Transcript Highlights:

• Brian Rick's with the Los Angeles Unified School District in support. Good afternoon.
• Brian Rick's at the Los Angeles Unified School District in support.
• As you know, and you know well that I know, when school districts form their budgets, they base it on
• My name is Maria Guillen, a high school math teacher for Twin Rivers Unified School District.
• Fresno Unified is one of the largest school districts in the state, specifically the third.

Summary: The Assembly Education Committee heard a lengthy agenda of education-related bills, with quorum established at the start and several measures taken up on consent or special order. The committee also announced that AB 1644, AB 2362, and later AB 2197 were pulled from the hearing. Members reminded the public of hearing rules and limited testimony to two witnesses each in support and opposition. AB 2651, by Assemblymember Bonta, would require schools to notify parents when school vaccination rates fall below herd-immunity thresholds. Supporters, including physicians, the California State PTA, public health groups, and school employee organizations, argued that families need timely, school-specific information to protect children and vulnerable community members. Opponents raised concerns about privacy, stigma, and whether school-level snapshots could be misleading. The bill passed the committee 5-1 and later 7-1 on the roll call. AB 2509, by Assemblymember Schultz, would allow districts to use a five-year rolling average for ADA funding calculations; supporters said it would stabilize funding amid attendance declines, while one member noted concerns about masking long-term enrollment problems. It passed 5-1 and later 7-2. The committee also approved AB 2430, which would expand after-school access, especially for high school students, improve funding and transparency, and create a work group on program quality. Testimony emphasized the value of expanded learning for youth development and working families, and members discussed the need to address middle school access as well. AB 2526, focused on special education funding, would expand the low-incidence fund to include students qualifying for the California alternate assessment; supporters said it would better align funding with student need, while some concerns remained about over-identification. AB 2325, the Pathways to Bilingual Teaching Act, would create a grant program to build bilingual teacher pipelines through partnerships among schools, community colleges, and universities; it received strong support and passed unanimously. AB 2460, presented by Assemblymember Pellerin for Assemblymember Celeste Rodriguez, would update school mental-health referral protocols to address trauma related to immigration enforcement; it also passed unanimously. AB 2404, which sought to require Central Valley representation on several governor-appointed bodies, drew debate over geographic representation and board composition and ultimately failed on a 2-5 vote.

Transcript Highlights:

• district and charter school budgets.
• districts. ...to help oversee the budget for PED, to help oversee budgets at local school districts.
• Not only do our school districts and charter schools, the RECs, utilize these retired educators who have
• We rely on the RECs at the Public Education Department, just as our school districts and charter schools
• I believe the estimated school impact was about $265,000 across the districts.

Committee: House House Appropriations & Finance

Transcript Highlights:

• </c><00:20:03.960><c> district</c> student achievement, school district student achievement, school district
• can we do about such school districts? can we do about such school districts?
• I'm not status of school districts.
• </c><00:25:52.720><c> districts</c> have been a couple of school districts have been a couple of school
• </c><01:39:25.360><c> working</c> currently, school districts are working currently, school districts

Committee: Joint Education

Transcript Highlights:

• This includes an increase in operating funds for schools for school district workforce education programs
• I hope school districts and colleges will offer high school student dropout opportunities to gain a GED
• that help fund our districts and schools at the down trace level.
• Today, five of 67 school districts have declining enrollment while private schools and homeschools are
• school and have been enrolled in a private school or registered with a district and home education program

Transcript Highlights:

• SB 1150 would enable our school districts to retain highly skilled and qualified school social workers
• SB 1150 would enable our school districts to retain highly skilled and qualified school social workers
• The district and School of Hope must negotiate a mutual management agreement that includes costs, school
• The district and School of Hope must negotiate a mutual management agreement that includes costs, school
• I know this person served in my school district on the board as a school board member, actually in the

Committee: Senate Education Pre-K - 12

Summary: The Senate Education Pre-K-12 Committee heard and advanced a series of education-related bills, beginning with SB 540, the Evan B. Hartzell Act, which would require age-appropriate disability history and awareness instruction across grade bands. The committee adopted a delete-all amendment, heard emotional testimony from Melissa Hartzell about her son Evan’s experience with disability and inclusion, and reported the bill favorably. The committee also passed SB 1296, creating a pilot study on school cellphone bans; SB 1590, creating a task force to review educator preparation, certification, and professional learning; SB 1702, a broad education bill with provisions on private school facilities, marching band credit, school readiness reimbursements, and charter school monitoring tools; SB 1150, exempting school social workers from certain certification testing requirements; SB 1708, revising School of Hope rules and adding a Miami-Dade co-location framework; SB 822, updating charter school governance and operations; SB 444, requiring annual human trafficking awareness training for school personnel; and SB 742, expanding workforce development and money-back guarantee programs. Most of these bills were amended before being reported favorably by committee vote. The committee also considered and reported favorably SB 8, a claims bill providing a $1.2 million settlement for Marcus Button and his family arising from a 2006 Pasco County school bus crash that caused severe lifelong injuries. Senator Gaetz opposed claims bills in general, arguing the sovereign immunity cap should be raised so such cases can be resolved locally. Several bills drew questions and debate over implementation details, including concerns about charter school dress and hair policies under SB 822, the scope of human trafficking training under SB 444, and the zoning implications of private school facility provisions in SB 1702. Sponsor responses generally emphasized that the bills were intended to clarify existing policy or improve student safety, access, or educational outcomes. The committee also took up confirmation appointments. It recommended confirmation of the slate of appointees on Tabs 12 and 14 through 21 by voice vote, and separately recommended confirmation of Daniel Fogunoli to the State Board of Education after debate in which Senator Davis and Senator Osgood opposed the appointment. The meeting concluded with members recording additional votes, including Senator Burgess’s affirmative vote on SB 1150, and then adjourned.

Transcript Highlights:

• I've been a school bus driver with the United Independent School District in Laredo for over three years
• This year, our district started a pilot program using school bus stop-arm cameras.
• Even with this, in my district, one of my property-poor school districts, a majority of their school
• So we need to identify those school districts that need the actual help.
• And so that's why we need to figure out what we can do for those school districts.

Bills: SB249 , SB546 , SB744 , SB927 , SB1227 , SB1229 , SB1353 , SB1365 , SB1366 , SB1394 , SB1464 , SB1709 , SB1729 , SB1733 , SB1744 , SB1745 , SB1746 , SB1772 , SB1816 , SB1841 , SB1939

Committee: Senate Transportation

Transcript Highlights:

• District 1, three school districts, Boundary County, Lake Ponderay, and West Bonner.
• District one, three school districts, Boundary County, Lake Ponderay, and West Barner.
• It's very successful for our rural school districts.
• This IDLA puts the rural school districts on the same level as an urban school district.
• Thank you. ...districts on the same level as an urban school district because of the electives.

Transcript Highlights:

• And local school boards and school districts would not know which direction they need to follow because
• Local school district.
• high school district and two unified districts.
• City is a system of 20 districts: five unified, two high school districts, and 13 elementary districts
• Twelve of which feed into the largest high school district.

Summary: The joint Senate Education and Budget Committee hearing focused on the Governor’s proposed education governance overhaul, which would shift day-to-day management of the California Department of Education from the elected Superintendent of Public Instruction to a new appointed education commissioner, while giving the Superintendent new voting roles on the State Board of Education and the Community College Board of Governors. Chair Perez opened by stressing that the proposal raises major policy questions beyond the budget process and should be evaluated for its effect on students, local control, and accountability. Brooks Allen of the State Board of Education argued the change would unify policymaking and implementation, reduce fragmented authority, and create clearer accountability, citing decades of reports criticizing California’s “crazy quilt” governance structure and noting the proposal is timed for the 2026 transition. Amber Alexander of the Department of Finance outlined the fiscal and staffing transfers, describing the plan as largely cost-neutral and explaining how positions would shift between the State Board, the Department, and the new Superintendent’s office over 2026-27 and 2027-28. Sarah Cortez of the Legislative Analyst’s Office said the LAO supports shifting management to an appointed commissioner but recommended several refinements: preserving legislative oversight, requiring Senate confirmation of the commissioner, clearly defining the Superintendent’s duties as a public representative/advisor/evaluator, and refining the State Board’s role to focus on major policies requiring public input. She also said the fiscal plan should be cost-neutral and more fully specified. Senators raised concerns about the timing during an election year, the constitutional status of the Superintendent, whether the proposal should instead be a constitutional amendment, and whether governance changes actually improve student outcomes or simply rearrange the org chart. Some members questioned whether the proposal would confuse voters and undermine democratic accountability, while others said the current structure is already confusing and that the reform could improve clarity for districts and local boards. The discussion also covered how curriculum is set, with LAO explaining that the Legislature has broad authority but has delegated much curriculum work to the State Board and the Instructional Quality Commission. Members asked how the new structure would affect local districts, who they would call for guidance, and whether the commissioner would have authority over policy; the presenters said policy authority would remain with the State Board, while the commissioner would handle administration and implementation. No votes were taken during the panel discussion, and the hearing was organized to continue with additional panels and public comment later in the meeting.

Transcript Highlights:

• You just have to recognize that not every school and not every school district is going to be able to
• You just have to recognize that not every school and not every school district is going to be able to
• You just have to recognize that not every school and not every school district is going to be able to
• You just have to recognize that not every school and not every school district is going to be able to
• Nowhere in the state does a school, individual schools, of funding that school districts receive, nowhere

Summary: The Communications and Conveyance Committee held an oversight hearing on the California Public Utilities Commission (CPUC), focused on telecommunications, broadband deployment, resiliency, and the California Teleconnect Fund. Chair Tasha Boerner said the hearing was intended to examine structural issues at the CPUC, including whether telecommunications oversight should remain within the commission, while also reviewing major programs such as Last Mile, BEAD, carrier of last resort, and emergency preparedness. CPUC President John Reynolds and Deputy Executive Director Anna Maria Johnson described the commission’s work on public safety, universal service, broadband grants, Lifeline modernization, and network resiliency, including the 72-hour backup power requirement and merger review. Members questioned CPUC officials about the pace and metrics for Last Mile and BEAD projects, the relationship between middle-mile and last-mile buildout, and how the commission balances carrier obligations with the risk of driving providers out of high-cost areas. They also pressed the CPUC on the California Lifeline home broadband pilot, asking when enrollment would be available, which providers were participating, how much of the state would be covered, and what the surcharge impact would be. CPUC said 15 providers had been approved, one was already serving customers, and the rest were still onboarding, and it committed to provide follow-up information on timelines, coverage, and costs. A major portion of the hearing centered on the California Teleconnect Fund and proposed changes to how schools would access the program. Superintendent Tony Thurmond argued strongly against shifting administration from county offices of education and districts to individual schools, saying it would add burden, worsen inequities, and risk underuse of a valuable broadband subsidy. Committee members echoed concerns that smaller schools and districts may lack the staff to manage direct applications and reporting. In public comment, the Los Angeles County Office of Education supported the CDE’s position and urged changes that would align the program more closely with E-Rate and reduce administrative burdens. No formal vote was taken, and Chair Boerner closed by saying she remained committed to pursuing reforms to the CPUC and referenced her bills AB 2289 and ACA 9.

Transcript Highlights:

• for another public district school, open enrollment for a public charter school, and private school
• my school district.
• A school district cannot use a meeting of a captive audience of school district employees and allow a
• School districts are already struggling with teacher shortages, rising transportation... ...school districts
• Elementary School District with 120 students, Ajo Unified with 374 students, and Paloma School District

Transcript Highlights:

• Mays, Superintendent, Alhambra Elementary School District. Legislative District 22.
• Aspacia, Elementary School District, L.D. 29.
• Combs Unified School District. L.D. 22.
• Washington Elementary School District.
• , Phoenix Union High School District.

Transcript Highlights:

• The different school districts can be independent, charter schools, and specialized districts as well
• as intermediate school districts.
• 13:33.839><c> be</c> different school districts can be different school districts can be independent,
• c> the</c><00:21:56.640><c> ability</c> in school districts is again the ability in school districts
• c> uh</c><00:59:21.680><c> Henipin</c> um school districts and then uh Henipin um school districts and

Transcript Highlights:

• BEFORE IMPLEMENTING AI TOOLS, STATES AND DISTRICTS MUST UNDERSTAND WHERE SCHOOLS ARE STARTING FROM.
• WE SAW THERE WERE OVER 4000 AI APPS BEING USED IN THIS ONE MEDIUM-SIZE SCHOOL DISTRICT WITH VERY LITTLE
• WHAT GUARDRAILS ARE CURRENTLY IN PLACE IN THE SCHOOL DISTRICT THAT PROTECT CHILDREN THAT ARE USING AI
• WE ARE A 24/7 SCHOOL DISTRICT.
• IF YOU TALK TO EVERY SCHOOL DISTRICT ALL SCHOOLS ARE THINKING ABOUT SAFETY ESPECIALLY AT THE POSTSECONDARY

Transcript Highlights:

• I guess the question is how many schools are participating, or school districts.
• So maybe we need to follow up with the school district because some school districts... ...on their own
• So maybe we need to follow up with the school district because some school districts now have the flexibility
• district and school level.
• Typically, when we find an F-rated school district, that's not one building in a school that's failing

Committee: All JOINT BUDGET COMMITTEE

Transcript Highlights:

• This funding will expand MyCAP to an additional 50 to 60 districts, with over 200 schools and 150 districts
• , Chapter 766 approved private schools if the school can't serve, school districts can't serve them within
• Chapter 56 approved private schools, if the school can't serve, school districts can't serve them within
• versus ones that are, you know, led within a school district.
• Within a school district.

Committee: Joint Joint Committee on Ways and Means

Summary: The hearing focused on House Bill 55, the governor’s FY25 supplemental budget proposal to spend about $1.3 billion in surplus Fair Share revenue. House and Senate chairs framed the bill as a one-time opportunity to invest fairly in education and transportation, while also noting the need to protect the state’s long-term fiscal balance. Administration officials said the proposal should be considered alongside the FY26 budget and related bills, since the governor’s broader Fair Share plan aims for roughly an even split between education and transportation over time. Secretary of Administration and Finance Matthew Gorzkowicz, Transportation Secretary Monica Tibbits-Nutt, and Education Secretary Patrick Tutwiler outlined the administration’s priorities. Transportation funding would go mainly to the MBTA and related reserves, including money for the Federal Transit Administration reserve, MBTA stabilization reserve, low-income fares, winter resilience, RTA workforce support, MassDOT workforce and project delivery, and micro-transit grants. Education funding would support universal preschool expansion, early education and care capacity, early literacy tutoring, adult basic education and ESOL, early college and career technical education, MyCAP expansion, and special education circuit breaker funding. The administration emphasized that many of these investments are one-time or multi-year measures designed to address current needs without creating unsustainable recurring costs. Committee members raised concerns about regional equity, especially the large share of transportation money going to the MBTA versus regional transit authorities and rural areas. Several members asked for more detail on how the proposal would benefit Western Massachusetts and other non-MBTA regions, and whether micro-transit and Chapter 90-related investments would be sufficient. Education questions focused on special education reimbursement shortfalls, federal funding cuts to school districts, and how CTE and vocational investments would align students with workforce needs. The administration said it would provide additional data on MBTA versus RTA investment and explained that the special education circuit breaker and transportation reimbursement changes were intended to improve predictability and relief for districts. After the administration panel, Jessica Tang of AFT Massachusetts testified in support of using Fair Share funds to protect public education amid federal uncertainty and cuts. She argued that schools are facing a fiscal cliff, that vulnerable students would be hit hardest by funding losses, and that the Fair Share revenue should be used to preserve services and support students’ needs.

Transcript Highlights:

• With regard to the phase-in time for school districts, can you clarify how districts will phase in to
• It's for every school district in the state, not just HISD.
• School districts actually change the definition of the A through F system in their own district.
• It's about one of the school districts in my district.
• in that district be closed or order the elected school board to be replaced with an appointed school

Bills: SB8 , SB 8

Committees: Senate Education , Senate Education K-16

Transcript Highlights:

• Today, 70% of Minnesota school districts report having at least one teacher position vacant.
• But there are some school districts that actually, teachers are moving to after they've been teaching
• district and in other school districts outside of where I represent.
• We are a district where we don't, um, in my school district, you know, we have pretty high teacher retention
• And, you know, my first teaching job was in an adjacent school district, and it was a very different

Transcript Highlights:

• </c> not be able to attend that school not be able to attend that school district district district &
• </c><00:03:13.840><c> district,</c> get them into that school district, get them into that school district
• district is remitted to that school district?
• remitted to that school district? remitted to that school district?
• <00:15:13.519><c> school</c><00:15:13.760><c> district</c> district or local school district district

Committee: Joint Judiciary, Division B

Transcript Highlights:

• In my district, I have two schools, two school districts, where the per pupil revenue limit is at the
• My school district, so I've talked to them.
• I talk to my school districts typically every month.
• That is huge for our school district. Huge! Monday, I was in the driveway of the school board.
• That's over a million dollars for the Reedsburg School District.

Transcript Highlights:

• </c> internally within the school district. internally within the school district.
• ><c> they're</c><00:18:00.400><c> reporting</c> school districts if they're reporting school districts
• districts in the state who still use seclusion and a lot more school districts who have transitioned
• districts in the state who still use seclusion and a lot more school districts who have transitioned
• the</c><00:47:41.119><c> staff</c> districts and the schools and the staff districts and the schools