Transcript Highlights:

• But that's how close those district populations are when it comes to congressional districts.
• So the difference between the most populous district and the least populous district can be 10% of the
• total district population.
• And that's why when we draw district maps we combine those geographical areas to form districts.
• it spells out our districts.

Summary: The Select Committee on Congressional Redistricting held its first meeting, established a quorum, and opened with remarks from the chair outlining the committee’s purpose and scope. The chair said the committee will focus only on congressional redistricting, will not take public comment at this introductory meeting, and may consider whether to propose a new congressional map ahead of the 2026 session. He emphasized that the work would rely on the 2020 census data, the current congressional map, and the House’s map-drawing software, and he stressed transparency, record retention, and compliance with constitutional prohibitions on drawing districts to favor or disfavor a party or incumbent. House outside counsel Andy Bartos then gave an educational presentation on redistricting basics and legal standards. He distinguished reapportionment from redistricting, explained that Florida was apportioned 28 congressional seats after the 2020 census, and reviewed the one-person, one-vote rule, noting that congressional districts must be drawn with near-exact population equality. He also described census geography and how counties, tracts, block groups, and blocks are used to build districts, and explained that congressional redistricting follows the ordinary legislative process rather than the special process used for state legislative districts. Bartos also covered contiguity, explaining that districts must be one connected piece and that mere point-touching is not enough, while bodies of water within a district do not necessarily break contiguity. No questions were asked after the presentation, no votes were taken, and no public testimony was heard. The meeting ended after the chair thanked attendees and said the committee would meet again the following week.

Transcript Highlights:

• district, or in the case of legislative redistricting, a different House or Senate district.
• the district is to draw a district that has lines that...
• Congressional District 5 and Congressional District 6.
• into that district.
• and House districts?

Summary: The Senate convened in special session and took up Senate Bill 8D, later substituted with House Bill 1D, both establishing Florida’s congressional districts. The sponsor, Senator Gates, explained that the Governor had transmitted a proposed redistricting plan on short notice and argued that mid-decade congressional redistricting is legally permissible, citing population growth and the Governor’s view that race-based provisions in the Fair Districts Amendment are unconstitutional. He repeatedly said the Legislature was not being asked to prove the Governor’s legal theory, only to consider the proposal, and noted that no amendments were offered. A lengthy question-and-answer period followed, with senators raising concerns about the rushed process, lack of statewide public hearings, and the map’s effects on minority communities, compactness, communities of interest, and partisan fairness. Senators questioned whether the map cracked Latino and Black communities, whether partisan data was used, whether the Governor’s office had outside consultants, and whether the plan complied with the Florida Constitution, the Fair Districts Amendment, and the Voting Rights Act. Gates generally deferred on legal conclusions, said the Governor’s representatives had testified the map was race-neutral and used political data only as one factor, and emphasized that any constitutional challenge would be for the courts. After a motion to temporarily postpone failed by a recorded vote of 12 yeas to 23 nays, the Senate continued debate. Senators Rouson, Bernard, and others spoke in opposition, arguing the proposal was rushed, partisan, and harmful to communities of interest and minority voting power. Gates maintained that the Governor had a constitutional prerogative to propose the map and that the Legislature could accept, reject, or amend it. The House companion bill was then substituted for the Senate bill, read a third time, and the chamber moved into final debate on the congressional redistricting plan.

Transcript Highlights:

• And I would absolutely echo what we heard from the small districts, the rural districts, the districts
• In the 1980s, we were a district—we were a broken district. We had labor strife.
• In the 1980s, we were a district, we were a broken district. We had labor strife.
• Large districts like Sanger... The impact differs significantly by district size.
• And that's at a district level.

Transcript Highlights:

• Congressional District 9 remains a Republican district.
• The five districts that are new Republican-performing districts still... ...exist in the plan, but it
• Current districts, and this is the committee substitute; the red boundaries represent the current district
• You thought you saw something to change on District 16? There's a change on District 16.
• , and White Latino districts.

Transcript Highlights:

• Unified School District in 2019.
• It is about all school districts.
• The district.
• We have Fullerton Elementary School District and Fullerton Unified School District.
• district.

Summary: The committee heard several audit requests and related testimony. The first major item was an audit of Coachella Valley Unified School District’s contract and fiscal management. The author and supporters described long-standing fiscal mismanagement, large budget shortfalls, layoffs, contracting concerns, and questions about the district’s foundation and use of public funds. District representatives and the Riverside County Office of Education said the district is already under fiscal oversight, has a stabilization plan, and is working to reduce deficits and improve student outcomes. After extensive debate and public comment, the motion to approve the audit was put on call because the committee did not have the required votes from both houses at that moment. The committee then approved an audit of East Bay transit agencies in Alameda and Contra Costa counties. Senator Wahab argued the region’s many overlapping transit agencies create fragmentation, duplication, and inefficiency, especially amid a fiscal cliff and possible future tax increases. Transit agencies and labor representatives opposed the audit, saying the agencies already undergo multiple audits, serve distinct local needs, and are implementing regional coordination efforts. After testimony from agency leaders and public commenters, the committee voted to approve the audit. The next item was an audit of California Community Colleges’ unrestricted reserves. Senator Archuleta and supporting faculty representatives said reserves have grown substantially and may be diverting resources from student services, instruction, and workforce programs. They argued there is little oversight when reserves become too high. The Chancellor’s Office and Calbright College were invited to respond, and the audit objectives focused on reserve growth, reasons for high balances, oversight by the Chancellor’s Office, and effects on students and staff. The transcript cuts off during the Chancellor’s Office response, so the final committee action on this item is not shown.

Transcript Highlights:

• So, as a district sees declining enrollment, The district has to make staffing pattern adjustments, but
• districts. what happens is a district will get in in a relatively small approach.
• Districts do.
• , a district receipt.
• People think it means to have to take from the rich districts to give it to the poor districts.

Committee: House Public Education

Transcript Highlights:

• </c> that district. that district.
• . district. district.
• district? district?
• </c><01:20:35.440><c> district</c> sending district the sending district sending district the sending
• districts? districts?

Transcript Highlights:

• After the finding, the district immediately discontinued the after-hours award banquet funded with district
• We do, you know, over 200 school districts or 200 schools, including charter schools and school districts
• Former employees in the maintenance department of the district misused district funds and resources for
• All right, congratulations to those school districts.
• Congratulations to those school districts.

Committee: All LEGISLATIVE JOINT AUDITING-EDUCATIONAL INSTITUTIONS

Summary: The committee met to review education audit reports and heard responses from several school districts with findings. Camden Fairview School District was cited for using operating funds for an end-of-year employee awards banquet and for unauthorized credit card charges that caused a small loss; district officials said the current administration had strengthened controls, stopped the banquet practice, and improved monthly credit card reconciliation. Members questioned whether the prior officials were still employed, whether the credit card issue was an outside hack, and how teacher appreciation could continue without using district funds. Forest City School District was cited for spending about $33,000 on an off-campus staff celebration and entertainment event; district representatives said the money came from long-standing Pepsi-related donation funds, that the event was intended to recognize staff and growth, and that they would change practices and receive training going forward. Members discussed whether those funds were private donations or operational funds, and staff said the district’s accounting treatment made them subject to the constitutional restriction at issue. The committee also reviewed several other findings. Conway School District was referred for an ongoing investigative report involving misuse of district funds and resources by former maintenance employees. Magnolia School District had undeposited activity funds totaling more than $21,000, tied to a resigned high school secretary and sponsor receipts not deposited. Westside School District had about $30,000 in credit card charges lacking documentation or business purpose, including charges by the superintendent, personal purchases, and items shipped to personal addresses; the matter was referred to the prosecuting attorney. Boonville School District was cited for paying a board member’s son more than the statutory limit for seasonal groundskeeping without the required exemption, and DESE later denied the exemption request. After discussing those cases, the committee filed the remaining eight findings en masse and then filed the 89 reports with no findings. Members noted that most school districts audited had clean reports and encouraged districts to continue good practices while learning from the findings discussed.

Transcript Highlights:

• Should a district itself or a school within a district have a certain number of their students attain
• this, they can get a district seal or a district endorsement of civics as well.
• Smaller districts are going to get less money. Our larger districts are going to get more money.
• Our larger districts are going to get more. smaller districts are going to get less money.
• West Ada School District is in a unique situation in which we will be debt-free as a school district

Committee: House Education

Transcript Highlights:

• and a district that's really new to district elections from at-large to district elections.
• I can tell you in my district there are many districts that do not. They don't have the ability to.
• I would only ask that you would listen to the concerns of my rural district and many rural districts
• A vast majority of them are small school districts: 545 roughly, so about 58% of our school districts
• rural districts to have them.

Summary: The Assembly Education Committee met at the start of the 2026 session and heard four bills. AB 673 (Jackson) would create a five-year Unaccompanied Youth Support Grant Program for 16- and 17-year-old homeless students who are not in a parent or guardian’s custody, with grants to local education agencies for housing referrals, basic needs, tutoring, employment readiness, and related services. Support came from the Department of Education and an Alameda County Office of Education representative. Members raised questions about funding, reporting burdens on small districts, and coordination with county and nonprofit services, but the bill was approved 6-0 and sent to Human Services as amended. AB 1493 (Avila Farías) would have required school board special elections to be consolidated with the next primary or general election. The author argued this would reduce costs and increase turnout, while opponents including CFT and the California School Boards Association said it would reduce local accountability and preserve too much time for appointed members without voter input. Committee members debated turnout, democracy, costs, and whether the bill should instead address signature thresholds; the author said she was open to further work, but the measure failed on a 2-2 vote and did not advance. AB 68 (Gallagher) would require rural school districts, as defined in the bill, to have at least one school resource officer on campus, with a good-cause exception and a compliance plan if a district cannot meet the requirement. The author and a Glenn County superintendent said rural schools face long response times and need more protection, while CSBA, the Small School Districts Association, and several advocacy groups opposed the mandate, citing local control, costs, and evidence that SROs can increase anxiety and disciplinary actions without improving safety. After a lengthy debate over safety, local control, and funding, the bill passed 5-2 and was sent to Public Safety. AB 296 (Davies), which would create a standalone website for schools to buy and sell used career technical education equipment, drew support from construction industry groups and passed unanimously 8-0 to Appropriations.

Transcript Highlights:

• I will refer to Topok Elementary School District as the district throughout my presentation.
• The district is a rural district, and it requires a lot of oversight and managing multiple roles, which
• School district that starts with T.
• information from school district performance audits about district practices that may impact spending
• If the district does not submit the reports within the district. which were due March 31, 2026.

Committee: Joint Joint Legislative Audit Committee

Transcript Highlights:

• Um we made it clear that districts Um we made it clear that districts districts<00:12:38.720><c> shall
• </c><00:35:15.120><c> work</c> districts cuz right now districts work districts cuz right now districts
• This is regarding how sending districts or the resident districts pay the receiving districts.
• </c> districts pay the receiving districts. districts pay the receiving districts.
• </c> to another district. to another district.

Summary: The committee of conference on HB 751 reviewed amendment 2026-1904H page by page, focusing on open enrollment rules, capacity definitions, statewide enrollment limits, denial criteria, transportation, and funding. Members discussed clarifying that districts may set capacity at zero if they truly have no room, creating a statewide enrollment cap of 500 that can increase by 25% if it reaches 90% utilization, and exempting seats already used by open enrollment students before October 1, 2026. They also discussed how the Department of Education would allocate seats through rulemaking, while local districts would still set capacity, with grandfathered seats preserved where districts already allow open enrollment. A substantial portion of the meeting centered on when districts may deny open enrollment applications. The amendment would allow denials for reasons such as chronic absenteeism or disciplinary history, while requiring districts to consider whether those issues are tied to disability, McKinney-Vento status, foster care, or bullying. Members emphasized that such factors are to be considered, not used as the sole basis for rejection, and noted that the bill separately prohibits receiving schools from accepting or rejecting applicants based on pupil needs, special education needs, disability, aptitude, or athletic achievement. There was also discussion of whether interdistrict transfers should count toward open enrollment capacity, with a suggestion that a carve-out may be needed. The committee also reviewed provisions on program-specific capacity, continuous enrollment, and transportation. It was explained that capacity can apply to a school, grade, program, or class, including CTE programs, and that students may be denied if a specific program is full or if they do not meet prerequisites. The group clarified that open enrollment pupils would maintain continuous enrollment without reapplying, though there was concern about how that would work if district capacity changes over time. Transportation would generally be the parent’s responsibility unless required by an IEP or 504 plan, though students may use an existing bus route if seats are available and the receiving district allows it. On funding, the committee noted that the amendment changes the earlier HB 751 approach and instead ties open enrollment funding to base adequacy, differentiated aid, and an additional grant modeled on charter school funding, with dates removed at the department’s request. Members also raised concerns about how open enrollment would interact with existing tuition agreements and whether districts could use the new pathway to alter or pressure those arrangements. Department staff said districts would still be required to maintain a school of record and provide an adequate education free of charge outside the open enrollment program, and that if open enrollment enrollment became unusually large relative to district adequacy enrollment, the issue could be brought to the state board. No votes were taken in the portion provided.

Transcript Highlights:

• </c> effort by as much as 50% in a district effort by as much as 50% in a district where<00:04:12.560
• My district is a little bit different than the rest of the districts around me.
• Peter School District.
• School District.
• Wealthier districts won't have an unfair advantage over districts like mine.

Committee: Senate Education Finance

Transcript Highlights:

• Districts with 2,000 to 5,000 students must have at least three director districts, while districts with
• district rather than the electors of the entire school district.
• district.
• It's a large district. Lots of students. ...to run in the district. It's a large district.
• district is the same.

Summary: The Early Learning and K-12 Education Committee began with a clarification about a prior budget bill affecting Running Start, emphasizing that it would reduce per-student funding to colleges but would not reduce student participation in the program. The committee then held a public hearing on Senate Bill 6277, which would promote educational stability for children of military families by easing enrollment rules, extending proof-of-residency deadlines to 90 days, allowing conditional enrollment before arrival, and requiring timely transfer and implementation of IEPs and 504 plans. Support came from the bill sponsor, students, school psychologists, military family advocates, and veterans groups, while school district representatives raised concerns about accelerated special education timelines and related costs. No vote was taken on the bill during the hearing. The committee then moved into executive session on a first packet of bills. It adopted a proposed substitute for Senate Bill 5992 creating a youth development fund account and prioritizing tribal and American Indian/Alaska Native youth, and advanced the bill to Rules. It passed Senate Bill 6078 on child care provider supports, advanced Senate Bill 6089 on P20W education data with a substitute that added stakeholder intent language, limited nonprofit authority, and FERPA protections, and adopted an amendment to Senate Bill 5918 increasing school materials, supplies, and operating costs funding, then sent it to Ways and Means. In the second packet, the committee considered Senate Bill 5861 on school board director districts, but rejected an amendment that would have required candidates to be elected only by voters in their director district rather than at large. It then adopted a substitute and advanced the bill. The committee also advanced Senate Bill 6118 requiring cardiac emergency response plans in schools, with a substitute making implementation contingent on state funding; Senate Bill 6065 allowing certain financially distressed districts to use transportation vehicle funds under limited conditions; and Senate Bill 6052 directing development of a statewide digital transcript exchange system, which was sent to Ways and Means. The meeting ended with adjournment after all scheduled executive action was completed.

Transcript Highlights:

• suburban school districts?
• So if a district applies for the waiver, then the entire district is eligible. Okay.
• 8% of districts.
• We have districts...
• Long Beach Unified School District is a district...

Transcript Highlights:

• So it's not just school districts.
• When we look at what school districts expend in providing services, ...look at what school districts
• to address this would be to reduce ELOP funding for a district by the amount of ASES funding that district
• And we have found that many districts, the districts who had the most difficulty launching this program
• About 10% are in districts that have recovered in both math and reading, and 12% are in districts scoring

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• IN THE SCHOOLS AND DISTRICTS.
• TO BE MORE SPECIFIC TO THE NEEDS OF THE DISTRICT.
• OUR BIGGEST DISTRICTS, WE'VE GOT 200 AND I'VE GOT SOME VERY SMALL DISTRICTS THAT IF YOU ARE COMING FROM
• COOPERATIVE PURCHASING BECAUSE WE ARE LARGE WE HAVE 37 DISTRICTS. WE HAVE 36 DISTRICTS.
• BUT THEY ARE ABLE TO DO THAT ON OUR BEHALF AND NEGOTIATE A 16 DISTRICTS OR 15 DISTRICTS AND THEN THEY

Transcript Highlights:

• think</c><00:23:12.320><c> can</c> it's districts can districts I think can it's districts can districts
• . district. district.
• . district. district.
• /c><02:13:40.719><c> district</c> greatly from district to district greatly from district to district
• . districts. districts.

Committee: House Education Funding

Transcript Highlights:

• </c><00:46:13.240><c> enters</c> district ENT the district entri enters district ENT the district entri
• to district.
• district services.
• at that all districts.
• at that all districts. look more closely at those districts look more closely at those districts which

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.

Transcript Highlights:

• Using the tool, districts can access a snapshot of key reporting Using the tool, districts can access
• They want to know things like: Is the district, does the district have ELOP at every school site?
• And I would absolutely echo what we heard from the small districts, the rural districts, the districts
• We’re also a basic aid district.
• The Office for Civil Rights, they don't care if you're a 700-district or a 700,000-district.

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.