Transcript Highlights:

• Rightfully so, current Education Code requires that classroom educators must be a majority of the participants
• The Collaborative for Education Excellence will be here as well as the Department of Education.
• Yes, and they are county office of education leads.
• to provide training for educators to become literacy coaches.
• Steven Profiter, the Director of the Early Education Division at the California Department of Education

Keywords: 988, house, all

Transcript Highlights:

• </c> receiving special education receiving special education services<00:03:20.440><c> my</c><00:03:20.680
• I challenge whether or not that's an educational expense we can deliver in public education.
• expense we can deliver in educational expense we can deliver in public<00:19:57.880><c> education</c
• ><c> educational</c><00:34:39.000><c> support</c> our teachers educational support our teachers educational
• education and MLL.

Keywords: 1183, house

Transcript Highlights:

• > Special</c><00:37:34.240><c> Education</c> Member, and Special Education Member, and Special Education
• </c><01:29:25.840><c> public</c> education is all about. public education is all about. public education
• And for us, education, we educate all.
• </c> Education has been decimated. Education has been decimated.
• </c> educators and families, and Education educators and families, and Education Minnesota<01:43:16.400

Keywords: 1187, senate, all

Transcript Highlights:

• County Office of Education.
• Currently, County Office of Education County offices of education receive coordination grant funding
• of Education, for California MTSS.
• I'm with the Alameda County Office of Education.
• I'm with the Alameda County Office of Education.

Summary: The Assembly Budget Subcommittee on Education Finance held a hearing on the Governor’s proposal to convert the California Community Schools Partnership Program from a one-time grant model into an ongoing $1 billion Proposition 98 program. Finance and CDE described the expansion as a way to sustain existing community schools and add thousands more, with county offices, regional/state technical assistance centers, annual self-certification, and a future accreditation process intended to support fidelity to the state framework. The LAO opposed shifting to an ongoing categorical program and recommended continuing one-time grants, while suggesting longer-term funding for technical assistance and, if ongoing funding is adopted, stronger planning, reporting, phased expansion, and clearer accreditation timelines. Committee members pressed the administration on how the new proposal could fund far more schools with less money than the original $4.1 billion program, how much of the funding would go to existing cohorts versus new schools, and whether the proposal sufficiently requires planning and implementation before funds are received. Testimony from practitioners and advocates largely supported ongoing funding but emphasized that money alone is not enough. Speakers from LPI, CTA, San Diego Unified, Fresno County, the Partnership for the Future of Learning, and Sacramento County urged stronger requirements for shared governance, explicit commitment to the community schools framework, annual reporting beginning in year one, and continued or expanded support for coordinators and technical assistance. Several witnesses said the proposal should better protect county office coordination roles, maintain preferences for partnerships in the technical assistance structure, and ensure the system can support more than 6,000 schools. Others highlighted the need for specialized supports for middle and high schools, better integration with other state programs such as ELOP, universal meals, TK, and the LCFF equity multiplier, and more detailed accountability and accreditation processes. No formal vote was taken during the portion of the hearing reflected in the transcript. The chair indicated that the committee wanted additional information on the funding breakdown, the use of reverted funds, and the proposed support structure before taking action, and administration witnesses said a more detailed proposal would be brought forward in the May Revise.

Transcript Highlights:

• it to give our students the education that they deserve.
• It ensures our education system keeps pace with the realities students are facing outside... ...our education
• at Alameda County Office of Education, or ACOE.
• I have worked in special education.
• The motion is due pass to Higher Education. Garcia, aye. Higher Education. Garcia, aye.

Keywords: 988, house, all

Transcript Highlights:

• . education. education.
• </c> education was not in the topics. education was not in the topics.
• Department of Education. We We do The Department of Education.
• </c> the Department of Education. the Department of Education.
• </c> Education and not by the DOE. Education and not by the DOE.

Keywords: 910, house, all

Summary: The committee heard testimony on SCR 78, which urges the Department of Education to strengthen natural health education and adopt a comprehensive menstrual cycle curriculum. The Department of Education said it supported the intent and had offered technical amendments to scaffold the curriculum by grade level. The Commission on the Status of Women and several advocates, including students and Ma'i Movement Hawaiʻi, testified in support, describing gaps in menstrual health education, stigma, and the need for more inclusive, age-appropriate instruction. No opposition was heard, and the chair moved on after no questions from members. The committee then took up SCR 194, urging the Department of Education to meet the criteria to recognize cheerleading as a Title IX sport. The Department supported the measure, noting recent expansion of girls flag football and surfing as recognized sports and saying cheerleading would create additional opportunities for students. The Commission on the Status of Women also supported the resolution, saying it could improve participation, resource allocation, and representation for female students. No opposition or further action was recorded in the excerpt. Finally, the committee discussed SCR 195, requesting the Board of Education and Department of Education to revise graduation requirements to include a standalone financial literacy course. The Board of Education and Department of Education both supported the intent but cautioned against a one-size-fits-all mandate, emphasizing school-level flexibility, existing stand-alone and online options, and the requirement that the class of 2030 must complete financial literacy before graduation. Hawaii Kids Can supported the resolution while raising questions about equity, access, quality, and how different delivery models compare; it also asked for more information on community survey data. Committee members questioned the department and board about asynchronous versus in-person instruction, standards, and how the requirement would be tracked in the personal transition plan. No vote or final action was taken in the provided portion of the meeting.

Transcript Highlights:

• This is not my area, education.
• guidance provided by the State Board of Education.
• And it leaves room for other educational expenses as approved by the State Board of Education.
• We don't use an education service provider.
• Or a public school district to enhance educational services or resources and to cover educational costs

Summary: The House Education Committee approved the minutes from February 4 and 5, 2026, then heard RS 3327 on Idaho Digital Learning Academy (IDLA). The sponsor said the proposal would reduce state funding for several areas viewed as scope creep or double funding, including private school, homeschool, and some virtual school enrollments, LaunchPad literacy, urban custom sections, and a limit of three IDLA enrollments per student per year, along with a per-enrollment reduction. Members raised concerns about impacts on rural schools, the three-course cap, and whether the bill would hurt IDLA’s core mission, but the RS was introduced and sent to print. The committee then heard RS 33027, a proposal for a moment of silence in schools. The sponsor said it was intended to improve classroom behavior and could include prayer, meditation, or quiet reflection. Members debated whether the silence should be required at the beginning of the school day or left to teacher discretion. Two substitute motions to alter the timing language failed, and the committee then approved the original RS to be printed and introduced. Finally, the committee took up House Bill 588, a virtual education bill for Idaho Home Learning Academy and similar programs. Sponsors and supporters said it would codify standards for virtual schools, require board approval of education service provider contracts, clarify residency and curriculum requirements, require Idaho teaching certificates, and define supplemental learning funds and eligible expenses with local control and State Board guidance. Testimony from virtual school leaders and district superintendents generally supported the bill as improving transparency and accountability, while one former legislator cautioned that it could limit innovation. After discussion, the sponsor asked to hold the bill in committee while a clarifying RS was introduced; the committee agreed to hold HB 588, then introduced RS 33283 and sent it to second reading.

Transcript Highlights:

• Board of Education decision.
• Welcome to Senate Education. Thank you, Mr. Chairman.
• And so how much of our education, I guess my question, next question would be how much of our education
• of Education budget... ...concern that we've cut the State Department of Education budget and 3%, and
• Institute of Education Sciences, which is the gold star for education research.

Summary: The committee first took up House Bill 883, which would give qualifying high-performing charter schools and traditional school districts more flexibility over spending and reduce certain state reporting requirements. The sponsor and Emily McClure of the Idaho Charter School Network said the bill is intended to reward strong academic, financial, and operational performance with greater local control, while preserving accountability and avoiding any threat to federal funding. Supporters from American Classical Schools of Idaho said the measure would help schools allocate funds more effectively and reduce redundant compliance work; a district witness opposed the bill, arguing it creates unequal treatment among public schools and conflicts with the idea of common schools. After questions about which reports would be waived and whether federal funds would be affected, the committee voted to send HB 883 to the Senate floor with a due pass recommendation. The committee then considered House Joint Memorial 19, which expresses support for a federal effort to disband the U.S. Department of Education. Senator Den Hartog argued that education is not an enumerated federal power and said dismantling the department could reduce federal overreach while preserving student protections and shifting administration of programs elsewhere in the federal government. Testimony in support came from Idaho Family Policy Center, which said the department violates federalism and parental authority. Opponents raised concerns about uncertainty over where programs such as Title I, Pell Grants, special education, and school nutrition would be housed, and one witness warned that eliminating the department could worsen inequities and undermine civil rights and research functions. The committee ultimately voted to send HJM 19 to the Senate floor with a due pass recommendation, and then adjourned.

Transcript Highlights:

• I am calling the Senate Education Committee to order, and at the same time I'm calling the Senate Education
• education education services<00:55:15.240><c> I'm</c><00:55:15.400><c> bringing</c><00:55:15.720><c>
• ><01:00:30.240><c> education</c> especially when it's special education especially when it's special
• </c> Administration special education Administration special education administrators<01:14:40.000><c
• I am the state director of special education at the Department of Education.

Keywords: 1191, senate, all

Transcript Highlights:

• Therefore, our civic education council group recommends that the Senate Committee on Education establish
• more education.
• Trying to weave into educational curriculum or educational settings a little bit more information that
• Educators may refer to existing webinar recordings provided by the California Department of Education
• education.

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

Transcript Highlights:

• The House Education Committee will come to order. The House Education Committee will come to order.
• It changes the requirement for the educational service districts and OSPI to report educator literacy
• compact school to provide each teacher, para-educator, and other educator responsible for delivering
• compact school to provide each teacher, para-educator, and other educator responsible for delivering
• Our paramount duty is education.

Summary: The House Education Committee first briefed several bills and amendments before going into caucus, then returned for executive action. House Bill 1295, on comprehensive literacy programs, was amended to require aligned literacy curricula and reporting, with one proposed substitute withdrawn and several amendments debated; the committee rejected amendments that would have added implementation deadlines and reporting, adopted an amendment requiring a 2032 OSPI report on literacy outcomes, and advanced the bill with a do pass recommendation. House Bill 2262, which adds cursive signature instruction to mandatory high school civics and requires election-related reporting on signature mismatches, was amended to recognize culturally specific signatures, include historical context about marginalized communities, remove a graduation-credit condition, and drop State Board monitoring language; the committee rejected a null-and-void amendment and advanced the bill. House Bill 2551, allowing certain school districts to sell real property with superintendent authorization, was debated as a fiscal flexibility measure and passed out of committee on a 10-4 vote. The committee also considered House Bill 2593 on school district fund balances and monthly financial reporting. A proposed substitute shifted the bill away from mandatory minimum fund balances toward formal financial monitoring for districts below required levels, technical assistance from OSPI, and possible withholding of apportionment payments for reporting failures; an amendment removed the withholding provision, and the substitute bill was then advanced with a do pass recommendation. House Bill 2594, establishing state-based protections for homeless students and aligning state requirements with McKinney-Vento, received a technical amendment to avoid duplicative provisions and was reported out unanimously. House Bill 2636, creating a Public Education Performance Operations and Funding Review Commission, was substantially revised into a Public Education Review Advisory Council that would work with JLARC to review education policy requirements and funding; a null-and-void amendment failed, and the committee advanced the substitute bill unanimously. Throughout the meeting, sponsors and members emphasized literacy improvement, student access, district fiscal stability, and reducing or reviewing unfunded mandates. Several members spoke in support of the bills as tools to improve outcomes or provide flexibility, while others raised concerns about mandates, reporting burdens, and the practicality of implementation. Final actions included multiple do pass recommendations, with recorded votes on HB 2551, HB 2593, HB 2594, and HB 2636, and unanimous or near-unanimous support on the other measures after amendment debate.

Transcript Highlights:

• One special education educator appointed by the New Hampshire Association of Special Education Administrators
• </c> costs to the Department of Education. costs to the Department of Education.
• </c> education that you're receiving. education that you're receiving.
• </c> associated with special education. associated with special education.
• </c> education aid. education aid. &gt;&gt; Yeah. &gt;&gt; Yeah. &gt;&gt; Yeah.

Keywords: 928, house, all

Summary: The commission held an organizational meeting under SB 57 to study the cost of special education, with the meeting streamed publicly at the chair’s request. Members introduced themselves, and the chair explained that the bill creates two separate pieces, one dealing with SAU structure and the other with a commission on special education costing. He outlined his background in education and special education and said the commission’s work would focus on understanding and controlling special education costs. The commission reviewed its membership requirements and noted several vacancies or unfilled appointments, including the special education advocate, two governor-appointed parent advocates, and a Department of Health and Human Services representative. The members then elected Representative Rick Ladd as chair, Representative Dick Ames as vice chair, and Representative Megan Murray as clerk. Representative Ames briefly described his legal and policy background in disability and special education work in Massachusetts and New Hampshire. The chair then walked through the commission’s study topics, including referral rates by IDEA category, reasons for increases in categories such as autism and other health impairment, post-COVID referral trends, pre-referral interventions, Medicaid and 504-related costs, out-of-district placements, dispute resolution, billing practices, privacy, reimbursement, legal services, graduation rates, attendance, and adult learning. Members discussed how special education costs are distributed, noting that the state spends about $977 million annually on special education, with only part covered by state aid and the remainder largely borne by local districts. Testimony also noted that out-of-district placement costs have risen sharply since rate-setting changes around 2018, and that some categories may reflect changes in identification practices, medical factors, or broader population shifts. The commission agreed to continue reviewing the data and formulas in future meetings.

Transcript Highlights:

• The Committee on Higher Education will come to order.
• I mean, higher education, I've always looked at it as kind of the fulcrum of Public education, higher
• And, um, In Article 3, which is public education and higher education, but I looked at chart number 18
• the training and education.
• Versus our public education in conjunction with our higher education and meeting those demands.

Transcript Highlights:

• I want to thank the educators who do the work and those who prepare our educators.
• I want to thank the educators who do the work and those who prepare our educators.
• The State Board of Education makes decisions that shape the direction of public education in California
• But for me, when it comes to the Board of Education, education is the greatest equalizer.
• of education.

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:

• <00:15:28.839><c> um</c> education um education um so<00:15:29.839><c> we</c><00:15:29.920><c> don't<
• </c> you back out the higher education you back out the higher education University<00:15:53.120><c>
• </c> that's said we have a lot of Education that's said we have a lot of Education trust<00:16:01.160
• </c><00:16:16.800><c> trust</c> for the the new folks education trust for the the new folks education
• There are two—one related to special education and one related to the education freedom accounts.

Keywords: 928, house, all

Summary: The meeting was an introductory House Finance Division Two session focused on committee procedures, staffing, and the upcoming budget process. Mickey Landrian, the division analyst, introduced himself and explained that the subcommittee operates more informally than the full committee, does not hold executive sessions or public hearings itself, and makes recommendations back to House Finance. Members were told that public hearings on legislation occur in the full committee, while Division Two will hold work sessions and vote on recommendations such as ought to pass, retain, or ITL. The chair also welcomed new members and a new clerk, and noted that meetings will be recorded and streamed, with microphones required for audio capture. A substantial portion of the meeting covered the division’s workload and schedule. Landrian outlined the agencies assigned to Division Two, including Safety, Fish and Game, Transportation, Education, the Lottery Commission, Police Standards and Training, the University System, and the Community College System. He explained the different fund types the division will handle, especially Education Trust Fund, Highway Fund, and Fish and Game Fund, and reviewed reference materials distributed to members, including agency budget requests, prior recommendation tracking sheets, and surplus statements. He emphasized that the agency budget requests and related handouts are available online and useful for members to review before budget work begins. Members discussed the compressed timeline for the session, with a target date of March 26 for completing Division Two recommendations. Landrian said only a few bills had been referred to Finance so far, none yet to Division Two, but that more bills and amendments were expected, including many amendments to House Bill 2. He noted that the committee would need to move efficiently and frontload meetings. Representative Papich added that Fish and Game may require closer scrutiny than in prior years because of its push for direct general fund appropriations, and members also discussed the importance of getting preliminary budget documents before the governor’s budget is finalized. No votes were taken and no formal actions were reported beyond the procedural overview and distribution of materials.

Transcript Highlights:

• When it comes to special education in Minnesota, the numbers are going up, from the number of students
• needing special education services to the cost of those services themselves.
• School districts and the state budget are feeling the strain, so what can we do to support educators
• I'm now joined by Senator Mary Kunesh [member_11663], chair of the Education Finance Committee, to talk
• I'm now joined by Senator Mary Kunesh [member_11663], chair of the Education Finance Committee, to talk

Keywords: 1187, senate, all

Transcript Highlights:

• Reinstating continuing education requirements helps... education credits per year.
• Reinstating continuing education requirements helps For continuing education, reinstating continuing
• We support voluntary continuing education.
• And then what is left for the continuing education.
• priorities and on what workforce education priorities should be funded from the Workforce Education

Summary: The committee held a public hearing on HB 2337, which would repeal the planned 2027 requirement that certain family-member long-term care providers complete annual continuing education. Rep. Barnard said the bill was intended to reduce burdens on relatives caring for one loved one and to avoid forcing them into courses that are often not relevant to the person they support. Supportive testimony from family providers and disability advocates emphasized that family caregivers already receive individualized training from doctors and therapists, that the available course library is often geared toward aging-related care rather than developmental disabilities, and that mandatory CE could create compliance barriers and risk losing caregivers. Opponents, including SEIU 775 representatives and family caregivers who support the current system, argued that continuing education improves care quality, helps caregivers stay prepared as needs change, and should remain mandatory; they also said the state had already responded to prior concerns by expanding the course catalog and allowing repeat courses for credit. No action was taken on HB 2337. The committee then heard HB 2311, a technical bill making administrative changes to the Workforce Education Investment and Accountability and Oversight Board. The bill would extend co-chair terms, allow more than four meetings per year, shift consultation on workforce investment effectiveness to the Student Achievement Council, and eliminate the requirement for a public data dashboard. The bill sponsor and supporters from WASAC, Microsoft, and the United Faculty of Washington State said the changes would improve board operations and oversight, while also raising broader concerns that WEA funds have been used to supplant general fund support for higher education. Testimony noted the dashboard had not been funded and that WASAC already tracks related metrics through other tools. No vote was taken on HB 2311 during the hearing. The committee then moved to executive action on HB 2132, which limits disclosure and retention of personally identifying information in WASFA records. An amendment by Rep. Levitt was adopted to allow the Student Achievement Council to share applicant information with entities beyond higher education institutions under binding data-sharing agreements. The committee then adopted the amended substitute bill and voted it out of committee. The final roll call was 9-8 in favor, and Substitute HB 2132 was reported out with a do pass recommendation. The committee also announced that executive action on HB 288 and HB 2148 would be delayed and that no action would be taken on those bills that day.

Transcript Highlights:

• That's how we do it here in the Joint Committee on Education.
• One size does not fit all in education.
• Fiscal stability and equitable educational opportunities.
• education in the least restrictive environment.
• Individuals with Disabilities Education Act, including provision for free and appropriate public education

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing on two late-file bills: H. 4867, concerning school choice, and H. 4927, concerning access to applied behavior analysis (ABA). For H. 4867, testimony focused on a DESE interpretation of M.G.L. c. 76, §12B(k) that would require small elementary-only districts with school choice students to pay secondary tuition when those students continue into high school. Superintendents, school committee members, parents, teachers, and a representative argued this creates large fiscal shortfalls for rural districts such as Hancock, Warwick, Richmond, and Worthington, which do not operate high schools and already rely on tuition agreements for their own resident students. Witnesses said the current interpretation has led some districts to stop accepting school choice students, reducing class sizes and limiting educational opportunities; they urged an exemption or amendment so these districts could continue school choice without assuming high school tuition obligations for nonresident students. Committee members asked about the number of affected districts, how the arrangement worked before 2023, and whether alternative statutory language might solve the issue more broadly. Representative Barrett described the bill as a simple fix to an unenforced provision that had only recently been raised by DESE, and the hearing later included testimony from both district officials and families supporting the bill. The committee closed testimony on H. 4867 and H. 4927 and then adjourned. H. 4927 drew testimony from educators, an ABA provider, and a parent of a child with autism in support of protecting in-school ABA access. Witnesses said the bill would clarify that qualified ABA providers, including BCBAs and RBTs under supervision, may deliver services in schools while allowing districts to maintain neutral safety and operational rules. They argued that inconsistent access to ABA can undermine districts’ obligations under IDEA, including free appropriate public education and placement in the least restrictive environment, and that school-based ABA can reduce removals from class, improve student progress, and support families. A parent testified that her young son needs ABA to function in school and that promised supports had been delayed or not delivered, while another witness said the bill would help ensure accountability and consistent services for students with autism.

Transcript Highlights:

• Resources to our special education students, more funding for our special education students, but that
• I want to thank the educators who do the work and those who prepare our educators.
• The State Board of Education makes decisions that shape the direction of public education in California
• But for me, when it comes to the Board of Education, education is the greatest equalizer.
• of education.

Keywords: 988, house, all

Transcript Highlights:

• California Department of Education.
• Charles Wilkes, assistant professor of mathematics education at the School of Education at UC Davis.
• education system for teachers and students.
• The Family Educational Rights and Privacy Act and state education privacy laws restrict disclosure of
• I also happen to chair Budget Sub 1 for Education.

Summary: The Assembly Education Committee heard a long slate of education bills, beginning with SB 685 on nonpublic schools for students with disabilities. Senator Cortese and the California Department of Education described the bill as a response to the Ninth Circuit’s Laughman decision, removing the obsolete “non-sectarian” requirement while preserving secular use of public funds, nondiscrimination protections, background checks, credentialing, and incident reporting. There was no opposition, and the bill later passed 7-0 to Appropriations. The committee also heard SB 1181, a pilot grant program for violence prevention, student wellness, and school safety in Central Valley and other schools. Supporters framed it as a prevention measure, while opponents from EFF, ACLU Cal Action, and community advocates warned it could increase law enforcement involvement, surveillance, and use of fusion centers; despite those concerns, it ultimately passed 5-0 to Appropriations. Members then considered SB 1067, which would create a statewide framework for annual K-2 math assessments starting in 2028-29 to identify students needing early intervention. The author and supporters argued California faces a serious math achievement crisis and that early assessment would help close gaps, while CTA and several educators and administrators sought additional clarity and amendments to ensure alignment with existing diagnostic practices and limits on high-stakes use. The bill drew broad support from educators, parents, and advocacy groups and passed 7-0 to Appropriations. SB 1107, a school shade-structure bill, would expand eligible shade projects and allow bundling through design-build to reduce costs; it received support from LAUSD, school boards, and climate-focused groups and passed 7-0. SB 1128, on take-home devices and screen time for kindergarteners, was presented as a modest first step to give families more flexibility and reduce early screen exposure, with support from early childhood advocates and no opposition, and it passed 7-0. The committee also approved SB 1048, creating a voluntary State Seal of Climate Literacy for students who complete climate coursework and hands-on projects. Supporters, including Ten Strands, students, teachers, and county offices, said it would recognize real-world climate learning and green career readiness; it passed 7-0. SB 1140, sponsored by CFT, would require LEA construction contractors to follow campus security provisions during school projects to reduce unauthorized access; it drew support from labor and gun violence prevention groups and passed 7-0. SB 930, requiring end-to-end encryption for proctoring companies handling K-12 exam data, was presented as a student privacy measure in response to cybersecurity risks and passed 6-0. Finally, SB 1083 was introduced by Senator Perez as a follow-up to last year’s Safe Learning Environments Act, with extensive committee amendments to refine the statewide misconduct data system, disclosure rules, contractor fingerprinting, and access requirements; the transcript cuts off before the bill’s full hearing and vote are shown.