Transcript Highlights:

• Article four is education statute.
• Article five is special education.
• <00:14:59.040> house today to speak on the educ house today to speak on the educ house education
• For special education services.
• through education. So, thank you chairs. through education. So, thank you chairs.

Bills: HF1306

Keywords: education, school policy, teacher training, student health, emergency response, 1183, house

Transcript Highlights:

• educator classroom to strengthen educator classroom to strengthen educator workforce.<00:10:30.000
• educational leaders across the state. educational leaders across the state.
• shaping the educational pathway. shaping the educational pathway.
• and elementary education.
• I appreciate the opportunity to elementary education. elementary education.

Bills: HF3650, HF2238

Keywords: student career pathways, education framework, experiential learning, employer engagement, career technical education, HF2238, Minnesota, workforce development, construction trades, youth skills training, youth apprenticeship, pre-apprenticeship, construction training, career and technical education, CTE, child labor laws, minor labor, labor exemption, workforce pipeline, skilled trades

Transcript Highlights:

• The Assembly Budget Subcommittee No. 3 on Education Finance and the Assembly Education Committee will
• Education.
• , I've led in a county office of education for 11 years now.
• I don't think you can find an educator, and by educator I mean students, teachers, all the way to board
• educational equity within their communities.

Summary: The joint informational and oversight hearing focused on community schools in California, with members emphasizing that the purpose was to examine effectiveness, implementation, and sustainability rather than the Governor’s budget proposal. The California Department of Education described the California Community Schools Partnership Program, created in 2021 and funded with more than $4 billion, including planning, implementation, extension, and county coordination grants. Officials said nearly 2,500 schools are participating and highlighted the statewide technical assistance structure, including the State Transformational Assistance Center, eight regional centers, county offices, and CDE support. Researchers from the Learning Policy Institute and UCLA presented early findings and implementation data. LPI reported reductions in chronic absenteeism and suspensions, along with gains in math and English language arts, with especially large benefits for Black students and other historically underserved groups. UCLA described the Annual Progress Report as a statewide improvement tool showing growth in capacity-building, shared decision-making, whole-child supports, and continuous improvement. Members asked about how the reports measure outcomes, how to interpret outliers, and how to distinguish community schools effects from other concurrent initiatives; presenters said matched comparison methods and deeper case-study work are being used, with additional statewide findings expected in June. Panelists from Oakland Unified, LAUSD/UTLA, San Diego Unified, and advocacy organizations described key elements of success: integrated student supports, strong family and student engagement, collaborative leadership, community partnerships, and school-site decision-making. They gave examples such as wellness centers, dual enrollment, student senates, parent leadership, and community campaigns that built trust and increased participation. Members also raised concerns about sustainability, implementation fidelity, and whether community schools improve participation in LCAP processes. Presenters said major barriers include unclear early guidance, the need for a mindset shift away from top-down models, and uncertainty about long-term funding for coordinators and other staff. The panel’s recommendations centered on stable ongoing funding, stronger technical assistance, shared governance, and embedding community schools practices into district and county systems.

Transcript Highlights:

• Otherwise, we will move the bill to Education Finance.
• education.
• We set for all of our education partners.
• and our education system, the term can be off-putting.
• So when we reference health education teachers, this is a narrow focus to the career and technical education

Transcript Highlights:

• <00:03:57.560> teaching shortage and special education teaching shortage and special education
• <00:20:57.480> dollars local funds special education dollars local funds special education
• Bachelor's in special education Bachelor's in special education programming<00:25:55.960> it<
• our students in special education our students in special<00:27:57.720> education special education
• Special education in particular.

Bills: HF846, HF1538, HF1959

Keywords: education, special education, apprenticeship, funding, grants, intermediate school districts, teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district

Transcript Highlights:

• So it would move it from a bucket that is not educational buildings to the bucket that is educational
• It would treat it in the same way that other educational, that other educational, that other It would
• This bill allows for our education...
• My path through higher education My path through higher education has taken longer because I am raising
• Education is a right, not a privilege.

Summary: The committee first adopted its 2025-26 rules on a 7-0 roll call, then approved three consent items—AB 88, AB 240, and AB 313—on a due-pass motion to Appropriations. The hearing then moved to AB 648, which would give community college districts the same zoning authority as the UC and CSU systems to build student and staff housing on property they own or lease. The author and supporters argued the bill would help address severe housing insecurity and homelessness among community college students, while opponents and some members raised concerns about local control, zoning exemptions, and the impact on nearby communities. AB 648 passed the committee on a 5-2 vote and was sent to the Local Government Committee. The committee next heard AB 466, which would require California Community Colleges and CSU campuses to provide organ and tissue donor registry information during student orientation, and request UC campuses to do the same. Supporters shared personal stories about transplants and donation, saying college orientation is a good opportunity to increase registrations. Some members worried about information overload during orientation and suggested campuses have flexibility in how they present the material, but the bill advanced on a unanimous 7-0 vote to Appropriations. AB 326 followed, proposing campus-by-campus external audits of the CSU every three years and public release of the audits. The author, faculty supporters, and a student argued that systemwide audits do not provide enough transparency about how money is spent at individual campuses, citing examples of financial mismanagement and fee increases. CSU opposed the bill, saying it already conducts annual consolidated external audits and that campus-level audits would add cost without added benefit. After extensive discussion about transparency, audit scope, and implementation, the bill passed 6-1 to Appropriations. The committee then took up AB 335, which would create a California Black-Serving Institution Grant Program to support Black student success and broader underserved student services; supporters emphasized persistent equity gaps and low completion rates, while an opponent argued the bill needed to be carefully amended to comply with Proposition 209 and equal protection requirements. The transcript ends during that item’s discussion, before a final vote is shown.

Transcript Highlights:

• lottery revenue for adequate education lottery revenue for adequate education grants.<00:21:45.840
• under the house column for education under the house column for education trust<00:21:52.400>
• They have a higher education trust fund balance to begin 2026 based on their revenues of 105.5. education
• uh for education for that purpose. uh for education for that purpose.
• And then DOE adult education, an additional $400,000 in Education Trust Fund support for adult education

Keywords: LBA Briefing on Budget, 928, house, all

Summary: The presentation was an LBA overview of Senate changes to the House-passed state budget, with Michael Kane explaining how Senate Finance updated revenue and spending estimates after April revenue figures and agency discussions. He said the Senate’s revenue outlook was higher than the House’s in some areas, but lower in others, especially video lottery terminal revenue, and that the biggest differences also came from changes to revenue splits between the general fund and education trust fund, lapse estimates, and several policy changes in House Bill 1 and House Bill 2. Kane highlighted several major revenue and policy differences: the Senate changed the business tax, tobacco tax, and real estate transfer tax splits; adjusted liquor revenue dedication; removed the House’s meals-and-rooms distribution cap; delayed the Lakes Region facility proceeds plan; altered the PECARD fund treatment; added a granite patron of the arts tax credit; and changed the treatment of unique funds and video lottery terminal revenue. On spending, he noted Senate changes to judicial, corrections, HHS, human rights commission, and other budgets, including additional settlement costs, higher lapse assumptions, and a different approach to Medicaid premium revenue and retirement savings. He also described Senate additions such as a nursing home bed fee, Hampstead Hospital transition funding, and changes to the YDC claims settlement fund. The presentation focused on comparing House and Senate surplus statements across fiscal years 2025 through 2027, including projected ending balances and rainy day fund transfers. Kane repeatedly emphasized that the numbers were still dependent on final revenues and lapse amounts, and that some balances would be carried forward and trued up later in the biennium. No committee vote or final action was described in the excerpt; it was an informational budget briefing and comparison of the two chambers’ proposals.

Transcript Highlights:

• do pass as amended to Higher Education.
• Delays in implementation of special education support to military children can create a loss of educational
• To well-prepared educators, but also educators that can reflect their demographics.
• and aspiring educators.
• of Education in support.

Summary: The Assembly Education Committee heard a full agenda of bills, first adopting a consent calendar of 11 measures without individual presentations. The committee then took up AB 1412, which would require California schools to implement or adopt a transferred special education student’s IEP within 30 days for out-of-state transfers and to coordinate more quickly on records. The author and military-family witnesses said the bill would reduce delays for highly mobile students, especially military children; a school administrators group opposed it. The bill received initial support from committee members and was moved on call. The committee also reconsidered AB 281, which would require notice to parents when outside consultants provide sex education instruction; the author accepted amendments removing a copy-right provision, but the bill remained on call after a split vote. The committee heard AB 1005, which would create a statewide drowning-prevention education and swim-lesson voucher framework for underserved communities. The author and supporters described drowning as a preventable public health and equity issue, while the bill was clarified as developing a plan rather than immediately launching a voucher program. It was voted out on a 3-0 roll with the measure placed on call. AB 908, as amended, would add compliance monitoring for existing requirements that schools use LGBTQ-inclusive instructional materials and curriculum under the FAIR Act. Supporters said the bill would improve implementation and student safety; opponents raised concerns about privacy, girls’ sports, and school burdens. The committee approved the bill 5-2 and sent it to Appropriations. The committee then heard AB 1401, which would affirm parents’ access to school records, including unofficial records unless exempt by law. The author argued that parents need clearer access to information held by schools and vendors, while school officials and teachers’ union representatives warned the bill was too vague and could sweep in personal notes, journals, and other sensitive material. The bill failed on a 2-3 vote and was placed on call. Finally, AB 727 would require student ID cards to include the Trevor Project hotline for LGBTQ youth; supporters framed it as a suicide-prevention measure, while opponents argued it conflicted with parental rights and religious beliefs. Committee discussion focused on whether 988 already provides similar access and whether the Trevor Project is an appropriate resource to print on IDs; the hearing continued with the bill still under consideration.

Transcript Highlights:

• education aid streams.
• education aid streams.
• education aid streams.
• article five, special education. article five, special education.
• special<00:51:09.760> education amount of special education amount of special education transportation

Keywords: 1187, senate, all

Transcript Highlights:

• The Committee on Education Pre-K through 12 will now come to order.
• The bill creates a task force for educator preparation to make recommendations regarding educator training
• I want them to focus on their education.
• to our educators as well.
• to do overall in the state of Florida with education.

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:

• further your education? further your education?
• educate students better. educate students better.
• So education.
• education. Is that not correct? education. Is that not correct?
• study the cost of special education. study the cost of special education.

Keywords: 1189, house, all

Transcript Highlights:

• We also are solely focused on nursing education so we would eat sleep and breathe nursing education.
• So what we do is we take in novice educators, Weise, give them the education for free.
• quality education.
• I'm an educator and we've done that in education for some period of time.
• I'm a special educate special needs educator.

Keywords: 999, senate, all

Transcript Highlights:

• Act, the Black Education Act, and the Bilingual Multicultural Education Act.
• Multicultural Education Act, and the Black Education Act.
• Education Act and the Black Education Act.
• special education law.
• for overseeing gifted education.

Summary: The committee first heard a detailed staff presentation on the LESC FY27 public school support recommendation. Staff reviewed the budget structure and explained that, despite a downward revision in state revenue estimates, the recommendation still relied on recurring and non-recurring revenue to support educator compensation, insurance, transportation, literacy, math, special education, and other school programs. Major recurring items included a 3% compensation increase, funding for an 80-20 health insurance cost share, insurance premium growth, and transportation adequacy funding. Staff also flagged a possible supplemental need of up to $35 million for virtual education tied to rapid enrollment growth in Chama and Santa Rosa, and members raised concerns about the quality, accountability, and funding model for virtual programs. Members asked questions about transportation for rural districts, the Martinez-Yazzie lawsuit fees, the treatment of enrollment declines in the school funding formula, and whether the word “average” in salary language should remain in the budget. Staff explained that the SEG should remain whole, that the insurance and transportation recommendations applied to all public school employees but not contractors, and that the budget included multiple math-related investments spread across several lines rather than one single appropriation. There was also discussion of out-of-school learning grants, school meals, literacy center operations, special education training, and the Public Education Reform Fund, including the use of multi-year, evaluation-based appropriations for high-impact tutoring and community schools. After discussion, the committee adopted the LESC budget recommendation. The committee then moved to endorsed legislation proposals. It endorsed a bill allowing the secretary to suspend an individual school board member, with notice and appeal procedures clarified, and a bill creating an 80-20 health insurance cost-share requirement for public school employees, along with a study of the sustainability of public school insurance programs. It also endorsed a bill on attendance provisions for students with severe medical conditions, which would keep those students from being classified as excessively absent. Finally, the committee discussed a teacher residency bill that would raise stipend levels, allow residents to complete service anywhere in New Mexico, and remove the requirement that sponsoring schools must hire them, though the bill did not include an appropriation. Members also raised questions about bilingual, Hispanic, and Black education funding, cultural and linguistic supports in teacher preparation, and where various programs should be placed in the budget or PERF framework.

Transcript Highlights:

• So uh 49.9 education trust fund.
• fund versus the um education trust fund. fund versus the um education trust fund.
• relative to the education trust fund. relative to the education trust fund.
• And then DOE adult education, an additional $400,000 in education trust fund support for adult education
• 25 is your category six your education. 25 is your category six your education.

Keywords: 1191, senate, all

Summary: The Legislative Budget Assistant staff presented an overview of the Senate changes to the House-passed budget, focusing on revenue estimates, appropriations, and ending balances across the general fund and education trust fund. The presentation emphasized that the Senate’s budget reflected higher revenue assumptions than the House, driven in part by updated April revenue figures, changes to business, tobacco, and real estate transfer tax splits, and different assumptions about video lottery terminal revenue. The Senate also adjusted lapse estimates upward, especially for HHS, after receiving updated information that lapses could be much larger than originally assumed. The presenter walked through the major differences in the surplus statements for fiscal years 2025 through 2027. Compared with the House, the Senate budget generally showed higher revenues, lower or different appropriations in some areas, and larger balances carried forward, including a larger education trust fund balance and a different rainy day fund transfer. The Senate’s approach also changed several policy assumptions, such as maintaining liquor revenue dedication, removing the House’s meals-and-rooms distribution cap, changing the treatment of unique revenue, and altering the process for meeting a targeted revenue amount by giving the governor more flexibility. On the appropriations side, the Senate removed or modified several House reductions and added funding or adjustments in areas including the judicial branch, corrections, HHS, the Human Rights Commission, and certain settlement costs. The presenter also highlighted Senate changes in House Bill 2 and related budget provisions, including a new arts tax credit, a nursing home bed fee, changes to Medicaid premium assumptions, and differences in how motor vehicle inspection repeal and BLT-related revenue are handled. No votes were taken in the portion shown; the discussion was informational and comparative, aimed at explaining the Senate budget changes before conference committee negotiations.

Transcript Highlights:

• And education funding.
• Education. That is misplaced priorities. Education. That is misplaced priorities.
• for special education.
• But, special education isn't optional. But, special education isn't optional.
• K-12 education system. K-12 education system.

Bills: HF3493, HF4114

Keywords: safe schools, charter schools, nonpublic schools, Tribal education, funding increase, special education, funding, education finance, appropriations, budget, cross subsidy

Transcript Highlights:

• for students and public institutions of higher education.
• HB 2674 prohibits the Texas Education Agency, the State Board of Education, and any other state educational
• service provider, vendor of educational products, or program participants.
• service provider vendor of educational products or program participants.
• and eventually to broader special education services.

Bills: HB126, HB121

Keywords: election laws, attorney general, prosecution, criminal offenses, voting integrity, education, property values, school districts, comptroller, funding formula

Summary: The Senate Committee on Education K-16 met to hear testimony on a full agenda of education-related bills. Several measures were laid out and left pending, including HB 322 to allow JET Grant funds to be used for subscription-based and ongoing technology costs for career and technical education; HB 3062 to require fentanyl and drug-poisoning prevention instruction for entering college students; HB 121 to update school safety laws, including TEA peace officer commissions, annual renewal of certain safety exceptions, new reporting requirements, and special education behavior threat assessment changes; HB 3627 to let the State Board of Education chair employ staff; HB 5515 to curb inflated shipping and handling charges on instructional materials; HB 2674 to prohibit new state regulation of homeschool programs; HB 2310 to require a statewide strategic plan for early learning and inclusion for young children with disabilities; HB 367 to standardize documentation for excused absences due to serious illness; HB 1178 to speed certification for out-of-state educators and military spouses; and HB 1481 to expand cell phone restrictions to the full school day. Testimony was generally supportive on most bills, with some concerns raised on HB 121 about school district police departments investigating misconduct and on HB 2674 about how it would interact with the new ESA program in SB 2. HB 5515 drew support from instructional materials coordinators who described extreme shipping invoices and argued the bill would restore transparency and fiscal responsibility. HB 2310 was supported by disability advocates and early learning groups, who said a coordinated state plan would improve access and inclusion for children with disabilities. HB 367 was presented as a simple clarification to reduce confusion for medically vulnerable students and families, and HB 1178 was described by TEA as a modest pathway that would help bring experienced out-of-state teachers into Texas schools more quickly. HB 126, updating Texas’ NIL law to align with the pending House settlement and allow direct payments and pre-enrollment NIL agreements, received extensive testimony from university counsel and committee questioning about the settlement, recruiting, and future college athletics rules. HB 1481, expanding school cell phone restrictions from instructional time to the entire school day, drew strong support from parents, students, educators, and advocates who linked phones to distraction, cyberbullying, and mental health harms; one teacher asked for flexibility so phones could still be used for limited academic tasks. No bills were voted out; each measure heard was left pending subject to the call of the chair, and the committee then recessed to attend the floor session.

Transcript Highlights:

• Juanico is here from the Public Education Department as the Assistant Secretary for Indian Education,
• The Higher Education Department highlighted the potential role of the American Indian Education.
• Public Education Department.
• So again, moving this work to the Indian Education Division, the Language and Culture Education Division
• We need you in education.

Keywords: 996, all

Transcript Highlights:

• as a result of the federal education as a result of the federal education freedom<00:04:14.400><
• , the current educators in the House and former educators, supported this measure.
• educators in the House and former educators<00:07:37.759> supported<00:07:38.240> this
• <00:07:39.599> It educators supported this measure. It educators supported this measure.
• And those that are very interested in education will want to apply it to education.

Keywords: Call to Order and Roll Call: 0:03 Bills for Consideration: 3:10 Adjournment: 56:19, 958, all

Summary: The Senate Education Committee heard House Bill 1, which would have Kentucky opt into a federal education freedom tax credit program allowing donations to scholarship-granting organizations (SGOs) for K-12 educational expenses. The bill sponsors said it would not use Kentucky general funds, would be administered through the Secretary of State, and would let donors claim up to a $1,700 federal tax credit for contributions to SGOs. They argued the program could support public, private, religious, and homeschool-related educational needs, including tutoring, transportation, technology, special needs services, and other school expenses. Several senators raised concerns about whether the bill would favor larger districts with more school-choice options over rural counties with only one public school, creating a two-tier system. The sponsors responded that public school districts could also create SGOs and that the federal rules limit eligibility to families at or below 300% of area median gross income. They also said the program would not reduce existing state or federal school funding, but would instead redirect federal tax credit dollars that Kentucky donors might otherwise send to other states or back to the federal government. Members asked about the structure and oversight of SGOs, including whether they must be nonprofits, how broad their missions could be, and whether funds could be earmarked for specific purposes. The sponsors said SGOs must be certified, serve at least two schools and 10 students, spend at least 90% of receipts on scholarships, and cannot be directed to a specific student, though they can be targeted to categories such as elementary students or special needs services. They also said homeschool families would need to organize through a co-op or existing approved SGO. No vote was taken during the portion of the meeting provided.

Transcript Highlights:

• Money to explain. the motion. that receive public funds for public education and higher education from
• . education.
• Education in our high school house bill 20 hb 20 is designed to enhance educational opportunities for
• I believe in public education. I think if we're going to advocate public education.
• We're going to make education, public education, something that earns the support of every taxpayer.

Bills: HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, HB39, HB 102, HB 126, HB290, HB300, HB2143, HJR2, HB147, HJR6, HB 120, HB20, HB150, HB6, HB 100, HB 124, HB210, HB215, HB1393, HB1587, HB 1151, HB 1268, HB142, HB451, SB1

Keywords: career readiness, education reform, workforce training, public schools, financial aid, applied sciences, career education, high school diploma, certificate program, work-based learning, job placement, high-growth jobs, technical training, cybersecurity, state command, information resources, data protection, incident response, mental health, telehealth

Transcript Highlights:

• "They may choose a regular education setting, or they may choose a special education setting.
• <00:39:03.359> is<00:39:03.599> this special education is this special education is
• they may choose a regular education they may choose a regular education setting<00:39:35.920>
• special education; they're under regular education.
• it's only there for special education it's only there for special education Aid<00:50:26.400>

Keywords: 928, house, all

Summary: The work session focused on special education, especially the differentiated aid component and special education aid, which members noted is still often called “catastrophic aid.” The chair said the committee was trying to better understand how special education costs are growing, how districts are delivering services through SAUs or internally, and how reimbursement formulas affect local costs. Members also discussed the need for better data before making decisions on several education funding bills, and Representative Brown was tasked with capturing questions for follow-up information from the department or elsewhere. Testimony from the state special education director, Becky Fad, centered on why student counts in various disability categories have shifted over time. She said the categories themselves have not changed much, but autism has increased because of greater understanding and identification, developmental delay has grown because it applies to children under age 10 who may not yet have a clear diagnosis, and some students previously classified under speech/language or other health impairment are now identified in more specific categories such as autism. She emphasized that the IEP is based on a child’s individual needs, so a change in category would not necessarily change services, though it may help educators support the student differently. Members asked about whether the shifts reflect better diagnostic capability, whether the department should gather more data on the reasons for the changes, and whether autism-spectrum data could be broken down further. Fad said the department does not currently have data on the causes of the shifts or on where students fall within the autism spectrum, but that collecting and analyzing such data is on its list of priorities and a new data manager had recently been hired. She also explained that each child is counted only once on the chart by primary disability, that the IEP or eligibility team determines the primary category based on evaluations, and that any child can be referred for special education by a parent, teacher, or doctor, after which the district must meet within 15 days to decide whether to evaluate. No votes or formal actions were taken in the portion provided.