Transcript Highlights:

• And that concludes the findings for Camden-Fairview School District.
• It's not so much that the school district...
• And that concludes the findings for Forest City School District.
• And that concludes the findings for Nettleton School District.
• for Green County Technical School District.

Committee: All LEGISLATIVE JOINT AUDITING-EDUCATIONAL INSTITUTIONS

Transcript Highlights:

• <c> school</c> district testimony, uh, district school district testimony, uh, district school district
• ><c> districts</c> past we've had school districts past we've had school districts submitting<03:40:24.399
• No district shall be school districts.
• </c> on local dis local school districts? on local dis local school districts?
• </c><04:40:01.040><c> districts</c> the finding that school districts the finding that school districts

Committee: House Education Funding

Transcript Highlights:

• Ayelet Aron mother of four from Cupertino School District in Fairmont High School.
• scores of children to leave the school district.
• I have three kids in the public schools, Moreland School District and Campbell Union High School District
• I have two kids in the Berkeley School District.
• School boards ultimately are in charge of what happens in the school district.

Committee: House Education

Transcript Highlights:

• Assembly Bill 386 gives school districts the ability to choose a K-3 reading assessment tool that works
• best for the students, families, and schools in the district.
• Again, Dylan Shaver on behalf of Washoe County School District for the record.
• So, again, Dylan Shaver representing the Washoe County School District for the record.
• The State Board would then take on a responsibility. ...of the school districts.

Bills: AB386

Committee: Senate Education

Transcript Highlights:

• So I certainly couldn't speak on behalf of all school districts, but I'm coming from a large school district
• Public School District.
• And that number is going to be variable between school districts and also some school districts, like
• And that number is going to be variable between school districts and also some school districts, like
• And so there was a need for school districts to have, And so there was a need for school districts to

Committee: Joint Special Education Funding Committee

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• When looking to determine... ...school is contiguous to an existing school within the district.
• District, and serve that within the existing school district properties, which is, I think, an area that
• to service the needs of our school district.
• to service the needs of our school district.
• School districts typically plan far in advance and routinely assess and purchase School districts typically

Summary: The committee held public hearings on several local government bills, with most of the discussion focused on HB 2480, which would require cities and counties planning under the Growth Management Act to allow residential uses in commercial and mixed-use zones and limit local requirements for ground-floor retail or mixed-use conditions. The bill sponsor and supporters, including the Lieutenant Governor, Governor’s Office, Commerce, builders, business groups, and housing advocates, argued it would unlock underused commercial land, reduce housing costs, and help address Washington’s housing shortage. Opponents and some cities said the bill could undermine local planning, walkable mixed-use centers, tax base, and neighborhood retail, and asked for more exemptions or narrower application. Several speakers supported the proposed substitute as a compromise, while others urged not to weaken the bill further. No vote was taken. The committee also heard HB 2223, which would create an exception to the conflict-of-interest rules for irrigation district directors whose spouses work for a district contract, modeled on an existing exception for public hospital district commissioners. The sponsor and the Washington State Water Resources Association said the change would help irrigation districts recruit and retain volunteer board members in rural areas while preserving disclosure and recusal requirements. The hearing was brief and no action was taken. HB 2530 would extend the deadline for forming a public facilities district for regional aquatics and sports facilities from July 1, 2026, to July 1, 2028. Supporters from Olympia and Tumwater said the extension would give local governments more time to collaborate and pursue an aquatic center that has long been a community priority; one testifier said removing the deadline entirely would also be acceptable. The committee then heard HB 2459, which would expand authority to site certain schools outside urban growth areas and extend utilities to serve them. Supporters, especially representatives of the Tahoma School District and related groups, said the bill would let districts use land they already own to relieve overcrowding. Opponents, including Futurewise, argued it would weaken Growth Management Act planning and local multicounty policies and should remain a local process. Finally, HB 2129 on agritourism was briefly heard, with the sponsor describing it as a way to help farms stay viable and preserve rural character; the committee heard supportive comments about farm preservation and openness to a work group or amendments. No votes or final actions were taken on these bills during the hearing.

Transcript Highlights:

• As noted Kentucky school districts.
• School districts is a planning year.
• </c><00:20:44.559><c> for</c> school districts a runway for school districts a runway for implementation
• facilities</c> school districts have more facilities school districts have more facilities opening<00
• ><c> helping</c> school districts, we're actually helping school districts, we're actually helping them

Summary: The subcommittee met without a quorum and first heard from Kentucky Department of Education officials on career and technical education funding. KDE explained that House Bill 499 created a CTE funding formula using 60% weighted full-time equivalent enrollment and 40% incentives, but House Bill 6’s budget language excluded area technology centers (ATCs) from that supplemental funding. KDE requested approval of an additional budget request of $14,789,352 in each fiscal year 2027 and 2028 to include ATCs in the formula and hold local districts harmless. Officials said ATCs serve students from 117 of Kentucky’s 171 districts and argued the change would reduce funding disparities and better reflect the return on investment from CTE programs, citing growth in dual credit and work-based learning participation. Members asked whether the issue would need to be revisited each budget cycle. KDE responded that the problem could be fixed by removing the notwithstanding language from the budget bill, which they said would allow ATCs to be included under the existing statute. Representative Klein supported the request, saying the current clause could lead to stagnation and that the committee should help the program continue to grow. No vote was taken on the CTE item during the portion of the meeting provided. The committee then heard a presentation from PreK for All on expanding preschool access in Kentucky. Advocates said the state’s preschool program has been funded since 1990 and currently serves about 14,200 children at roughly $84 million per year, but that many working families still fall into a coverage gap. They proposed expanding eligibility to 250% of the federal poverty line, which they said would add about 9,600 children at a cost of $40 million in year two, after a planning year. The proposal also included regulatory flexibility for classrooms and partnerships with private child care providers and nonprofits, with speakers emphasizing child care deserts in some counties and citing research that early learning improves kindergarten readiness and later outcomes. No action or vote was taken on the preschool proposal in the transcript provided.

Transcript Highlights:

• Every school, every district have Vital advisors.
• Some schools have a lot of requirements around PD district.
• But we really focus on the ones that are school- and district-controlled.
• But we really focus on the ones that are school- and district-controlled.
• Sometimes it depends on how much also that school district has time for us.

Committee: House Education

Summary: The meeting began with a student performance from Horizon Middle School Show Choir, including songs from an eighth grade concert and the show choir piece “The Body Electric.” After the performance, Deputy Superintendent Donna Fishbeck spoke on behalf of State Superintendent Kirsten Baesler in support of music education, emphasizing its benefits for creativity, collaboration, school climate, and student development, and noting the department’s support for music grants and professional development. She also highlighted the North Dakota Music Educators Association’s role in expanding access and quality in music education. The committee then heard a presentation from Vital Network, introduced as a DPI-funded effort focused on teacher retention. Nate Eklund and Dr. Aaron Rob described the organization’s work with schools and districts to reduce educator burnout by improving workplace conditions, especially around time management, voice in decision-making, and care/support. They said the program uses surveys, dashboards, advisory support, and facilitated school and district processes to identify local friction points and help educators and leaders solve them, with examples ranging from simplifying material requests to improving PLC time and communication. They stressed that retention is driven more by workplace conditions than pay alone, and that solutions must be local rather than one-size-fits-all. Members asked about rural teacher overload, sustainability after grant funding ends, and whether the model could inform broader policy or continuing education reforms. Vital representatives said the work is designed to be embedded in district systems and strategic plans so it can continue beyond their direct involvement, and that the approach aligns with the state’s teacher retention and recruitment task force recommendations. They reported serving about half of North Dakota educators across roughly 50 districts, with partnerships through regional education associations to reach rural areas. No formal votes or legislative actions were taken during the discussion.

Transcript Highlights:

• <c> know,</c><00:15:13.200><c> a</c> when school districts have, you know, a when school districts have
• Um, I think it's—I represent School District 196, very large school district, White Bear Lake.
• Um very large school District 196.
• c> uh</c> school districts that utilize uh school districts that utilize uh registered<00:49:23.760><
• </c> school districts still use seclusion. school districts still use seclusion.

Committee: Senate Education Finance

Transcript Highlights:

• currently</c> schools or school districts currently schools or school districts currently don't<00:20
• </c><02:07:19.559><c> district</c> is reach out to the school district is reach out to the school district
• district election, each school district which is not a cooperative school district shall elect...
• district election each school district which is not a cooperative school district shall elect.
• district election each school district which is not a cooperative school district shall elect.

Summary: The House Education Policy and Administration Committee heard testimony on House Bill 71, which would bar public elementary and secondary schools and higher education facilities from being used as shelters for certain non-citizens, with a stated exception for short-term emergency sheltering of up to 72 hours and for community-wide emergency use. Prime sponsor Rep. Juliet Harvey-Bolia said the bill was modeled on federal and out-of-state proposals and was prompted by examples in New York and Massachusetts where schools or other facilities were used as shelters, causing disruption. She argued the bill does not truly “ban” anything, but instead places a condition on receipt of state funds, and said the fiscal note’s projected loss of federal funding was unsupported and should have been described as undeterminable. Committee members questioned the bill’s scope and practical effects, including whether it would apply to vacant school-owned buildings, schools used during summer, charter schools, and situations where other states send people without advance notice. Harvey-Bolia said vacant buildings not functioning as schools would not be covered, and that the bill would still allow short-term emergency sheltering and community-wide use during weather events. She also said the bill would not prevent remote learning, and that its purpose was to avoid displacing students. Several members pressed her on the fiscal note and whether any federal or state program would actually be at risk; she said she found no evidence that funding would be lost and that DHHS had not identified a real threat. A witness from the New Hampshire Association of School Administrators, Jerry FW, raised practical concerns about who would determine eligibility at a shelter site, how the 72-hour limit would be enforced, and whether the bill would apply to charter schools. He also noted that remote learning is no longer an option in New Hampshire, making one of the bill’s stated concerns less relevant. The discussion also included clarification of the terms “refugee” and “asylum seeker,” with members and the sponsor debating the distinction and whether refugees are vetted. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• School districts will access across the state with an $8.5 billion investment.
• With this historic funding comes the expectation that school districts will use this money efficiently
• By creating this allowance for school districts, the bill opens additional avenues to prevent serious
• Importantly, this bill does not harm any other school district.
• Under House Bill 3, school districts also received a credit for early recapture payments.

Bills: HB 123 , HB5606 , HB549 , HB2757 , HB4359 , HB5381 , HB1939 , HB123

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• <c> greater</c> school districts would receive greater school districts would receive greater support
• </c><00:54:48.319><c> whoever</c> school district or the whatever whoever school district or the whatever
• > being</c><00:58:14.880><c> able</c> school district like Hanover being able school district like Hanover
• all</c><01:27:48.719><c> I'm</c> school district would say, all I'm school district would say, all I'm
• The other school district gives up.

Summary: The subcommittee began its first meeting on retained education funding bills, focusing on HB 366, which concerns school building aid for eligible projects, and HB 295, which would make school building aid program funds non-lapsing. The chair framed the discussion around broader questions about how school building aid should work, noting the state’s limited available funding, the existing debt service obligations, and whether the current formula should continue or be changed. He also raised concerns about the state’s overall revenue constraints and the need to consider renovation, new construction, and possibly leasing within any future program. Members and the Department of Education representative discussed whether school building aid is a state or local responsibility, the current backlog of projects, and the condition of school facilities statewide. Tim Carney of the Bureau of School Facilities described his background and answered technical questions about current programs. Representative Luno argued that under the ConVal decision the state has responsibility for school buildings, including construction and renovation, and that the program also serves an equity function by helping districts with less property-tax capacity. Representative Papich urged the committee to focus on policy structure and fairness rather than just available dollars, saying the current system creates winners and losers and suggesting a simpler per-capita or similar allocation model, while acknowledging a possible transition for projects already in the pipeline. The discussion also covered CTE facilities and leasing. Carney explained that charter schools, and possibly CTE centers, can receive limited leasing aid, and that CTE capital requests are funded through a state capital process, while federal Carl Perkins funds cannot be used for construction. He and others described a separate rotational funding approach for CTE centers, but several members said that model can leave programs waiting too long and may not match changing workforce needs. The chair and others noted that a report from a related study group on CTE policy and funding was still pending, and that its absence could affect legislation for FY28. No votes were taken and no bill was acted on in the portion of the meeting provided; the discussion ended with interest in modeling alternatives, reviewing the waiting list, and examining the tradeoffs of reducing upfront state aid versus funding more projects overall.

Transcript Highlights:

• School districts, in my opinion, and in many of the opinions of educators, superintendents, school committee
• Comerford, ensuring sufficient resources for school districts.
• And the school district can't afford to meet those costs.
• The reality is many, many of our school districts, especially small and rural districts, but more than
• in their classrooms and in their school districts.

Summary: The Senate first handled a House petition from John H. Rawlers and others seeking eminent domain authority for a parcel in Norwood; Joint Rule 12 was suspended and the matter was referred to the Committee on State Administration and Regulatory Oversight. The chamber then resumed debate on the literacy bill, with Senator Tarr offering a series of amendments focused on school district funding, teacher competency, reporting, waivers, and curriculum implementation. Most of Tarr’s amendments were rejected, but one requiring written, appealable denials of district waivers was adopted by roll call, and another amendment on reporting from the Early Literacy Fund, including provisions for English language learners and special education educators, was also adopted. A separate amendment extending the timeline for DESE to publish high-quality curricula was adopted, while several other amendments were withdrawn or defeated. The Senate also considered and adopted an amendment from Senator Comerford addressing rural and regional equity in education funding. That amendment expanded eligible uses of the Early Literacy Fund to include screening assessments, required DESE to prioritize geographic and funding equity, mandated a public hearing in Western Massachusetts before final grant criteria were finalized, and directed technical assistance to rural districts. Senators from across the chamber spoke in support, emphasizing chronic underfunding, declining enrollment, minimum-aid pressures, and the need for a broader review of the Chapter 70 formula and a Foundation Budget Review Commission. The amendment passed unanimously. Later, the Senate took up an amendment from Senator Moore on children’s vision care, which would have created a registry for vision screening and expanded eye exam requirements, but it was withdrawn after supportive debate. The chamber then adopted the Ways and Means redraft, ordered the bill to third reading, and passed An Act relative to teacher preparation and student literacy to be engrossed by a unanimous roll call. Final passage was also achieved for a separate House land-taking bill allowing the town of Hingham to use municipal property for a center for active living, which passed by the required two-thirds vote and was enacted. The Senate then adopted an order to meet again the following Monday and adjourned in memory of Donna Goldstein.

Transcript Highlights:

• state</c><00:50:55.520><c> money</c> school district and taking state money school district and taking
• </c><00:50:57.119><c> district,</c> away from maybe that school district, away from maybe that school
• This matter extends school district.
• So, we respect to school districts.
• </c> up to the the particular school up to the the particular school district. district. district.

Committee: Senate Education

Transcript Highlights:

• </c><00:11:11.360><c> districts</c> responsibility of local school districts responsibility of local
• School District is about 3,200 students. School District is about 3,200 students.
• So, it’s my understanding from Claremont and other school districts in my rep district that the online
• </c> from Claremont and other school from Claremont and other school districts<00:29:58.000><c> in</c
• </c> local school local school districts.<01:02:28.319><c> Kids</c><01:02:28.559><c> who</c><01:02:28.720

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

Transcript Highlights:

• While in another school district, While in another school district within the same county, students are
• In my school district, we have 10,200 students.
• That school district employs 1,300 employees. My school district employs 950.
• districts and charter schools.
• funding school districts.

Summary: The Senate Committee on Elections and Constitutional Amendments heard several measures, beginning with SCA 5, which would create an Equalization Reserve Account to help reduce long-standing per-pupil funding disparities between basic aid and non-basic aid school districts. The author and supporters argued the measure would create a stable, endowment-style funding source using only interest earnings, while charter school advocates opposed it, saying the bill would exclude charters and could raise equal protection concerns. After the quorum was established, SCA 5 was approved and sent to Appropriations. The committee then heard SJR 18, a resolution condemning Citizens United and urging limits on corporate money in politics. The author argued that unlimited independent expenditures have increased corporate influence and dark money in elections, while there was little testimony in opposition. The resolution was approved and referred onward. The committee also considered two consent items, AB 1736 and AB 2421, which were approved together without debate. ACA 7 generated the most extensive discussion. The measure would revise the state constitution’s application of Proposition 209 in education, with supporters saying it would allow race-conscious tools to address persistent racial inequities in student outcomes and resource allocation, especially for Black students. Opponents argued it would weaken Proposition 209, invite discrimination, and likely fail politically and in court. After lengthy debate, the measure was approved and sent to Appropriations. The committee also approved ACA 18, which would add a second student voting seat on the UC Board of Regents, with supporters emphasizing student representation and opponents absent. Finally, AJR 29, opposing a federal executive order affecting vote-by-mail administration, was approved and sent onward. All measures on the agenda were ultimately advanced.

Transcript Highlights:

• So I certainly couldn't speak on behalf of all school districts, but I'm coming from a large school district
• Public School District.
• And that number is going to be variable between school districts, and also some school districts, like
• for our member school districts.
• And so there was a need for school districts to have, And so there was a need for school districts to

Committee: Joint Special Education Funding Committee

Transcript Highlights:

• And local school district reserve caps remain triggered in 2026-27.
• Could that nullify school districts' liability protections under Section 47604?
• ...days, could that nullify school districts' liability protections under Section 47604?
• across all school sites within the district, since non-designated school sites also serve the same population
• Iocomides, on behalf of Los Angeles Unified School District.

Summary: The committee heard an overview of the May Revision’s Proposition 98 changes for K-12 and community colleges. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with higher guarantees in each year, full payment of the prior settle-up, and larger deposits into the school rainy-day fund. The LAO said the revenue and LCFF updates were reasonable, but urged caution about the settle-up approach and recommended using more of the available funding to protect ongoing programs and build budget resilience. Members focused heavily on the size of the proposed $3.9 billion settle-up, the $10.3 billion reserve deposit, declining K-12 enrollment, and how much of the new funding should be ongoing versus one-time. The committee then reviewed the community colleges portion of the budget. Finance described the May Revision’s higher SCFF COLA, additional funding for enrollment growth, a student support block grant, apprenticeship adjustments, and continued funding for deferred maintenance, Calbright, Common Cloud, and credit for prior learning. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the growth formula, and a COLA for Student Equity and Achievement. The LAO recommended prioritizing the statutory COLA increase, noted that more than half of districts are already above current-year growth targets, and said the new adult learner demonstration project should be rejected because districts already have tools to support similar services. Members also discussed a $52 million current-year apportionment shortfall, which Finance said was discovered too late for the May Revision and would need to be addressed later. Finally, the committee took up the proposed implementation of the federal Workforce Pell program. Finance proposed one-time funding for the California Student Aid Commission and Cradle to Career to build eligibility and data systems, along with trailer bill changes to set up state approval processes. CSAC said the program is promising but highly complex, that California lacks the needed infrastructure, and that the state will need emergency regulations, data linkages, and ongoing funding beyond the one-time proposal. The LAO agreed that some initial funding is needed but warned that the amounts and ongoing costs remain uncertain and that the Legislature should carefully draft the trailer bill language. Members asked about timing, other states’ actions, and how the state would ensure the program is ready for students and institutions.

Transcript Highlights:

• Fridley Public Schools is a school district of just under 2,800.
• ><c> school</c><00:03:40.880><c> district</c><00:03:41.400><c> of</c> Public Schools is a school district
• of Public Schools is a school district of just<00:03:41.840><c> under</c><00:03:42.080><c> 2800.
• We had, in our school district, 3,400 students.
• school district, we have 3,400 um in our school district, we have 3,400 students.<00:21:15.960><c> And

Summary: Representative Cedric Frazier opened the meeting by describing the ongoing harms from Operation Metro Surge, saying the state was still dealing with family separation, school disruption, workforce damage, and economic instability. He framed the issue as a statewide crisis and called on Republican colleagues to acknowledge the harm and work with DFL members on accountability and relief. He said the current budget work was urgent but could not fully backfill the damage, and later noted that the issue had been a top priority since the surge began. Testimony from school and business leaders focused on concrete impacts. Fridley Public Schools Superintendent Brenda Lewis said her district, which serves a large Black, Hispanic, and East and West African student population, was targeted during the surge and saw major enrollment losses, including students moving out of state or country or being held in Texas facilities. She said the district lost over $1 million in revenue and that the loss could equal about 40 teachers or an entire elementary school. Columbia Heights School Board Chair Mary Granlund said her district, with a limited tax base, was also heavily affected and warned that business closures and unfunded mandates would shift costs to homeowners and force cuts to classes, teachers, and programs. Lee Ann Rasiejka of Women Venture and the CDFI coalition said small businesses across Minnesota were facing compounded disruption from federal law enforcement activity, tariffs, rising costs, and fear, with more than $213 million in lost revenue reported across Twin Cities corridors and many businesses cutting hours, delaying hiring, or pausing growth. In response to questions, Frazier and other speakers said the proposed aid would be statewide rather than focused only on the Twin Cities, and that the bill currently had no set dollar amount but they hoped for around $100 million. They said CDFIs and local community groups would help distribute resources. Frazier said some Republican members had acknowledged harm in their own communities and suggested compromise was possible, though he criticized leadership for dismissing some testimony as hearsay. He also said ongoing law enforcement investigations into alleged crimes by federal agents would not be necessary to establish the harm, pointing instead to direct testimony from affected residents and school officials. No votes were taken in the portion provided.

Transcript Highlights:

• Senate Bill 1150 would enable our school districts to retain highly skilled and qualified school social
• This bill would make school districts weaker.
• It is something that school districts...
• students in school districts and their needs.
• Now, the local school district doesn't get one less penny.

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum present and took up several education bills. SB 1150, which would remove an unrelated exam barrier for school social workers to help districts retain them, was briefly explained and reported favorably. The committee then heard SB 1514 on anaphylaxis in public schools, which would require emergency action plans and training for school personnel; amendments narrowed and clarified the bill, including applicability to K-8 schools and FDA-approved epinephrine devices. Orange County Public Schools waived in support, and CS/CS/SB 1514 was reported favorably. The committee spent the most time on SB 1708, which expands Schools of Hope and creates a co-location framework allowing high-performing charter operators to share space in underused public school facilities, with the sponsor explaining that agreements would address safety, supervision, grade levels, emergency protocols, and liability. Members raised concerns about who would be served, lottery access, accountability, and whether the bill would worsen inequities or strain public schools; many public speakers opposed the bill on similar grounds, arguing it would divert resources from already underfunded schools. The sponsor clarified that Schools of Hope recruitment is exempt from lottery, that the bill would not use classrooms already in use, and that districts would receive $600 per student plus associated funding for vacant space. Despite mixed debate, CS for SB 1708 was reported favorably. Finally, the committee considered CS/SB 822, which updates charter school governance by limiting sponsor-imposed deadlines, preventing enrollment caps below facility capacity, improving data sharing, and allowing high-performing charter schools to assume existing charters. A charter school advocate supported the bill as a fairness and efficiency measure, while senators pressed him on claims of district “harassment” and the basis for the bill’s deadline changes. After brief debate, CS/SB 822 was reported favorably. The meeting ended with members recording votes on prior tabs and adjournment.