Transcript Highlights:

• check and verify to make sure that those schools are included along with the school district schools
• check and verify to make sure that those schools are included along with the school district schools
• </c> school lunch program. school lunch program.
• . schools. schools.
• </c> um schools. um schools.

Keywords: 1189, house, all

Transcript Highlights:

• to be in school?
• doesn't I mean Schools uh is that school doesn't I mean charter<01:45:09.440><c> school</c><01:45:09.639
• school doesn't have a school charter school doesn't have a school board<01:45:10.599><c> right</c><01
• public school. ...bodies, we say school boards or Board of Trustees of chartered public school...
• Okay, so... school boards... ...so, um, school boards...

Keywords: 928, house, all

Summary: The subcommittee work session of the Education Policy and Administration Committee focused on House Bill 131 and House Bill 781, which were described as nearly identical bills addressing student cell phone use in schools. Members noted that HB 781 is an early bill and therefore needed committee action by Wednesday, while HB 131 did not face that deadline. The chair and members discussed the bills’ shared goal of requiring school boards to develop and adopt policies on student personal device use, with debate over whether the state should set minimum standards or leave more to local control. A major topic was funding. One member urged the committee to avoid creating an unfunded mandate and asked for some funding support, while others argued it was too early to commit money and that the committee should first establish the policy framework. The governor’s proposed funding was discussed, including a $1 million figure in the budget and a separate $250,000 amount referenced in the bill, but several members said the money would likely be insufficient to cover all students or pouch systems statewide. The committee also reviewed a handout reflecting proposed budget language that would require school boards to adopt policies on personal device use during the school day, with schoolwide implementation and exceptions for medical disability or language proficiency needs, and a DOE-administered grant program. Members spent considerable time on drafting details, especially deadlines and exceptions. They debated whether the bills should require school boards to “develop,” “adopt,” or also “implement” policies, and whether the effective date of the act should also serve as the deadline for school boards. They also discussed whether exceptions for classroom instructional use should be mandatory or merely encouraged, and whether the bills should explicitly include or exclude charter schools. Additional proposed exceptions included IEPs, 504 plans, English learners, and medical needs such as glucose sensors or insulin pumps, with some members suggesting medical issues be certified by a physician. No final vote or formal action was taken in the work session.

Transcript Highlights:

• through high school.
• and new school?
• in trouble schools.
• school.
• Well, every school and school district is a little bit different.

Transcript Highlights:

• campuses and school grounds.
• to prevent school shooting.
• I know in my schools, we've got some of our city officers are in our schools, our CFOs.
• Those skills translate whether it's a school building, an elementary school, a high school, or a football
• So you're thinking a school like Couch, a school like Kosh, a school like Ripley County R3.

Keywords: 959, house, all

Transcript Highlights:

• Our school districts and school boards are not allowed to set their own policy.
• Is a school district or school board required to respond to anonymous requests?
• high school.
• Austin Public Schools is a very diverse school district in outstate Minnesota.
• So if a school board or a school decides that they're simply not ready or they don't have the...

Transcript Highlights:

• suburban school districts?
• districts and charter schools.
• So that exemption is done on a school-site-by-school-site basis rather than district-wide?
• Does the language of Proposition 28 specify whether multiple school sites within a school district or
• And so those schools that get the least access are the kids in the rural school districts.

Keywords: 988, house, all

Transcript Highlights:

• schools who are also able to access Safe and Supportive Schools funding.
• schools who are also able to access Safe and Supportive Schools funding.
• schools who are also able to access Safe and Supportive Schools funding.
• schools who are also able to access Safe and Supportive Schools funding.
• Article 3, charter schools.

Keywords: 1183, house

Transcript Highlights:

• funding for our school districts.
• Who want to be in those schools.
• That students do feel that schools remain, and families continue to feel that schools are a safe place
• We saw in our own school district, Poway Unified School District, where we had a school that was In significant
• B and school C. to school B, right?

Keywords: 988, house, all

Transcript Highlights:

• Catholics had started a school system, and that school system was pretty much just as long as A school
• system, and that school system was pretty much just as large as the public school system.
• , Christian schools?
• Churches are the school.
• If they're a private school, they're different than a public school.

Keywords: 989, all

Transcript Highlights:

• to new charter schools.
• schools are opening it would expand that to all charter schools with priority given for start up schools
• She referenced LA Unified School Districts. ICE has been lurking near schools for weeks.
• College Ready Public Schools and California Charter Schools Association in support.
• School sexual abuse is not only costing our schools, but more importantly and tragic.

Keywords: 988, house, all

Transcript Highlights:

• School Library Books.
• We reviewed 15 school districts and two charter schools.
• school Wi-Fi.
• Through the local school board. So it was aligned with the school board.
• This is really like I've been to many school board meetings where school board elected school board members

Keywords: 985, all

Transcript Highlights:

• . schools. schools.
• . schools. schools.
• has a new high Burlington High School has a new high school. school. school.
• rural schools, small rural schools, schools, schools, um<04:43:05.600><c> schools</c><04:43:06.000><
• . school. school.

Keywords: 926, house, all

Transcript Highlights:

• </c> school kids, public school families. school kids, public school families.
• for school districts, a charter school under current law can use that $132 per pupil for any school-related
• Did some schools get charter schools?
• . school. school.
• Non-public schools can still contract and work with our public schools.

Keywords: 1187, senate, all

Transcript Highlights:

• School District.
• School District.
• policies to ban or restrict smartphone use at schools during school hours.
• to school.
• Some schools have strong... They go to school.

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:

• or middle school or high school.
• or middle school or high school.
• or middle school or high school.
• year or 40% of the school year we school year or 40% of the school year we could<00:10:37.760><c> know
• um non-public school in your school um non-public school systems<00:37:26.160><c> reporting</c><00:37

Keywords: 1183, house

Transcript Highlights:

• When a public school cannot provide the services required by a student's IEP, school districts may place
• So, background, as mentioned, non-public schools, or NPS, are private schools.
• In which it held that California's categorical exclusion of religious schools from that non-public school
• safety initiatives in Central Valley schools and similar schools across the state.
• This will allow schools to bid projects at multiple school sites at once, thereby reducing the cost of

Keywords: 988, house, all

Transcript Highlights:

• </c> to a non-public uh uh non-public school to a non-public uh uh non-public school school<00:07:29.919
• last day of school, and if you're there at the first day of school and the last day of school, you're
• </c> provide school um support to school provide school um support to school districts<01:20:47.080><
• </c><01:33:56.760><c> you</c> schools and District Public Schools you schools and District Public Schools
• </c> Schools um similar to Charter Schools Schools um similar to Charter Schools EFA<01:44:45.520><c>

Keywords: 928, house, all

Summary: The Department of Education’s Bureau of School Finance provided an adequacy-funding training for Division II, led by Mark Mello. He walked the committee through the adequacy formula using Albany, Allenstown, and Alton as examples, explaining average daily membership, base adequacy aid, and differential aid for free/reduced-price meals, special education, and English language learners. He also noted a recent change requiring home-education differential aid and emphasized that these aid streams are generally unrestricted district funding rather than money tied to specific students or programs. A major focus was the ongoing litigation over the adequacy base amount and the statewide education property tax, or SWEPT. Mello explained the historical basis of the current base amount, the 2008 legislative report that set the original methodology, and the later court ruling that the adequacy amount should be $7,356, which is now before the Supreme Court. He also described how SWEPT currently raises a fixed statewide amount of $363 million and how that revenue is used to offset the state’s adequacy obligation. For the example towns, Albany and Allenstown receive state adequacy grants because their SWEPT revenue is below their calculated adequacy cost, while Alton is an excess SWEPT community because its local SWEPT revenue exceeds the cost of adequate education. The discussion then turned to the pending “excess SWEPT” issue in the Supreme Court and what would happen if excess collections had to be remitted to the state. Mello said the Department is preparing a hypothetical walkthrough and explained that, if the court upholds the Superior Court ruling, DRA would likely be directed to collect excess SWEPT. Members raised concerns about whether SWEPT must be used for educational purposes and about the cash-flow burden on towns if money had to move from municipalities to the state and then back to districts. Mello and members discussed possible administrative workarounds, such as credits against other state aid distributions, and noted that the committee would continue reviewing the mechanics if the court decision comes down during budget work.

Transcript Highlights:

• to be a public school.
• the public school in new where the developer is or within the school district are?
• Are you place a school?
• schools are public schools that I started this committee.
• So I think, you know, obviously charter schools are public schools.

Keywords: 999, senate, all

Transcript Highlights:

• </c> from the school staff. from the school staff.
• school board.
• </c> sure our schools are funded this year. sure our schools are funded this year.
• </c> for charter school procurement policy. for charter school procurement policy.
• our traditional schools.

Keywords: 1187, senate, all

Transcript Highlights:

• </c> cross to get to school. cross to get to school.
• . school. school.
• as</c><01:42:46.400><c> well</c> charter school facil um schools as well charter school facil um schools
• We think it should be taken school by school decision.
• We think it should be taken school by school decision.

Keywords: 910, house, all

Summary: The committee heard testimony on HB 2485, which would require cardiovascular screening for student athletes. The Department of Education and Department of Health said they support the bill’s intent but noted that many screenings are already part of existing school-entry and well-child exams. The Attorney General’s office asked for clarifying language on who performs the screenings, where results go, how “positive findings” are defined, how referrals would work, and whether funding would be appropriated if DOE must hire health professionals. The American Heart Association strongly supported the bill, citing the risk of sudden cardiac arrest in young athletes and arguing that sports physicals are an effective opportunity for early detection. No vote was taken, and the committee moved on after testimony. The committee then heard HB 89, concerning a school psychologist working group and possible licensing or credentialing of school psychologists. The Department of Education and Board of Psychology supported the measure. The Hawaii Psychological Association said it supports licensing school psychologists but asked to be included in the working group, arguing it is an important stakeholder. The Hawaii Association of School Psychologists opposed including HPA, saying the issue is between school psychologists and DCCA and that HPA is not part of their organization. Testimony and discussion focused on the long-running disagreement over whether school psychologists should be regulated under the Board of Psychology or another mechanism, and on title protection and scope of practice. No action was reported during this portion. The committee also took up HB 2445, relating to standardized emergency responses for immigration enforcement at or near schools. The Department of Education said it already issued internal law-enforcement guidance and questioned whether the bill was necessary, while also raising concerns about the bill’s 1,000-foot buffer language and the limits of school authority over activity off campus. The Board of Education echoed those concerns and suggested the bill may need clearer definitions. Supporters, including the White Coalition for Immigrant Rights, the Legal Clinic, and an attorney testifying on Know Your Rights training, argued that recent federal changes have increased ICE activity near schools and that a law is needed to ensure clear, public protocols, staff training, and family protections. A student testifier said the measure was a top priority of the state student council. The transcript ends during testimony, with no vote or final committee action shown.