal grant includes an initial award of $557,582 for the first year, with continued federal funding anticipated through September 2031 based on annual appropriations and project performance.
"Every child deserves the support, resources, and opportunities they need to succeed, and that starts with ensuring our schools have highly qualified special educators to meet students' needs," said Governor Dan McKee. "This federal funding will help Rhode Island strengthen and expand pathways into the special education profession, support the educators who are already serving our students, and build a stronger workforce to ensure all learners can thrive."
"Rhode Island's special educators play an essential role in helping students with disabilities succeed, and we must continue investing in the workforce that makes that possible," said Commissioner Angelica Infante-Green. "This significant federal investment will help us expand pathways into the special education profession, strengthen support for current educators, and ensure schools have the skilled personnel needed to provide high-quality services to students across our state."
"This award reflects Rhode Island's continued dedication to innovative, student-centered approaches in special education," said Council on Elementary and Secondary Education Chair Patti DiCenso. "The RISE Initiative will help educators access the tools, training, and support they need to improve outcomes for students and create stronger systems of support statewide."
"We commend RIDE for securing critical resources that will help address one of the most pressing challenges facing schools today: ensuring we have a strong pipeline of highly qualified special educators," said Rhode Island Board of Education Chair Michael Grey. "This investment will help expand pathways into the profession, strengthen support for current educators, and ensure students with disabilities have access to the services they need to succeed."
Authorized under the Individuals with Disabilities Education Act (IDEA), the SPDG program supports state-led initiatives that improve outcomes for children and youth with disabilities through professional learning, systems improvement, and the implementation of evidence-based practices.
Through the Rhode Island Special Education (RISE) Initiative, RIDE will partner with educators, school leaders, families, and community organizations to strengthen instructional supports, build educator capacity, and enhance services for students with disabilities across the state.
This award represents an important investment in strengthening Rhode Island's educator workforce and improving outcomes for all students. Over the coming years, the grant will support the development and expansion of innovative educator preparation pathways, including registered apprenticeship for special educators, enhanced professional learning focused on High-Leverage Practices, and stronger partnerships among educator preparation programs, school districts, and community organizations.
RIDE, in partnership with Rhode Island College (RIC), Cranston Public School District, and Narragansett School System, will expand upon an existing model for a registered apprenticeship pathway in special education creating a sustainable Grow Your Own pipeline of future educators. The apprenticeship model will provide participants with paid employment, structured on-the-job learning, related technical instruction, and comprehensive mentoring, coaching, and advising support while they complete degree and certification requirements.
Through the preparation of highly qualified special educators equipped with evidence-based and high-leverage practices, Rhode Island will increase its capacity to provide high-quality services to DAS, reduce reliance on preliminary certificates, and improve educational outcomes for DAS. Ultimately, the project represents an investment not only in RI's educator workforce, but in the long-term success of DAS, their families, and the communities they serve.
What they are saying:
"This investment will help Rhode Island build a stronger pipeline of special educators by creating clearer, more accessible pathways into the profession," said Shannon Gilkey, Commissioner of Postsecondary Education. "Rhode Island College is a critical partner in that work, and this initiative will strengthen the connection between higher education, school districts, and the workforce so more Rhode Islanders can prepare for meaningful careers in our schools."
"By securing this crucial federal funding, the Rhode Island Department of Education is doubling down on its commitment to ensure that every Rhode Island student has the resources to learn and succeed according to their specific needs," said Dr. Jack R. Warner, President of Rhode Island College. "Rhode Island College is proud to partner with RIDE to meet the state's growing need for special educators through a registered apprenticeship pathway that helps school districts develop their own talent and enables educators to earn while they learn."
"Our district public schools have the privilege of fulfilling the promise of a quality education to students of every ability," said National Education Association Rhode Island Executive Director Mary Barden. "The RISE Initiative will provide our educators with more of the resources necessary to help special education students reach their full potential."
"Rhode Island's students deserve access to qualified, supported, and well-prepared educators, and this federal grant is an important step toward making that a reality," said Maribeth Calabro, President of the Rhode Island Federation of Teachers and Health Professionals. "By investing in educator preparation, mentorship, and workforce development, the RISE Initiative will help address ongoing shortages in special education while creating stronger opportunities for individuals entering the profession."
"Special education succeeds when schools, districts, towns, the State, and the Federal government all work together," said Sam Salganik, Executive Director of RIPIN. "We are thrilled that RIDE has pursued and secured this federal investment to support the dedicated special educators who help students with disabilities thrive."
"Strengthening the early childhood and special education workforce is essential to supporting children's healthy development," said Kristin Sousa, Director of Rhode Island Medicaid. "Early Intervention providers play a critical role in identifying needs early and setting children on a path toward long-term success. By expanding high-quality preparation pathways, this grant will help ensure families across our state have access to skilled professionals who can deliver the individualized supports children deserve."
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Original text here: https://ride.ri.gov/press-releases/ride-secures-368-million-federal-grant-strengthen-special-education-across-rhode-island
Mono Lake Kootzaduka'a Tribe of California and Nevada and California State Parks Sign Memorandum of Understanding
SACRAMENTO, California, Sept. 5 -- The California Department of Parks and Recreation State Parks unit issued the following news release:
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Mono Lake Kootzaduka'a Tribe of California and Nevada and California State Parks Sign Memorandum of Understanding
California State Parks and the Mono Lake Kootzaduka'a Tribe of California and Nevada (Kootzaduka'a) gathered on Aug. 29 on the shore of Mono Lake to sign a Memorandum of Understanding (MOU) to formalize a relationship to promote successful consultation, collaboration, and co-stewardship for the mutual benefit of the Kootzaduka'a and State ... Show Full Article SACRAMENTO, California, Sept. 5 -- The California Department of Parks and Recreation State Parks unit issued the following news release: * * * Mono Lake Kootzaduka'a Tribe of California and Nevada and California State Parks Sign Memorandum of Understanding California State Parks and the Mono Lake Kootzaduka'a Tribe of California and Nevada (Kootzaduka'a) gathered on Aug. 29 on the shore of Mono Lake to sign a Memorandum of Understanding (MOU) to formalize a relationship to promote successful consultation, collaboration, and co-stewardship for the mutual benefit of the Kootzaduka'a and StateParks. State Parks manages two State Park units located within the traditional homelands of the Kootzaduka'a people - Bodie State Historic Park (SHP) and Mono Lake Tufa State Natural Reserve (SNR).
Tribal Chair Charlotte Lange at the signing event reflected that, "My Grandfather told me to always take care of the land and take care of the water. We are grateful we are partnering with State Parks to protect our tribal lands."
"These MOUs have created a blossoming of collaboration," State Parks Director Armando Quintero said at the signing, noting this is State Parks' 16th MOU with a California Native American tribe. "this MOU will facilitate the return of Native language, tribal members being able to gather their traditional materials, and the creation of a seed bank to be able to propagate California native plants to restore our ecosystems."
"This MOU is the culmination of months of hard work and planning between State Parks and the Kootzaduka'a Tribe," said Scott Green, Sierra District Coordinating Tribal Liaison. "It reflects our shared commitment to stewardship of the land."
California Native Americans have stewarded the lands, airs, and water of what is known today as California since time immemorial and have a unique connection to the environment and the natural, cultural, and historical resources. This MOU provides for access and traditional gathering for all Kootzaduka'a tribal members as well as facilitates State Parks working with the Kootzaduka'a within their traditional homelands to better care for natural, cultural, and historical resources at Mono Lake Tufa SNR, and cooperate on the protection of cultural resources and interpretation at Bodie SHP, a focus of State Park's Reexamining Our Past Initiative.
"This MOU helps California reach the goal of meaningful and durable Tribal Stewardship over at least 7.5 million acres of land and coastal waters by removing barriers members of the Mono Lake Kootzaduka'a Tribe face accessing State Parks lands, pursuant to the California Natural Resource Agency's Tribal Stewardship Policy, shared California Natural Resources Agency Deputy Secretary of Tribal Affairs Geneva E. B. Thompson at the event.
This MOU fosters a shared stewardship approach and will introduce Traditional Management Practices (TMPs) based on Kootzaduka'a priorities and Traditional Ecological Knowledge (TEK) to the management of units of the California State Park System within the Sierra District. The Kootzaduka'a Tribe and State Parks recognize that a collaborative approach will facilitate the management and preservation of cultural, tribal, and natural resources.
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California State Parks provides for the health, inspiration and education of the people of California by helping to preserve the state's extraordinary biological diversity, protecting its most valued natural and cultural resources, and creating opportunities for high quality outdoor recreation.
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Original text here: https://www.parks.ca.gov/NewsRelease/1568
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Mono Lake Kootzaduka'a Tribe of California and Nevada and California State Parks Sign Memorandum of Understanding
California State Parks and the Mono Lake Kootzaduka'a Tribe of California and Nevada (Kootzaduka'a) gathered on Aug. 29 on the shore of Mono Lake to sign a Memorandum of Understanding (MOU) to formalize a relationship to promote successful consultation, collaboration, and co-stewardship for the mutual benefit of the Kootzaduka'a and State ... Show Full Article SACRAMENTO, California, Sept. 5 -- The California Department of Parks and Recreation State Parks unit issued the following news release: * * * Mono Lake Kootzaduka'a Tribe of California and Nevada and California State Parks Sign Memorandum of Understanding California State Parks and the Mono Lake Kootzaduka'a Tribe of California and Nevada (Kootzaduka'a) gathered on Aug. 29 on the shore of Mono Lake to sign a Memorandum of Understanding (MOU) to formalize a relationship to promote successful consultation, collaboration, and co-stewardship for the mutual benefit of the Kootzaduka'a and StateParks. State Parks manages two State Park units located within the traditional homelands of the Kootzaduka'a people - Bodie State Historic Park (SHP) and Mono Lake Tufa State Natural Reserve (SNR).
Tribal Chair Charlotte Lange at the signing event reflected that, "My Grandfather told me to always take care of the land and take care of the water. We are grateful we are partnering with State Parks to protect our tribal lands."
"These MOUs have created a blossoming of collaboration," State Parks Director Armando Quintero said at the signing, noting this is State Parks' 16th MOU with a California Native American tribe. "this MOU will facilitate the return of Native language, tribal members being able to gather their traditional materials, and the creation of a seed bank to be able to propagate California native plants to restore our ecosystems."
"This MOU is the culmination of months of hard work and planning between State Parks and the Kootzaduka'a Tribe," said Scott Green, Sierra District Coordinating Tribal Liaison. "It reflects our shared commitment to stewardship of the land."
California Native Americans have stewarded the lands, airs, and water of what is known today as California since time immemorial and have a unique connection to the environment and the natural, cultural, and historical resources. This MOU provides for access and traditional gathering for all Kootzaduka'a tribal members as well as facilitates State Parks working with the Kootzaduka'a within their traditional homelands to better care for natural, cultural, and historical resources at Mono Lake Tufa SNR, and cooperate on the protection of cultural resources and interpretation at Bodie SHP, a focus of State Park's Reexamining Our Past Initiative.
"This MOU helps California reach the goal of meaningful and durable Tribal Stewardship over at least 7.5 million acres of land and coastal waters by removing barriers members of the Mono Lake Kootzaduka'a Tribe face accessing State Parks lands, pursuant to the California Natural Resource Agency's Tribal Stewardship Policy, shared California Natural Resources Agency Deputy Secretary of Tribal Affairs Geneva E. B. Thompson at the event.
This MOU fosters a shared stewardship approach and will introduce Traditional Management Practices (TMPs) based on Kootzaduka'a priorities and Traditional Ecological Knowledge (TEK) to the management of units of the California State Park System within the Sierra District. The Kootzaduka'a Tribe and State Parks recognize that a collaborative approach will facilitate the management and preservation of cultural, tribal, and natural resources.
* * *
California State Parks provides for the health, inspiration and education of the people of California by helping to preserve the state's extraordinary biological diversity, protecting its most valued natural and cultural resources, and creating opportunities for high quality outdoor recreation.
* * *
Original text here: https://www.parks.ca.gov/NewsRelease/1568
Mich. Education Dept.: State Must Continue Carrying Out Evidence-Based Plans to Improve Student Proficiency
LANSING, Michigan, Sept. 5 -- The Michigan Department of Education issued the following news release:
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Michigan Must Continue Carrying Out Evidence-Based Plans to Improve Student Proficiency
State Test Scores Released Today Show Continued Collaboration Is Needed for Higher Achievement in English, Math, Science and Social Studies
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Michigan education leaders are reiterating their commitment to evidence-based instruction proven to improve student proficiency as the Michigan Department of Education (MDE) releases the 2026 M-STEP and SAT/PSAT scores today.
Most proficiency rates are essentially ... Show Full Article LANSING, Michigan, Sept. 5 -- The Michigan Department of Education issued the following news release: * * * Michigan Must Continue Carrying Out Evidence-Based Plans to Improve Student Proficiency State Test Scores Released Today Show Continued Collaboration Is Needed for Higher Achievement in English, Math, Science and Social Studies - Michigan education leaders are reiterating their commitment to evidence-based instruction proven to improve student proficiency as the Michigan Department of Education (MDE) releases the 2026 M-STEP and SAT/PSAT scores today. Most proficiency rates are essentiallyflat when compared to 2025 results on the tests, with the rates on all except four of 20 tests staying within 2 percentage points of the numbers in 2025 and most staying within a percentage point.
"It will take continued hard work from everyone and a strong Students First approach to improve student achievement across Michigan," said State Superintendent Dr. Glenn Maleyko. "That means we must emphasize teamwork involving MDE, the State Board of Education, local school districts, parents, the governor, the legislature, the business and philanthropic communities, education associations, labor, higher education and libraries. The good news is that we have broad and bipartisan support for plans to use evidence-based methods such as the Science of Reading to improve student proficiency. However, we need to make improvements to help our students achieve at higher levels. We need to increase proficiency rates in all subject areas and show steady improvement over time."
The M-STEP and SAT/PSAT scores measure student proficiency in English language arts, math, science and social studies. The Center for Educational Performance and Information posts statewide results under "K-12 Grade" and "State Testing" on MI School Data (mischooldata.org), Michigan's official education data portal.
"MDE's top priority is literacy because reading is the foundation to students' success in other subjects and ultimately in postsecondary education and their careers," said Dr. Delsa Chapman, the deputy superintendent of the department's Division of Assessment, School Improvement, and Systems Support. "At the same time, the department also is focusing on using evidence-based methods to improve proficiency in math, science and social studies."
When it comes to literacy, the department is implementing historic measures passed by the legislature and signed into law by Gov. Gretchen Whitmer in late 2024 and 2026. The 2024 law is just now getting close to being fully implemented and work is beginning on carrying out requirements in the July 2026 laws, so the state test results from assessments students took in spring 2026 don't yet fully reflect the benefits of the laws.
MDE and the Michigan Department of Lifelong Education, Advancement and Potential in March released the Every Child Reads Next Steps Forward plan and the governor in May issued Executive Order 2026-12: Every Child Reads Champions Council. On Thursday Gov. Whitmer announced appointments to the Every Child Reads Council that will advise the governor on Michigan's literacy agenda.
The department is implementing the 2024 literacy and dyslexia laws by:
* Awarding more than $150 million in total to more than 500 districts in each of two rounds of grants to purchase whole class or intervention literacy materials, professional learning for teachers, or literacy assessments that have been approved by the MDE Committee for Literacy Achievement.
* Approving a list of assessments to screen and monitor the progress of children who need extra support in learning to read and a list of evidence-based literacy curricula for Michigan schools to use.
* Requiring the state's teacher preparation programs by September 2027 to provide all teacher candidates with instruction in the characteristics of dyslexia, difficulties in learning to decode accurately and efficiently, and instructional adjustments for students with reading challenges.
* Developing a list of approved K-3 valid and reliable screening and progress monitoring reading assessments and a list of evidence-based tier 1, class-wide elementary reading curricula and materials that research has shown improves literacy outcomes and helps pupils achieve reading proficiency.
* Approving literacy curricula and screening and progress-monitoring assessments that use the Science of Reading to improve literacy instruction. The Science of Reading focuses on teaching students phonemic awareness (the ability to recognize sound), phonics, fluency, vocabulary and comprehension.
The 2026 literacy laws will ensure that the people who are responsible for teaching reading to Michigan children have the professional learning they need in the Science of Reading. One law requires state-funded Science of Reading professional learning for public school teachers who teach reading in grades K-5. Another requires faculty at educator preparation programs to receive training in the Science of Reading.
So far more than 7,600 educators in Michigan have completed Language Essentials for Teachers of Reading and Spelling (LETRS) training in the Science of Reading, but the training has been voluntary.
To improve math achievement, among other things the department this fall is rolling out the Michigan Mathematics Framework, with a focus on a shared vision for mathematics learning; evidence-based curriculum, instruction, and assessment; and coordinated systems for mathematics. Together, these components will ensure all students have access to high-quality and engaging learning opportunities in mathematics.
Science efforts include the department's creation of a committee for Science, Technology, Engineering and Mathematics--better known as STEM--achievement that will recommend tools and strategies with the goal of increasing student achievement in science.
In social studies, efforts to improve proficiency include an American history toolkit that MDE has made available to local educators to increase engagement and knowledge and other assistance being provided statewide by the department's social studies consultant.
"Michigan's educators remain deeply committed to ensuring every student has the opportunity to succeed," said Dr. Tina Kerr, executive director of the Michigan Association of Superintendents & Administrators. "State assessment results provide an important measure of our progress, while also helping us identify where additional focus and support are needed. We have seen the value of a sustained focus on strengthening literacy across Michigan, and we know meaningful improvement takes time, commitment and collaboration. The Michigan Association of Superintendents & Administrators looks forward to continuing to work alongside MDE, local school leaders and educators to build on this work and improve outcomes for students across our state."
The Michigan Student Test of Educational Progress, or M-STEP, is designed to gauge how well students are progressing toward state subject matter standards. These standards, developed for educators by educators, broadly outline what students should know and be able to do to be prepared to enter the workplace, career education training and college.
When combined with classroom work, report cards, local district assessments, formative assessment practices (daily information about students' knowledge, understanding, and skills to address their learning needs),and other local tools, M-STEP results help offer a comprehensive view of student progress and achievement.
The M-STEP assessments are rigorous and not meant to measure reading ability or math ability by themselves. They are meant to measure understanding of a broad set of rigorous subject matter standards. Because these assessments are high-bar tests, students who score partially proficient are not necessarily performing below their grade level, and many who are below the proficient benchmark are successful throughout school, in high school, in college and in their chosen professions.
The SAT is administered by the College Board and students' scores are among many criteria that universities and colleges may use to make admissions decisions. The PSAT is a pretest for the SAT.
* * *
Original text here: https://www.michigan.gov/mde/news-and-information/press-releases/2026/09/04/mi-must-continue-plans-to-improve-student-proficiency
* * *
Michigan Must Continue Carrying Out Evidence-Based Plans to Improve Student Proficiency
State Test Scores Released Today Show Continued Collaboration Is Needed for Higher Achievement in English, Math, Science and Social Studies
-
Michigan education leaders are reiterating their commitment to evidence-based instruction proven to improve student proficiency as the Michigan Department of Education (MDE) releases the 2026 M-STEP and SAT/PSAT scores today.
Most proficiency rates are essentially ... Show Full Article LANSING, Michigan, Sept. 5 -- The Michigan Department of Education issued the following news release: * * * Michigan Must Continue Carrying Out Evidence-Based Plans to Improve Student Proficiency State Test Scores Released Today Show Continued Collaboration Is Needed for Higher Achievement in English, Math, Science and Social Studies - Michigan education leaders are reiterating their commitment to evidence-based instruction proven to improve student proficiency as the Michigan Department of Education (MDE) releases the 2026 M-STEP and SAT/PSAT scores today. Most proficiency rates are essentiallyflat when compared to 2025 results on the tests, with the rates on all except four of 20 tests staying within 2 percentage points of the numbers in 2025 and most staying within a percentage point.
"It will take continued hard work from everyone and a strong Students First approach to improve student achievement across Michigan," said State Superintendent Dr. Glenn Maleyko. "That means we must emphasize teamwork involving MDE, the State Board of Education, local school districts, parents, the governor, the legislature, the business and philanthropic communities, education associations, labor, higher education and libraries. The good news is that we have broad and bipartisan support for plans to use evidence-based methods such as the Science of Reading to improve student proficiency. However, we need to make improvements to help our students achieve at higher levels. We need to increase proficiency rates in all subject areas and show steady improvement over time."
The M-STEP and SAT/PSAT scores measure student proficiency in English language arts, math, science and social studies. The Center for Educational Performance and Information posts statewide results under "K-12 Grade" and "State Testing" on MI School Data (mischooldata.org), Michigan's official education data portal.
"MDE's top priority is literacy because reading is the foundation to students' success in other subjects and ultimately in postsecondary education and their careers," said Dr. Delsa Chapman, the deputy superintendent of the department's Division of Assessment, School Improvement, and Systems Support. "At the same time, the department also is focusing on using evidence-based methods to improve proficiency in math, science and social studies."
When it comes to literacy, the department is implementing historic measures passed by the legislature and signed into law by Gov. Gretchen Whitmer in late 2024 and 2026. The 2024 law is just now getting close to being fully implemented and work is beginning on carrying out requirements in the July 2026 laws, so the state test results from assessments students took in spring 2026 don't yet fully reflect the benefits of the laws.
MDE and the Michigan Department of Lifelong Education, Advancement and Potential in March released the Every Child Reads Next Steps Forward plan and the governor in May issued Executive Order 2026-12: Every Child Reads Champions Council. On Thursday Gov. Whitmer announced appointments to the Every Child Reads Council that will advise the governor on Michigan's literacy agenda.
The department is implementing the 2024 literacy and dyslexia laws by:
* Awarding more than $150 million in total to more than 500 districts in each of two rounds of grants to purchase whole class or intervention literacy materials, professional learning for teachers, or literacy assessments that have been approved by the MDE Committee for Literacy Achievement.
* Approving a list of assessments to screen and monitor the progress of children who need extra support in learning to read and a list of evidence-based literacy curricula for Michigan schools to use.
* Requiring the state's teacher preparation programs by September 2027 to provide all teacher candidates with instruction in the characteristics of dyslexia, difficulties in learning to decode accurately and efficiently, and instructional adjustments for students with reading challenges.
* Developing a list of approved K-3 valid and reliable screening and progress monitoring reading assessments and a list of evidence-based tier 1, class-wide elementary reading curricula and materials that research has shown improves literacy outcomes and helps pupils achieve reading proficiency.
* Approving literacy curricula and screening and progress-monitoring assessments that use the Science of Reading to improve literacy instruction. The Science of Reading focuses on teaching students phonemic awareness (the ability to recognize sound), phonics, fluency, vocabulary and comprehension.
The 2026 literacy laws will ensure that the people who are responsible for teaching reading to Michigan children have the professional learning they need in the Science of Reading. One law requires state-funded Science of Reading professional learning for public school teachers who teach reading in grades K-5. Another requires faculty at educator preparation programs to receive training in the Science of Reading.
So far more than 7,600 educators in Michigan have completed Language Essentials for Teachers of Reading and Spelling (LETRS) training in the Science of Reading, but the training has been voluntary.
To improve math achievement, among other things the department this fall is rolling out the Michigan Mathematics Framework, with a focus on a shared vision for mathematics learning; evidence-based curriculum, instruction, and assessment; and coordinated systems for mathematics. Together, these components will ensure all students have access to high-quality and engaging learning opportunities in mathematics.
Science efforts include the department's creation of a committee for Science, Technology, Engineering and Mathematics--better known as STEM--achievement that will recommend tools and strategies with the goal of increasing student achievement in science.
In social studies, efforts to improve proficiency include an American history toolkit that MDE has made available to local educators to increase engagement and knowledge and other assistance being provided statewide by the department's social studies consultant.
"Michigan's educators remain deeply committed to ensuring every student has the opportunity to succeed," said Dr. Tina Kerr, executive director of the Michigan Association of Superintendents & Administrators. "State assessment results provide an important measure of our progress, while also helping us identify where additional focus and support are needed. We have seen the value of a sustained focus on strengthening literacy across Michigan, and we know meaningful improvement takes time, commitment and collaboration. The Michigan Association of Superintendents & Administrators looks forward to continuing to work alongside MDE, local school leaders and educators to build on this work and improve outcomes for students across our state."
The Michigan Student Test of Educational Progress, or M-STEP, is designed to gauge how well students are progressing toward state subject matter standards. These standards, developed for educators by educators, broadly outline what students should know and be able to do to be prepared to enter the workplace, career education training and college.
When combined with classroom work, report cards, local district assessments, formative assessment practices (daily information about students' knowledge, understanding, and skills to address their learning needs),and other local tools, M-STEP results help offer a comprehensive view of student progress and achievement.
The M-STEP assessments are rigorous and not meant to measure reading ability or math ability by themselves. They are meant to measure understanding of a broad set of rigorous subject matter standards. Because these assessments are high-bar tests, students who score partially proficient are not necessarily performing below their grade level, and many who are below the proficient benchmark are successful throughout school, in high school, in college and in their chosen professions.
The SAT is administered by the College Board and students' scores are among many criteria that universities and colleges may use to make admissions decisions. The PSAT is a pretest for the SAT.
* * *
Original text here: https://www.michigan.gov/mde/news-and-information/press-releases/2026/09/04/mi-must-continue-plans-to-improve-student-proficiency
Ga. Dept. of Audits & Accounts: Southwest Georgia Regional Educational Service Agency
ATLANTA, Georgia, Sept. 5 -- The Georgia Department of Audits and Accounts issued the following report entitled "Southwest Georgia Regional Educational Service Agency."
Here are excerpts:
* * *
Independent Auditor's Report
The Honorable Brian P. Kemp, Governor of Georgia
Members of the General Assembly of the State of Georgia
Members of the State Board of Education
and
Dr. Jason Miller, Executive Director and Members of the
Southwest Georgia Regional Educational Service Agency Board of Control
Opinion
We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balance ... Show Full Article ATLANTA, Georgia, Sept. 5 -- The Georgia Department of Audits and Accounts issued the following report entitled "Southwest Georgia Regional Educational Service Agency." Here are excerpts: * * * Independent Auditor's Report The Honorable Brian P. Kemp, Governor of Georgia Members of the General Assembly of the State of Georgia Members of the State Board of Education and Dr. Jason Miller, Executive Director and Members of the Southwest Georgia Regional Educational Service Agency Board of Control Opinion We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balanceand the related notes (financial statement) of the Southwest Georgia Regional Educational Service Agency (RESA), a component unit of the State of Georgia, as of and for the year ended June 30, 2024.
In our opinion, the financial statement referred to above presents fairly, in all material respects, the respective changes in fund balance of the general fund and the related notes of the RESA for the year ended June 30, 2024,
in accordance with accounting principles generally accepted in the United States of America.
Basis for Opinion
We conducted our audit in accordance with auditing standards generally accepted in the United States of America (GAAS). Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Financial Statement section of our report.
We are required to be independent of the RESA, and to meet our other ethical responsibilities, in accordance with the relevant ethical requirements relating to our audit. We believe that the audit evidence we have obtained is
sufficient and appropriate to provide a basis for our audit opinion.
Emphasis of Matter
As discussed in Note 2 to the financial statement, the Statement of Revenues, Expenditures and Changes in Fund Balance was prepared for the purpose of meeting the requirements of the RESA and the Georgia Department of Education and is not intended to be a complete presentation of the RESA's assets, liabilities, revenues and expenses nor does it constitute a complete set of financial statements in accordance with generally accepted accounting principles. Our opinion is not modified with respect to this matter.
Responsibilities of Management for the Financial Statement
Management is responsible for the preparation and fair presentation of the financial statement in accordance with accounting principles generally accepted in the United States of America and for the design, implementation,
and maintenance of internal control relevant to the preparation and fair presentation of the financial statement that is free from material misstatement, whether due to fraud or error.
In preparing the financial statement, management is required to evaluate whether there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for twelve months beyond the date of the financial statement, including any currently known information that may raise substantial doubt shortly thereafter.
Auditor's Responsibilities for the Audit of the Financial Statement
Our objectives are to obtain reasonable assurance about whether the financial statement as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor's report that includes our opinion. Reasonable assurance is a high level of assurance but is not absolute assurance and therefore is not a guarantee that an audit conducted in accordance with GAAS will always detect a material misstatement when it exists. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control. Misstatements are considered material if there is a substantial likelihood that, individually or in the aggregate,
they would influence the judgment made by a reasonable user based on the financial statement.
In performing an audit in accordance with GAAS, we:
* Exercise professional judgment and maintain professional skepticism throughout the audit.
* Identify and assess the risks of material misstatement of the financial statement, whether due to fraud or error, and design and perform audit procedures responsive to those risks. Such procedures include
examining, on a test basis, evidence regarding the amounts and disclosures in the financial statement.
* Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the RESA's internal control. Accordingly, no such opinion is expressed.
* Evaluate the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluate the overall presentation of the financial statement.
* Conclude whether, in our judgment, there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for a reasonable period of time.
We are required to communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit, significant audit findings, and certain internal control related matters that we identified during the audit.
Restriction on Use
Our report is intended solely for the information and use of the RESA's management, members of the Board of Control, and the Georgia Department of Education and is not intended to be and should not be used by anyone
other than these specified parties.
A copy of this report has been filed as a permanent record and made available to the press of the State, as provided for by Official Code of Georgia Annotated section 50-6-24.
Respectfully submitted,
Greg S. Griffin
State Auditor
August 7, 2026
* * *
The report is posted at: https://www.audits.ga.gov/ReportSearch/download/34260?_gl=1*16tnek3*_ga*MjEyMDA0Nzk3NC4xNzg4NjAxMzAz*_ga_8Z4RV13R5J*czE3ODg2MDEzMDMkbzEkZzAkdDE3ODg2MDEzMDMkajYwJGwwJGgw*_ga_65FL79Y113*czE3ODg2MDEzMDMkbzEkZzAkdDE3ODg2MDEzMDMkajYwJGwwJGgw
Here are excerpts:
* * *
Independent Auditor's Report
The Honorable Brian P. Kemp, Governor of Georgia
Members of the General Assembly of the State of Georgia
Members of the State Board of Education
and
Dr. Jason Miller, Executive Director and Members of the
Southwest Georgia Regional Educational Service Agency Board of Control
Opinion
We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balance ... Show Full Article ATLANTA, Georgia, Sept. 5 -- The Georgia Department of Audits and Accounts issued the following report entitled "Southwest Georgia Regional Educational Service Agency." Here are excerpts: * * * Independent Auditor's Report The Honorable Brian P. Kemp, Governor of Georgia Members of the General Assembly of the State of Georgia Members of the State Board of Education and Dr. Jason Miller, Executive Director and Members of the Southwest Georgia Regional Educational Service Agency Board of Control Opinion We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balanceand the related notes (financial statement) of the Southwest Georgia Regional Educational Service Agency (RESA), a component unit of the State of Georgia, as of and for the year ended June 30, 2024.
In our opinion, the financial statement referred to above presents fairly, in all material respects, the respective changes in fund balance of the general fund and the related notes of the RESA for the year ended June 30, 2024,
in accordance with accounting principles generally accepted in the United States of America.
Basis for Opinion
We conducted our audit in accordance with auditing standards generally accepted in the United States of America (GAAS). Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Financial Statement section of our report.
We are required to be independent of the RESA, and to meet our other ethical responsibilities, in accordance with the relevant ethical requirements relating to our audit. We believe that the audit evidence we have obtained is
sufficient and appropriate to provide a basis for our audit opinion.
Emphasis of Matter
As discussed in Note 2 to the financial statement, the Statement of Revenues, Expenditures and Changes in Fund Balance was prepared for the purpose of meeting the requirements of the RESA and the Georgia Department of Education and is not intended to be a complete presentation of the RESA's assets, liabilities, revenues and expenses nor does it constitute a complete set of financial statements in accordance with generally accepted accounting principles. Our opinion is not modified with respect to this matter.
Responsibilities of Management for the Financial Statement
Management is responsible for the preparation and fair presentation of the financial statement in accordance with accounting principles generally accepted in the United States of America and for the design, implementation,
and maintenance of internal control relevant to the preparation and fair presentation of the financial statement that is free from material misstatement, whether due to fraud or error.
In preparing the financial statement, management is required to evaluate whether there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for twelve months beyond the date of the financial statement, including any currently known information that may raise substantial doubt shortly thereafter.
Auditor's Responsibilities for the Audit of the Financial Statement
Our objectives are to obtain reasonable assurance about whether the financial statement as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor's report that includes our opinion. Reasonable assurance is a high level of assurance but is not absolute assurance and therefore is not a guarantee that an audit conducted in accordance with GAAS will always detect a material misstatement when it exists. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control. Misstatements are considered material if there is a substantial likelihood that, individually or in the aggregate,
they would influence the judgment made by a reasonable user based on the financial statement.
In performing an audit in accordance with GAAS, we:
* Exercise professional judgment and maintain professional skepticism throughout the audit.
* Identify and assess the risks of material misstatement of the financial statement, whether due to fraud or error, and design and perform audit procedures responsive to those risks. Such procedures include
examining, on a test basis, evidence regarding the amounts and disclosures in the financial statement.
* Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the RESA's internal control. Accordingly, no such opinion is expressed.
* Evaluate the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluate the overall presentation of the financial statement.
* Conclude whether, in our judgment, there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for a reasonable period of time.
We are required to communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit, significant audit findings, and certain internal control related matters that we identified during the audit.
Restriction on Use
Our report is intended solely for the information and use of the RESA's management, members of the Board of Control, and the Georgia Department of Education and is not intended to be and should not be used by anyone
other than these specified parties.
A copy of this report has been filed as a permanent record and made available to the press of the State, as provided for by Official Code of Georgia Annotated section 50-6-24.
Respectfully submitted,
Greg S. Griffin
State Auditor
August 7, 2026
* * *
The report is posted at: https://www.audits.ga.gov/ReportSearch/download/34260?_gl=1*16tnek3*_ga*MjEyMDA0Nzk3NC4xNzg4NjAxMzAz*_ga_8Z4RV13R5J*czE3ODg2MDEzMDMkbzEkZzAkdDE3ODg2MDEzMDMkajYwJGwwJGgw*_ga_65FL79Y113*czE3ODg2MDEzMDMkbzEkZzAkdDE3ODg2MDEzMDMkajYwJGwwJGgw
Ga. Dept. of Audits & Accounts: Okefenokee Regional Educational Service Agency
ATLANTA, Georgia, Sept. 5 -- The Georgia Department of Audits and Accounts issued the following report entitled "Okefenokee Regional Educational Service Agency."
Here are excerpts:
* * *
Independent Auditor's Report
The Honorable Brian P. Kemp, Governor of Georgia
Members of the General Assembly of the State of Georgia
Members of the State Board of Education
and
Dr. Brent Tilley, Executive Director and Members of the
Okefenokee Regional Educational Service Agency Board of Control
Opinion
We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balances and the related ... Show Full Article ATLANTA, Georgia, Sept. 5 -- The Georgia Department of Audits and Accounts issued the following report entitled "Okefenokee Regional Educational Service Agency." Here are excerpts: * * * Independent Auditor's Report The Honorable Brian P. Kemp, Governor of Georgia Members of the General Assembly of the State of Georgia Members of the State Board of Education and Dr. Brent Tilley, Executive Director and Members of the Okefenokee Regional Educational Service Agency Board of Control Opinion We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balances and the relatednotes (financial statement) of the Okefenokee Regional Educational Service Agency (RESA), a component unit of the
State of Georgia, as of and for the year ended June 30, 2024.
In our opinion, the financial statement referred to above presents fairly, in all material respects, the respective changes in fund balances of the general fund, capital projects fund and the related notes of the RESA for the year
ended June 30, 2024 in accordance with accounting principles generally accepted in the United States of America.
Basis for Opinion
We conducted our audit in accordance with auditing standards generally accepted in the United States of America (GAAS). Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Financial Statement section of our report.
We are required to be independent of the RESA, and to meet our other ethical responsibilities, in accordance with the relevant ethical requirements relating to our audit. We believe that the audit evidence we have obtained is
sufficient and appropriate to provide a basis for our audit opinion.
Emphasis of Matter
As discussed in Note 2 to the financial statement, the Statement of Revenues, Expenditures and Changes in Fund Balances was prepared for the purpose of meeting the requirements of the RESA and the Georgia Department of Education and is not intended to be a complete presentation of the RESA's assets, liabilities, revenues and expenses nor does it constitute a complete set of financial statements in accordance with generally accepted accounting principles. Our opinion is not modified with respect to this matter.
Responsibilities of Management for the Financial Statement
Management is responsible for the preparation and fair presentation of the financial statement in accordance with accounting principles generally accepted in the United States of America and for the design, implementation,
and maintenance of internal control relevant to the preparation and fair presentation of the financial statement that is free from material misstatement, whether due to fraud or error.
In preparing the financial statement, management is required to evaluate whether there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for twelve months beyond the date of the financial statement, including any currently known information that may raise substantial doubt shortly thereafter.
Auditor's Responsibilities for the Audit of the Financial Statement
Our objectives are to obtain reasonable assurance about whether the financial statement as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor's report that includes our opinion. Reasonable assurance is a high level of assurance but is not absolute assurance and therefore is not a guarantee that an audit conducted in accordance with GAAS will always detect a material misstatement when it exists. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control. Misstatements are considered material if there is a substantial likelihood that, individually or in the aggregate, they would influence the judgment made by a reasonable user based on the financial statement.
In performing an audit in accordance with GAAS, we:
* Exercise professional judgment and maintain professional skepticism throughout the audit.
* Identify and assess the risks of material misstatement of the financial statement, whether due to fraud or error, and design and perform audit procedures responsive to those risks. Such procedures include examining, on a test basis, evidence regarding the amounts and disclosures in the financial statement.
* Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the RESA's internal control. Accordingly, no such opinion is expressed.
* Evaluate the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluate the overall presentation of the financial statement.
* Conclude whether, in our judgment, there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for a reasonable period of time.
We are required to communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit, significant audit findings, and certain internal control related matters that we identified during the audit.
Restriction on Use
Our report is intended solely for the information and use of the RESA's management, members of the Board of Control, and the Georgia Department of Education and is not intended to be and should not be used by anyone
other than these specified parties.
A copy of this report has been filed as a permanent record and made available to the press of the State, as provided for by Official Code of Georgia Annotated section 50-6-24.
Respectfully submitted,
Greg S. Griffin
State Auditor
August 13, 2026
* * *
The report is posted at: https://www.audits.ga.gov/ReportSearch/download/34271?_gl=1*1jih8v0*_ga*MjEyMDA0Nzk3NC4xNzg4NjAxMzAz*_ga_8Z4RV13R5J*czE3ODg2MDQyMjgkbzIkZzEkdDE3ODg2MDQ3NTEkajU4JGwwJGgw*_ga_65FL79Y113*czE3ODg2MDQyMjgkbzIkZzEkdDE3ODg2MDQ3NTEkajU4JGwwJGgw
Here are excerpts:
* * *
Independent Auditor's Report
The Honorable Brian P. Kemp, Governor of Georgia
Members of the General Assembly of the State of Georgia
Members of the State Board of Education
and
Dr. Brent Tilley, Executive Director and Members of the
Okefenokee Regional Educational Service Agency Board of Control
Opinion
We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balances and the related ... Show Full Article ATLANTA, Georgia, Sept. 5 -- The Georgia Department of Audits and Accounts issued the following report entitled "Okefenokee Regional Educational Service Agency." Here are excerpts: * * * Independent Auditor's Report The Honorable Brian P. Kemp, Governor of Georgia Members of the General Assembly of the State of Georgia Members of the State Board of Education and Dr. Brent Tilley, Executive Director and Members of the Okefenokee Regional Educational Service Agency Board of Control Opinion We have audited the Statement of Revenues, Expenditures, and Changes in Fund Balances and the relatednotes (financial statement) of the Okefenokee Regional Educational Service Agency (RESA), a component unit of the
State of Georgia, as of and for the year ended June 30, 2024.
In our opinion, the financial statement referred to above presents fairly, in all material respects, the respective changes in fund balances of the general fund, capital projects fund and the related notes of the RESA for the year
ended June 30, 2024 in accordance with accounting principles generally accepted in the United States of America.
Basis for Opinion
We conducted our audit in accordance with auditing standards generally accepted in the United States of America (GAAS). Our responsibilities under those standards are further described in the Auditor's Responsibilities for the Audit of the Financial Statement section of our report.
We are required to be independent of the RESA, and to meet our other ethical responsibilities, in accordance with the relevant ethical requirements relating to our audit. We believe that the audit evidence we have obtained is
sufficient and appropriate to provide a basis for our audit opinion.
Emphasis of Matter
As discussed in Note 2 to the financial statement, the Statement of Revenues, Expenditures and Changes in Fund Balances was prepared for the purpose of meeting the requirements of the RESA and the Georgia Department of Education and is not intended to be a complete presentation of the RESA's assets, liabilities, revenues and expenses nor does it constitute a complete set of financial statements in accordance with generally accepted accounting principles. Our opinion is not modified with respect to this matter.
Responsibilities of Management for the Financial Statement
Management is responsible for the preparation and fair presentation of the financial statement in accordance with accounting principles generally accepted in the United States of America and for the design, implementation,
and maintenance of internal control relevant to the preparation and fair presentation of the financial statement that is free from material misstatement, whether due to fraud or error.
In preparing the financial statement, management is required to evaluate whether there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for twelve months beyond the date of the financial statement, including any currently known information that may raise substantial doubt shortly thereafter.
Auditor's Responsibilities for the Audit of the Financial Statement
Our objectives are to obtain reasonable assurance about whether the financial statement as a whole is free from material misstatement, whether due to fraud or error, and to issue an auditor's report that includes our opinion. Reasonable assurance is a high level of assurance but is not absolute assurance and therefore is not a guarantee that an audit conducted in accordance with GAAS will always detect a material misstatement when it exists. The risk of not detecting a material misstatement resulting from fraud is higher than for one resulting from error, as fraud may involve collusion, forgery, intentional omissions, misrepresentations, or the override of internal control. Misstatements are considered material if there is a substantial likelihood that, individually or in the aggregate, they would influence the judgment made by a reasonable user based on the financial statement.
In performing an audit in accordance with GAAS, we:
* Exercise professional judgment and maintain professional skepticism throughout the audit.
* Identify and assess the risks of material misstatement of the financial statement, whether due to fraud or error, and design and perform audit procedures responsive to those risks. Such procedures include examining, on a test basis, evidence regarding the amounts and disclosures in the financial statement.
* Obtain an understanding of internal control relevant to the audit in order to design audit procedures that are appropriate in the circumstances, but not for the purpose of expressing an opinion on the effectiveness of the RESA's internal control. Accordingly, no such opinion is expressed.
* Evaluate the appropriateness of accounting policies used and the reasonableness of significant accounting estimates made by management, as well as evaluate the overall presentation of the financial statement.
* Conclude whether, in our judgment, there are conditions or events, considered in the aggregate, that raise substantial doubt about the RESA's ability to continue as a going concern for a reasonable period of time.
We are required to communicate with those charged with governance regarding, among other matters, the planned scope and timing of the audit, significant audit findings, and certain internal control related matters that we identified during the audit.
Restriction on Use
Our report is intended solely for the information and use of the RESA's management, members of the Board of Control, and the Georgia Department of Education and is not intended to be and should not be used by anyone
other than these specified parties.
A copy of this report has been filed as a permanent record and made available to the press of the State, as provided for by Official Code of Georgia Annotated section 50-6-24.
Respectfully submitted,
Greg S. Griffin
State Auditor
August 13, 2026
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The report is posted at: https://www.audits.ga.gov/ReportSearch/download/34271?_gl=1*1jih8v0*_ga*MjEyMDA0Nzk3NC4xNzg4NjAxMzAz*_ga_8Z4RV13R5J*czE3ODg2MDQyMjgkbzIkZzEkdDE3ODg2MDQ3NTEkajU4JGwwJGgw*_ga_65FL79Y113*czE3ODg2MDQyMjgkbzIkZzEkdDE3ODg2MDQ3NTEkajU4JGwwJGgw
CDPH Issues Immunization Recommendations for 2026-27 Respiratory Virus Season
SACRAMENTO, California, Sept. 5 -- The California Department of Public Health issued the following news release:
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CDPH Issues Immunization Recommendations for 2026-27 Respiratory Virus Season
CDPH and the West Coast Health Alliance reaffirm commitment to vaccine guidance, reflecting a broad consensus on the protective benefits of vaccines
What You Need to Know: California believes that immunization is the best protection available against respiratory viruses such as COVID-19, influenza and respiratory syncytial virus. Seasonal immunization is also a critical public health tool to reduce ... Show Full Article SACRAMENTO, California, Sept. 5 -- The California Department of Public Health issued the following news release: * * * CDPH Issues Immunization Recommendations for 2026-27 Respiratory Virus Season CDPH and the West Coast Health Alliance reaffirm commitment to vaccine guidance, reflecting a broad consensus on the protective benefits of vaccines What You Need to Know: California believes that immunization is the best protection available against respiratory viruses such as COVID-19, influenza and respiratory syncytial virus. Seasonal immunization is also a critical public health tool to reduceserious illness, community transmission and health care system strain.
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Sacramento - The California Department of Public Health (CDPH) and the West Coast Health Alliance (WCHA) are issuing immunization recommendations for the 2026-2027 respiratory virus season. These recommendations are informed by trusted national medical organizations, including the American Academy of Pediatrics (AAP), the American College of Obstetricians and Gynecologists (ACOG) and the American Academy of Family Physicians (AAFP).
Immunization is the best protection available against respiratory viruses such as COVID-19, influenza and respiratory syncytial virus (RSV). Seasonal immunization is also a critical public health tool to reduce serious illness including hospitalization and death, community transmission and health care systems strain. Our recommendations highlight the importance of protecting people most impacted by these respiratory viruses. This includes the youngest and oldest individuals in our states; other individuals at higher risk for complications, including people who are pregnant; individuals living in congregate settings; and those who live or work with people at higher risk. This season we have added an emphasis on the importance of protecting our healthcare workers from serious illness as they care for our communities.
"I am proud to work with our public health colleagues and immunization leaders in the other West Coast Health Alliance member states to update our recommendations and ensure our communities are well prepared and protected for the 2026-2027 respiratory virus season," said Dr. Erica Pan, State Public Health Officer.
Californians can access COVID-19, influenza and RSV vaccines by contacting their health plan, health care provider, local public health clinic or federally qualified health center. They can also search for a clinic on My Turn, California's Vaccine Scheduling & Information Site.
For up-to-date information on respiratory virus activity in California, see the CDPH Respiratory Viruses Hub.
Californians can access vaccine recommendations for the 2026-27 respiratory virus season (PDF)and other up to date recommendations on the CDPH Vaccines for All webpage. All vaccines recommended by the California Department of Public Health continue to be covered by health insurance regulated in California.
The West Coast Health Alliance is a partnership between California, Hawaii, Oregon, and Washington to ensure that public health recommendations are guided by safety, efficacy, transparency, access and trust.
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Original text here: http://cdph.ca.gov/Programs/OPA/Pages/NR26-028.aspx
* * *
CDPH Issues Immunization Recommendations for 2026-27 Respiratory Virus Season
CDPH and the West Coast Health Alliance reaffirm commitment to vaccine guidance, reflecting a broad consensus on the protective benefits of vaccines
What You Need to Know: California believes that immunization is the best protection available against respiratory viruses such as COVID-19, influenza and respiratory syncytial virus. Seasonal immunization is also a critical public health tool to reduce ... Show Full Article SACRAMENTO, California, Sept. 5 -- The California Department of Public Health issued the following news release: * * * CDPH Issues Immunization Recommendations for 2026-27 Respiratory Virus Season CDPH and the West Coast Health Alliance reaffirm commitment to vaccine guidance, reflecting a broad consensus on the protective benefits of vaccines What You Need to Know: California believes that immunization is the best protection available against respiratory viruses such as COVID-19, influenza and respiratory syncytial virus. Seasonal immunization is also a critical public health tool to reduceserious illness, community transmission and health care system strain.
-
Sacramento - The California Department of Public Health (CDPH) and the West Coast Health Alliance (WCHA) are issuing immunization recommendations for the 2026-2027 respiratory virus season. These recommendations are informed by trusted national medical organizations, including the American Academy of Pediatrics (AAP), the American College of Obstetricians and Gynecologists (ACOG) and the American Academy of Family Physicians (AAFP).
Immunization is the best protection available against respiratory viruses such as COVID-19, influenza and respiratory syncytial virus (RSV). Seasonal immunization is also a critical public health tool to reduce serious illness including hospitalization and death, community transmission and health care systems strain. Our recommendations highlight the importance of protecting people most impacted by these respiratory viruses. This includes the youngest and oldest individuals in our states; other individuals at higher risk for complications, including people who are pregnant; individuals living in congregate settings; and those who live or work with people at higher risk. This season we have added an emphasis on the importance of protecting our healthcare workers from serious illness as they care for our communities.
"I am proud to work with our public health colleagues and immunization leaders in the other West Coast Health Alliance member states to update our recommendations and ensure our communities are well prepared and protected for the 2026-2027 respiratory virus season," said Dr. Erica Pan, State Public Health Officer.
Californians can access COVID-19, influenza and RSV vaccines by contacting their health plan, health care provider, local public health clinic or federally qualified health center. They can also search for a clinic on My Turn, California's Vaccine Scheduling & Information Site.
For up-to-date information on respiratory virus activity in California, see the CDPH Respiratory Viruses Hub.
Californians can access vaccine recommendations for the 2026-27 respiratory virus season (PDF)and other up to date recommendations on the CDPH Vaccines for All webpage. All vaccines recommended by the California Department of Public Health continue to be covered by health insurance regulated in California.
The West Coast Health Alliance is a partnership between California, Hawaii, Oregon, and Washington to ensure that public health recommendations are guided by safety, efficacy, transparency, access and trust.
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Original text here: http://cdph.ca.gov/Programs/OPA/Pages/NR26-028.aspx