Transcript Highlights:

• If the OAG determines that a school district is in violation of either requirement and the school district
• the OAG determines the school district is in compliance.
• I'm representing the Rural Arizona Schools Coalition, which is a group of school districts in Yavapai
• This was a gimmick that I ran across when I was on the school board: it was the Higley School District
• K-12 public district schools. I want their teachers compensated well.

Committee: Senate Senate Government Committee of Reference

Summary: The Senate Committee on Government considered only SCR 1032, along with a strike-everything amendment. The amendment would require school districts, subject to voter approval, to dedicate at least 60% of operational spending to teacher pay, with a phased-in increase beginning in FY 2028 for districts below that threshold. It also ties compliance to Classroom Site Fund eligibility, requires unexpended CSF monies to revert if a district is found out of compliance, and allows limited waivers from the Superintendent of Public Instruction. The sponsor argued the measure would correct what he described as a long-term misallocation of education funding and give voters a chance to prioritize teachers. Supporters, including representatives from Heritage Action, the Goldwater Institute, and the Center for Arizona Policy, said district spending has risen while teacher pay has remained flat in real terms, and argued the measure would increase transparency and accountability and ensure more money reaches teachers. Opponents, including a representative of the Rural Arizona School Coalition, said the proposal would be difficult for rural districts to meet and would squeeze out other necessary costs such as fuel, insurance, facilities, and minimum wage increases. A committee member also raised concerns that the measure could harm special education and other student support services by forcing districts to shift funds away from those areas. During discussion, the sponsor said charter schools were not included because he viewed them as private businesses, despite a member noting state law defines them as public schools. The committee adopted the strike-everything amendment and then approved SCR 1032 as amended. The final vote was 4 ayes, 3 nays, and 0 not voting, sending the measure out with a do pass as amended recommendation.

Transcript Highlights:

• By setting a clear, equitable minimum contribution for school districts and charter schools, the legislation
• school districts, virtual charter schools, or other programs.
• district gets... ...from last fiscal year and the current fiscal year, so the school district gets credit
• So a district could request from PED to create a unique school, virtual school.
• So expedited services to these school districts throughout...

Committee: Senate House Education

Summary: The committee first heard House Bill 47, the school employee insurance “80-20” bill, which would require school districts and charter schools to pay 80% of employee health insurance premiums, bringing K-12 employees into parity with other public employees. Supporters from school superintendents, school boards, charter schools, teachers, AFT, NIA, and labor groups said the bill would improve recruitment and retention, reduce the burden of rising premiums, and increase take-home pay, especially in rural districts. One amendment proposed by Senator Ramos would have expanded the bill to require a cooperative purchasing process and more insurance options, but it was opposed as a structural change not vetted for this bill and was withdrawn. The committee then approved HB 47 on a roll-call vote and sent it to the Senate floor. The committee next took up House Bill 253, the public education changes bill, which focuses on full-time virtual education and related funding issues. The sponsor and education officials said the bill preserves virtual learning options, requires districts and charters to report virtual enrollment, creates an evaluation/certification process for full-time virtual programs, and includes a temporary funding fix to address budget shortfalls caused by virtual enrollment growth. Testimony from school leaders and boards supported the compromise, noting the need to avoid a statewide loss in unit value while also addressing the Gallup-McKinley situation and other funding distortions. Several senators raised concerns about impacts on small rural districts, out-of-state students, and the treatment of full-time virtual students in rural-unit calculations, but officials said emergency supplemental funding could address shortfalls and that a broader study would be done in the interim. The committee then passed HB 253 on a roll-call vote and advanced it to the Senate floor.

Transcript Highlights:

• The award language to Silver Consolidated School District for the Cliff Combined School includes an increase
• school, that area is not a public thoroughfare; it is district property.
• On improvement of our processes, how do we support the school districts and charter schools in this process
• It's really good to see school districts coming.
• Our relationships and partnerships with New Mexico school districts.

Committee: House Public School Capital Outlay Oversight Task Force

Transcript Highlights:

• </c><00:22:44.520><c> districts</c> consent decree and school districts consent decree and school districts
• </c> placements versus school districts. placements versus school districts.
• district to join the legally liable school district.
• </c> the legally liable school district. the legally liable school district.
• </c><01:14:58.160><c> school</c> school district or the local school school district or the local school

Summary: The commission on the costing of special education met to review several documents and updates, including draft materials on residential placements, an LBA dispute resolution report, prior minutes, rate-setting rules, and a letter involving Senator Hassan. The minutes from March 16 were approved by motion, second, and one abstention. Members also received an update that the LBA special education performance audit is still pending; the report is expected to be very large, NHED and the Board of Education must review and comment before release, and it likely will not be available until late summer or early fall. The separate EFA audit was also noted as still unreleased, and members said they may return later to issues involving EFA costing and differentiated aid. A major focus was HB 1099, which would create a committee to study the cost and liability of providing educational services to students placed in residential facilities. The chair explained that the House version had passed unanimously and the bill was headed to a committee of conference. Members discussed a proposed amendment to add the phrase “including but not limited to” so the study would cover not only court-ordered or treatment-related placements but also other residential placements, including those tied to school district decisions. Some members said this was a substantial expansion, while others said it would simply give the committee broader latitude. Jason Stock of the Winnisquam Regional School Board described how the issue arose during budget work at Winnisquam, where the district was trying to determine who should pay for educational services for students living at Spaulding Youth Center in Northfield. He said the district had 10 students attending Winnisquam, including three foster students and seven students connected to Spaulding, and that Spaulding-specific invoicing for 2024-2025 totaled $141,417.05 for eight students. Members also discussed rising private placement tuition costs and the difficulty of determining residency and fiscal responsibility for students placed in residential settings. Department counsel explained that under RSA 193:27 and 193:28, children placed in a home for children may attend the local district school, and that special education cost responsibility depends on whether the student is identified as disabled and on the nature of the placement. Spaulding representatives had not yet presented by the end of the excerpt, and the committee was still working through the residency and funding questions.

Transcript Highlights:

• that school districts have less control over.
• Uh, we have 10 schools in our district. Seven of those are elementary schools.
• In our school district in Alb County, we...
• District No. 38 in Arapaho schools.
• Um, $80,000 in a small school district isn't peanuts.

Committee: Joint Select Committee on School Finance Recalibration

Transcript Highlights:

• The proposal would actually increase that to 1.3 units, so school districts and charter schools would
• And staff did a study on transportation in the summer of 2023, talking to school districts and school
• Is by school district and charter school. Mr.
• So every school district and charter school has their own student information.
• How does that affect the budgets of local school districts?

Committee: House House Appropriations & Finance

Transcript Highlights:

• And it’s not really when you look at a single district, you know, a mild school district.
• School District.
• Union High School District.
• I'm a senior from Wheatland Union High School, Senate District 1, Assembly District 3.
• I am a sophomore of Kate School, Senate District 21, Assembly District 37.

Summary: The joint Senate and Assembly Education Committee hearing featured opening remarks from legislators welcoming students from the California Association of Student Councils and SABLE, with members emphasizing student voice and noting that several past student proposals had become law. The hearing then moved through multiple student panels presenting policy ideas, with members responding in a mix of support, technical questions, and cautions about cost, implementation, and tradeoffs in instructional time. The first panel proposed an annual civic engagement day for grades 7-12 to increase civic literacy and participation through flexible school-based activities. Members asked about costs, flexibility for sixth grade, voter registration, and how the proposal would fit within existing curriculum and standards. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added motioning rights and training on budgeting and LCAPs; members raised concerns about mandate costs, board size, and the scope of motioning authority. The third panel proposed middle school financial literacy instruction, potentially embedded in existing classes like math, with a 10-year phase-in for teacher training and curriculum updates; members questioned whether the state should wait for the already-approved high school financial literacy course to be implemented first. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice materials in discipline processes; members discussed prior legislation, confidentiality in expulsion hearings, and the likely cost of a state task force. The fifth panel proposed short, twice-a-semester mental health and life-skills sessions for grades 7-12, but members expressed skepticism that brief classroom sessions could meaningfully address mental health needs and suggested wellness centers or student-led awareness efforts instead. The hearing then began panel six on AI implementation in classrooms, with students arguing that districts need clearer guidance on AI use and that education must adapt rather than ignore the technology.

Transcript Highlights:

• ><c> districts,</c> this, but there are school districts, this, but there are school districts, including
• </c> the needs of the the school district. the needs of the the school district.
• ><c> district,</c> It's ISD, independent school district, It's ISD, independent school district, for<
• in your school district.
• in your school district.

Transcript Highlights:

• </c><00:32:04.360><c> district</c> the inter-school district the inter-school district transfers,<00:
• school districts, you know, yes, a local school districts, you know, how<00:36:16.280><c> they're</c
• school district under either neighboring school district under either the<00:39:33.240><c> best</c><
• c> apply</c> in that school district, they can apply in that school district, they can apply to<00:39
• And in that case, school district.

Committee: Senate Education

Transcript Highlights:

• But a guardian is normally the employee of the school district.
• district, they charge the school district for the service.
• And then when they go provide the service to the school district, they charge the school district for
• I'm a member of the Pinellas County School Board. We are an A school district.
• I'm a member of the Pinellas County School Board. We are an A school district.

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Summary: The Senate Appropriations Committee on Pre-K-12 Education met to hear the governor’s fiscal year 2026-27 budget recommendations for education from the Office of Policy and Budget and the Department of Education. Shelby Salmons and Commissioner Stasi Kamoutsis outlined the governor’s proposed $117.4 billion state budget, including about $32.5 billion for education, with major emphasis on public schools and early learning. The presentation highlighted a $30.6 billion K-12 budget, a $486 million VPK program, continued funding for VPK Summer Bridge, TEACH, HIPPY, and Help Me Grow, as well as increases for teacher pay, base student allocation, mental health, school safety, civics education, and school hardening initiatives. The commissioner also cited a 92.2% statewide graduation rate and Florida’s national rankings in education and education freedom. Senators used the question period to raise concerns about counselor staffing, mental health services, school closures, school choice oversight, the Guardian Program, data reporting, and school capacity. Senator Jones asked about counselor ratios, school closures in historically Black communities, and whether school choice schools are properly monitored for safety and instructional quality. Senator Osgood argued that mental health funding should support more clinical services on campuses, not just academic counselors, and Senator Bradley asked whether the centralized data repository includes scholarship students. Senator Gates praised the civics and debate funding and asked for more detail on the Guardian Program’s performance; the commissioner said 53 of 67 districts participate and described it as a successful safety option with sheriffs approving training. Senators Simon and Osgood also pressed for better use of the FISH report and more accurate space data to understand school capacity and right-sizing. During public testimony, Pinellas County School Board member Laura Hine said her district is an A-rated district with no D or F schools, but spends far more on safety and mental health than it receives in state categorical funding. She said Florida’s mental health staffing ratio is about one counselor per 2,203 students, compared with a recommended one per 1,106, and urged the committee to consider funding full-day VPK statewide, estimating it would cost about $375 million. Committee members followed up on her comments about local flexibility and whether districts can shift funds to meet needs. The meeting ended after members thanked DOE and executive branch staff for the presentation, and the committee adjourned without taking any substantive vote on legislation.

Transcript Highlights:

• school district that um students in any school district that um um<00:06:45.599><c> that</c><00:06:46.000
• </c><00:37:05.119><c> districts</c> that there are some school districts that there are some school districts
• District</c> 20 School option or School District 20 School option or School District options<03:20:46.359
• Keane</c> gtown school district and the Keane gtown school district and the Keane School<03:51:24.640
• </c><04:46:01.920><c> District</c> operating budgets on School District operating budgets on School District

Summary: The committee took up HB 651, a school-funding bill that would raise the base cost of an adequate education and increase differentiated aid for students in poverty, English language learners, and special education. The chair opened with housekeeping notices about parking and eating in committee spaces, and noted a revised fiscal note would be distributed. Representative David Luneau presented the bill as part of a broader package of public school funding measures, explaining that HB 651 builds on HB 550 and is intended to respond to court rulings and the ongoing school-funding litigation by adjusting both the base adequacy amount and equity-based funding factors. Luneau said the bill would raise the state’s adequacy grant from about $4,100 to $7,351 per student and increase differentiated aid, while also updating statutory language so future recalculations include the court-identified resource elements. He argued the measure is about fairness and shifting more of the burden from local property taxpayers to the state, not about increasing overall education spending. He reviewed fiscal-note figures indicating the bill would add roughly $576 million to the state share of school funding, bringing the total state share to about $1.65 billion, and said the note also mentions possible effects on charter schools and vouchers. Committee members asked about the evidence supporting higher costs for low-income and English learner students, how long ESL funding should continue, why free-and-reduced-lunch aid remains higher than special education aid, whether the formula is based on enrollment or average daily membership, and whether the bill is truly equitable across districts of different sizes and needs. Luneau and later witness Zach Shen of the New Hampshire School Funding Fairness Project said the bill is supported by research and court findings, that the current formula relies heavily on local property taxes, and that shifting more funding to the state would reduce property-tax pressure and help address disparities among districts. Shen also cited broad public support for the related HB 550 testimony and said HB 651 is intended as a step toward a more equitable funding system. No vote or final action was taken in the portion provided.

Transcript Highlights:

• there's less community service available for those rural school districts so how do we support school
• These are also the people representing school districts, educational service districts, community-based
• districts and public schools with assistance in supporting student behavioral health.
• health specialist for North Thurston School District.
• My name is Peri Ravel, and I'm a student in the Valley School District.

Summary: The House Education Committee held a work session on the Children and Youth Behavioral Health Work Group and its school-based behavioral health and suicide prevention subgroup, followed by a public hearing on House Bill 1634, as amended in a proposed second substitute. Work group leaders Lisa Callan and Tisha Kirschbaum described the group’s statewide, cross-agency structure, its Washington Thriving strategic plan, and the goal of moving toward a more integrated “system of care” for children and youth. They emphasized that behavioral health, physical health, and education are interconnected, that families and schools often face a fragmented system, and that Washington’s youth flourishing outcomes show a need for stronger supports. Committee members raised concerns about regional disparities, rural access, language and cultural responsiveness, and the burden on schools and educators, while the presenters stressed that schools should be supported to identify needs and connect students to outside clinical services rather than carry the full burden themselves. Representative My-Linh Thai and Christian Stark then outlined the school-based subgroup’s work and recommendations. They said the subgroup meets monthly, includes students, parents, educators, providers, and agencies, and has focused on prevention, early identification, early intervention, and crisis response in schools. For the 2026 session, the subgroup recommended maintaining current investments in school behavioral health programs, strengthening statewide guidance on school behavioral health, and creating a coordinated technical assistance and training network for schools. They explained that the proposed substitute for HB 1634 would direct OSPI and the educational service districts to work with behavioral health agencies and community partners to conduct a needs assessment, map resources, and build a statewide framework for technical assistance and training, with public posting required by August 1, 2027. Testimony in support came from school staff, OSPI, behavioral health professionals, students, parents, and advocacy groups, who described high student anxiety, suicide risk, staffing shortages, and the need for coordinated, accessible supports. One witness from a psychiatric watchdog group opposed the bill, arguing it could increase labeling and drugging rather than holistic care. No vote was taken in the transcript provided.

Transcript Highlights:

• the law that requires school districts to notify About AB 452, the law that requires school districts
• the law that requires school districts to notify about AB 452, the law that requires school districts
• Sierra Cook with San Diego Unified School District in support.
• to their home school districts upon release.
• I was in and out of the court school in my school district.

Committee: House Education

Transcript Highlights:

• the district, all our school districts in our state, it wouldn't be unusual.
• Many of the school districts are combining in my district, for instance, and in the district of 19, we
• School District.
• School District.
• So first and foremost is a school district... ...like on the ground for school districts.

Summary: The committee heard several education bills, beginning with AB 387 on youth sports safety and AED access. The author and supporters, including youth sports and cardiac safety advocates, said the bill would improve coordination between youth sports organizations and facilities to ensure AEDs are available and emergency response is better prepared. School administrators, county groups, and school business officials opposed unless amended, citing liability, cost, staffing, maintenance, and school security concerns. Members asked about AED portability, CPR training, and liability; the author said committee amendments were accepted, but the bill was held due to lack of quorum while negotiations continued. AB 467 would codify the California Center for Climate Change Education at West Los Angeles College, allowing it to seek multi-year grants and other outside funding after an initial state appropriation sunsets. Supporters said the center has already trained faculty, supported paid internships and fellowships, and reached thousands of Californians, while opponents were absent. Members questioned whether codification was premature before the required report is due in 2027; the author said the measure was needed now to stabilize fundraising. The bill was also placed on hold for lack of quorum. A major portion of the hearing focused on AB 664 and AB 2694, both dealing with community college bachelor’s degrees. AB 664 would authorize Southwestern College to seek up to four targeted bachelor’s programs to address local workforce shortages in South San Diego County; students, local officials, and community college advocates supported it, while CSU and UC opposed, arguing for a statewide solution and concern about the master plan. AB 2694 proposed a broader statewide framework for community college bachelor’s degrees with stronger workforce and partnership requirements, reduced program caps, and limits on duplication; it drew support from community college groups and students, but CSU and UC again opposed or opposed unless amended. Members discussed place-bound students, workforce needs, transfer pathways, and the need for a master-plan-level approach, but no votes were taken because the committee lacked a quorum. The committee then heard AB 917, which would require certificated employees in very small school districts and certain county-run programs to receive permanent status under the same rules as larger districts. CTA and many educators supported the bill as a fairness and retention measure, while small school district and ROP representatives opposed, saying the current flexibility is necessary to manage enrollment swings, staffing, and specialized regional programs. Testimony emphasized the tension between job security for educators and operational flexibility for small LEAs; the hearing continued with more opposition testimony after the excerpt ended.

Transcript Highlights:

• And it's not really when you look at a single district, you know, a mild school district.
• School District.
• Union High School District.
• I'm a senior from Wheatland Union High School, Senate District 1, Assembly District 3.
• I am a sophomore of Kate School, Senate District 21, Assembly District 37.

Transcript Highlights:

• In that school district governance council, I want to give credit to our school board, as Dr.
• Our school district was one of the first districts to develop policy around it.
• And what I want Our school district, we're one of the first districts to develop policy around it.
• So I've had, you know, as a school district, I'm sure Mr.
• , the M365 Copilot, for our school leaders and six pilot schools and district staff as well.

Committee: Senate Education Pre-K - 12

Summary: The Senate Committee on Education Pre-K through 12 met to hear a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, the benefits of AI for personalized learning and teacher support, and the risks involving data privacy, overreliance, hallucinations, and misuse. She described the Florida K-12 AI Task Force, which published statewide guidance in March and is now providing professional development, case studies, surveys, and resources for teachers and families. She also noted that teacher preparation programs and microcredentials are being developed, but there is not yet a statewide baseline standard for teacher AI training. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district policies and implementation efforts. Hillsborough adopted an AI governance policy, created an implementation guide, and set rules barring generative AI use for students in pre-K through 7th grade while allowing limited, teacher-approved use for older students with district-vetted tools. Pinellas emphasized digital responsibility, parent transparency, data-use agreements, and a governance process for approving tools. Both districts said AI is being used for lesson planning, tutoring, reading-level adjustments, scheduling, and other administrative tasks, but they do not yet have reliable evidence that AI is improving academic performance. They also discussed teacher training, stipends, and certification efforts, including partnerships with universities and vendors such as Microsoft, Google, Magic School, and Gemini. Drew Allen of FSU Inspire offered an industry-focused perspective, arguing that AI is not new but that education must adapt more quickly to industry needs. He described Inspire’s workforce and research mission, its AI and robotics training for teachers, and the need to build teacher comfort and confidence through incentives and applied training. Committee members raised concerns about student dependence on AI, academic integrity, mental health, moral decision-making, data privacy, and whether schools should return to more paper-based testing. The panel generally agreed that AI should be used with strong guardrails, human oversight, and a balance between technology use and traditional learning. No legislation was considered, and the meeting ended with a motion to adjourn, which was adopted without objection.

Transcript Highlights:

• OFFICERS TO HAVE IT ARMED PERSONAL EVERY CAMPUS AND DISTRICT DEPARTMENTS FOR EVERY DISTRICT OF THE SCHOOL
• AS YOU CAN SEE ON HERE AT THE SAFE SCHOOL ALLOCATION IS HOW THE SCHOOL DISTRICT PAY FOR LAW ENFORCEMENT
• I CAN TELL YOU THAT IN 2018 THE DISTRICT, MY DISTRICT, WE WERE USING OUR OWN FUNDS TO ENHANCE SCHOOL
• THE SCHOOL DISTRICT ALL REPORTING THAT SAME INFORMATION NOW.
• THE ADMINISTRATORS OF THE SCHOOL, THE SCHOOL DISTRICT HAS ACCESS.

Transcript Highlights:

• In that school district governance council, I want to give credit to our school board, as Dr.
• This is particularly part of our school board, our school district one of the first districts to develop
• And what I want Our school district, we’re one of the first districts to develop policy around it.
• So I’ve had, you know, as a school district, I’m sure Mr.
• Copilot for our school leaders and six pilot schools and district staff as well.

Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.

Transcript Highlights:

• should be school really think it should be school districts. districts. districts.
• > public</c> funds to school district or other public funds to school district or other public agency
• </c> the district and the charter school the district and the charter school specifies<01:09:49.839><
• district and the charter school.
• </c><01:22:12.880><c> schools</c> that district schools that district schools provide<01:22:14.800><c

Committee: House Education Funding

Transcript Highlights:

• the district, or to a public school, public academy, or approved private school in another district.
• school within the district.
• ><01:01:13.880><c> District</c><01:01:14.559><c> or</c> School in District or out of District or School
• within the district, public school outside the district, or private school outside the district.
• -2 district that has one elementary school, one middle school, one high school.

Committee: Senate Education