Transcript Highlights:

• The literacy system must include annual use of screening assessments and other tools to identify students
• The literacy system must include annual use of screening assessments and other tools to identify students
• The students meeting specified criteria scored at the basic level or below on the assessment, the district
• Competency-based assessments give opportunities for students to express their knowledge and mastery in
• Competency-based assessments give opportunities for students to express their knowledge and mastery in

Summary: The committee first took up a motion from Ranking Member Root to promptly schedule public hearings on two citizens’ initiatives. Supporters argued the Constitution and public accountability required hearings so voters could hear pro and con arguments; opponents said the legislature was not obligated to act that way and the initiatives would still be heard at the ballot. On a voice vote, the motion failed. The committee then heard extensive testimony on House Bill 1295, which would require evidence-aligned, comprehensive literacy instruction for K-4 students, update teacher endorsement standards and preparation programs, and require literacy-related continuing education for some teachers. The bill also repeals several older literacy-related provisions. The sponsor and supporters said Washington’s reading results are too low and that structured literacy reflects the science of reading; districts such as Puyallup described strong gains after adopting evidence-aligned instruction. Opponents and alternative-program advocates argued the bill could narrow instructional approaches and exclude programs they say have worked well. PESB testified neutrally that much of the endorsement work is already underway but asked for clarification on recertification language. The hearing on HB 1295 was suspended and later resumed with additional pro testimony from students, parents, and literacy advocates. House Bill 2262 was then heard and completed. It would require high school civics instruction to include teaching students to produce a legible, repeatable official signature and explain how signatures are used in elections and ballot processes, while also requiring related outreach and reporting on signature mismatch ballot rejections. The sponsor and county auditor testimony emphasized that younger voters often have signatures that change over time and that better instruction could reduce ballot rejections; questions focused on whether the bill should account for printed signatures and diverse writing systems. The Secretary of State’s office and county auditors were reported as supportive, and the hearing closed after a large number of pro sign-ins. The committee also heard House Bill 2636, which would create a public education performance, operations, and funding review commission to evaluate whether education mandates and funding are effective, relevant, and adequately supported. Supporters said the bill would help identify unfunded mandates and reduce administrative burdens on districts; rural district testimony urged a narrower scope and earlier start date. Finally, House Bill 2007 was heard, proposing competency-based assessments as additional graduation pathway options in place of some existing course/exam requirements. Student testimony supported more flexible, equitable pathways, while the State Board of Education said it supports competency-based education but preferred to wait for its broader Future Ready graduation-requirements work and noted the bill would require additional rulemaking. The hearing on HB 2007 closed after testimony from students and a neutral statement from SBE.

Transcript Highlights:

• Moving this testing window ensures we are assessing students after they have had the maximum teacher
• students after they have had the maximum Moving this testing window ensures we are assessing students
• Reviews of large-scale assessments show that younger students often score higher on paper tests, report
• I'm going to start with how she ended this, which says state assessments should measure what students
• I'm going to start with how she ended this, which says state assessments should measure what students

Committee: Senate Senate Education Committee of Reference

Summary: The Committee on Education approved the minutes from February 18 and March 4, 2026, then took up several bills. HCR 2003, the “Protect Girls in Sports in Arizona Act,” drew extensive testimony. Supporters, including Superintendent Tom Horne, argued it would protect fairness, safety, and privacy in girls’ sports and locker rooms by requiring teams to be designated male, female, or co-ed and by limiting access to sex-designated private spaces. Opponents, including ACLU and transgender advocates, said the measure was discriminatory, would function as a bathroom ban, and could force schools to police students’ bodies and identities. The committee voted 4-3 to give HCR 2003 a due pass recommendation. The committee then advanced HB 2020, which lowers certain student threats or disruptions at educational institutions from a Class 6 felony to a Class 1 misdemeanor, and HB 2032, which changes the statewide testing window so assessments begin later in the spring and scores are returned later, with supporters saying it would better reflect a full year of instruction. HB 2033, allowing school districts or charter schools to choose paper-and-pencil administration of statewide assessments by governing board vote, also received support from educators who said it would reduce technology barriers for younger students. HB 2318, as amended, would impose term limits on school district governing board members after eight consecutive years; school board groups opposed it as harmful to rural districts, but the committee adopted an amendment and gave the bill a due pass recommendation. The committee also approved HB 2378, which changes eligibility rules for School Facilities Oversight Board members who are architects or engineers so their businesses may not include school construction. HB 2313, which prohibits teacher strikes or organized work stoppages and ties funding penalties to districts or charters that violate the ban, advanced despite testimony that it duplicates existing law and could chill educators’ speech and worsen staffing shortages. Finally, HB 2249, a major expansion of the Parents’ Bill of Rights, passed after heated testimony. Supporters said it would prevent schools from socially transitioning minors without written parental consent and stop staff from encouraging children to hide information from parents; opponents warned it was vague, punitive, and would expose teachers and schools to massive liability and litigation. The committee adopted amendments on HB 2318 and HB 2249 and reported all of the listed bills out with due pass recommendations, with recorded split votes on several measures.

Transcript Highlights:

• We're incorporating meaningful changes to student assessments of our Texas public schools.
• We lose all that valuable instruction time and then we assess our students a month before schools out
• By using a nationally norm-referenced assessment, parents, teachers, and students can have more faith
• By using a nationally norm-referenced assessment, parents, teachers, and students can have more faith
• The legislation ensures that student performance is meaningfully and comparably assessed...

Bills: HB4 , HB20

Committees: Senate Education , Senate Education K-16

Keywords: district composition, congressional election, Texas, legislature, voting districts, fraudulent solicitation, disaster relief, nonprofit organizations, criminal penalties, consumer protection, fraud prevention, charitable donations

Summary: The committee first took up House Bill 2853, which would allow the UT System Board of Regents to adjust the University of Texas at El Paso student union fee above the current statutory cap, subject to student approval, to help fund a new student union building. Senator Blanco explained the bill and the committee substitute, there were no questions or witnesses, public testimony was closed, and the committee adopted the substitute and left the bill pending subject to the call of the chair. The committee then heard House Bill 610, which would limit severance payments for terminated independent school district superintendents to six months’ salary and benefits. Senator Paxton described large severance payouts and said the bill had passed the House overwhelmingly. There were no witnesses, public testimony was closed, and the bill was left pending. A lengthy hearing followed on House Bill 4623, which would waive school district immunity in certain cases involving negligent hiring, supervision, or employment of professional school employees who commit abuse or related misconduct against students. Senator Paxton and several witnesses, including survivors and parents, argued the bill was needed to address cover-ups, delayed reporting, and repeated failures to remove dangerous employees; some members raised concerns about liability caps, litigation, and how the bill would interact with the Tort Claims Act. The committee also heard from TEA staff and employee-group witnesses who discussed possible injunctions and stronger no-hire protections. Public testimony was then closed and the bill was left pending. Finally, the committee heard House Bill 4, an accountability and assessment bill that would restore A-F ratings, change the state testing system, and replace STAAR with shorter, more instructionally useful assessments. Senator Bettencourt explained the committee substitute, including annual ratings, limits on taxpayer-funded lawsuits, and a phased-in testing redesign with beginning, middle, and end-of-year assessments. Testimony was generally supportive from education and business groups, though some witnesses favored norm-referenced testing while others emphasized criterion-referenced, TEKS-aligned assessments; one witness noted social studies assessments were restored in the bill. The hearing concluded with additional invited testimony and no final vote reported in the transcript.

Transcript Highlights:

• students may fulfill the requirements of that graduation pathway by completing a competency-based assessment
• The assessment load is spread out in a sensible way that keeps students continuously engaged and learning
• Assessments are externally set and globally benchmarked, holding every student to the same high standard
• Assessments are externally set and globally benchmark, holding every student to the same assessments
• These assessments are important because they focus on what students know and can do, not just how they

Summary: The committee held public hearings on several education bills. SB 6078 would provide pre-licensing supports for prospective child care providers through DCYF, fire protection consultations, and a licensing resource guide; the sponsor, DCYF, and a community nonprofit all supported it, emphasizing that it would reduce fragmented permitting barriers and help expand child care access, while a senator raised the possibility of overlap with existing early learning facilities support. SB 6089 would create a public-private partnership account to support coordination across the P-20W system and fund a public-facing data dashboard; the sponsor and many advocates supported it as a way to align early learning through workforce systems and improve transparency, while some testifiers urged stronger public oversight, caution about private influence, and explicit inclusion of early learning. SB 5859 would expand competency-based assessments as graduation pathway options; supporters said it would better reflect how students learn and provide flexibility, while the State Board of Education and school principals urged caution and suggested waiting for the board’s broader Future Ready graduation review. SB 5861 would require more school board directors to be elected from director districts in larger districts; supporters said it would improve community representation, while some districts and WSSDA warned about local control, added costs, and governance disruption. SB 6065 would allow districts in binding conditions or under enhanced financial oversight to use transportation vehicle funds for temporary loans or transfers with OSPI approval; supporters said it could help districts recover financially without harming transportation needs. After the hearings, the committee moved into executive session and acted on two bills. It adopted a proposed substitute to SB 5956, which restricts certain automated decision systems, surveillance technologies, biometric data, and facial recognition uses in student discipline and school safety decisions, and then advanced the bill with a do-pass recommendation to Rules. It also adopted a proposed substitute to SB 5901, which concerns state funding for on-base school construction, and advanced that bill with a do-pass recommendation to Ways and Means. Both measures were reported out subject to signatures.

Transcript Highlights:

• </c> doesn't change you still got to assess doesn't change you still got to assess every<00:51:41.000
• </c> stated that April 1 is our assessment stated that April 1 is our assessment date<00:51:56.680><c
• </c> surprises of uh their tax assessments surprises of uh their tax assessments and<01:01:38.039><c>
• So one follow-up: if the students made the decision, right, this is a student decision, right?
• out-of-town students to vote.

Committee: Senate Election Law and Municipal Affairs

Keywords: 1191, senate, all

Transcript Highlights:

• When assessments are administered in early spring, students have often not yet received the full scope
• As a result, assessment outcomes may reflect timing rather than true student achievement.
• When assessments are administered in early spring, students have often not yet received the full scope
• As a result, assessment outcomes may reflect timing rather than true student achievement.
• I come to you today standing solely for our students who need fair and authentic assessment.

Committee: House House Education Committee of Reference

Summary: The committee first heard House Bill 2266, which would change school release-time policy for religious instruction from permissive to mandatory for school districts and charter governing bodies. The sponsor and supporters said the bill protects parental choice, religious liberty, and constitutional release-time programs, while opponents argued it would reduce local control, pull students from instructional time, and expose schools to constitutional and social harms. After public testimony and debate over liability, indoctrination, and academic impact, the committee voted 7-5 to give HB 2266 a due pass recommendation. The committee then took up House Bill 2193, a cleanup measure related to student directory information and parent organizations. The bill would allow parents of enrolled students or representatives of nonprofit organizations supporting a school to receive directory information unless a parent or eligible student opts out. Supporters from PTO/PTA groups said the change is needed so parent organizations can continue communicating with families and building school community, while members raised concerns about whether the language should be narrowed to avoid political or other misuse of student data. The sponsor said he was open to an amendment, and the committee approved HB 2193 on a 10-1 vote, with one member present. Finally, the committee heard House Bill 2075, which would require public school districts to submit superintendent and other top administrator contracts or attestations to ADE and create a searchable online database of compensation details, including salary, benefits, and car allowances. The sponsor described it as a transparency measure, and the committee discussed an amendment to add more specific filing deadlines and the online database requirement. Opponents from school administrators and rural districts argued that superintendent salaries are already public, that the bill should also apply to charter and private schools receiving public funds, and that it could add burdens or distort comparisons across different public-sector labor markets. Supporters said the bill would make total compensation easier to access and reduce public records requests. The sponsor closed by saying the bill would centralize compensation information and simplify disclosure for districts.

Transcript Highlights:

• THE STUDENTS MANAGEMENT PLAN WAS.
• THAT IS WHY OUR THREAT ASSESSMENT MODEL FOCUSES ON STUDENTS OF CONCERN AND CONCERNING BEHAVIORS.
• IT WAS AT THE STUDENT UNION.
• WE HAD A STUDENT THAT OPENED FIRE AT THE STUDENT UNION AND IF YOU GO BACK AND LOOK AT THE RESPONSE YOU
• ON THE K 12 BEHAVIORAL THREAT ASSESSMENT DATABASE TO CONTINUE TO MAKE SURE STUDENTS WHO NEED SUPPORT

Transcript Highlights:

• We also have two assessments. The first assessment is called the CLASS assessment.
• We also have two assessments. The first assessment is called the We also have two assessments.
• The first assessment is called the class assessment.
• Next year, it would grow to 80,000 students — another 40,000 students.
• Is that for all VPK students or all kindergarten-ready students?

Summary: The Pre-K through 12 Budget Subcommittee held its first interim meeting, took roll, and established a quorum. Members introduced themselves, many noting backgrounds in education, school boards, local government, or parenting, and Chair Jenna Persons-Mulicka outlined the committee’s goal of building the fiscal year 2025-26 Pre-K-12 budget. She also reviewed the fiscal year 2024-25 education budget, noting that the Pre-K-12 portion totals about $21 billion, with the Florida Education Finance Program (FEFP) as the largest driver, along with major funding for VPK, school readiness, and school recognition. She explained that federal COVID relief funds have ended and that recent school choice legislation has affected budget structure. Commissioner Manny Diaz and department leaders then gave overviews of their divisions. Diaz highlighted Florida’s education rankings, record graduation rate, progress monitoring, expanded school choice participation, charter school growth, and teacher salary investments, while emphasizing a focus on literacy, math, and early learning. Carrie Miller described the Division of Early Learning’s school readiness and VPK programs, their funding, eligibility, accountability systems, and the importance of kindergarten readiness. Paul Burns outlined the Division of Public Schools’ work on educator quality, literacy, standards, certification, family outreach, federal programs, and school improvement. Suzanne Pridgen reviewed finance and operations functions, including budget management, FEFP calculations, grants, procurement, transportation, and emergency management. Adam Emerson described parental choice programs, including scholarships, charter schools, schools of hope, virtual education, and home education. Darren Norris detailed the Office of Safe Schools’ responsibilities for risk assessments, compliance inspections, threat management, grants, and training created after the Marjory Stoneman Douglas tragedy. Members asked questions about several issues, including whether the Safe Schools office recommends changes to the school safety grant distribution formula, whether early learning eligibility should shift from federal poverty level to state median income, how scholarship payments are verified to avoid funding students who return to public school, and whether daily attendance systems could improve funding accuracy. Other questions addressed hurricane-related survey disruptions, VPK provider reimbursement rates and instructional hours, teacher salary increases, school start time costs, and how voucher schools handle IEP accommodations. Department officials generally said some issues remain under review, supported moving school readiness eligibility to SMI, noted that scholarship and enrollment data are cross-checked and adjusted when needed, and said progress monitoring now helps schools support mobile students. On school safety, officials said exemptions are allowed in statute for some items but not for classroom doors, and that district-specific conditions matter. No votes were taken and no formal actions were reported beyond receiving presentations and discussion.

Transcript Highlights:

• that schools identify students who are struggling early through universal assessments in kindergarten
• It is a developmentally appropriate assessment that helps educators understand students' mathematical
• The bill also identifies grades one and two for assessments, but we know that sometimes there are students
• students are.
• been assessed yet.

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.

Transcript Highlights:

• , academic assessments of students.
• So assessments can help us really figure out where students need the most support.
• We really need to work on how we're assessing those students. I think assessment is a positive...
• We really need to work on how we're assessing those students.
• , there's a place for them, without a doubt, in trying to assess where the student is.

Summary: The Senate Rules Committee approved several governor’s appointments not required to appear, including Dorka Keene to the California Arts Council, Luciana Profaca to the Commission on Disabilities, Sarah Han Shapiro to the Commission on Disability Access, Robin Umberg and Veronica Zoror to the California Veterans Board, and Daniel Curtin to the California Water Commission. Two appointments to the State Park and Recreation Commission, Phil Ginsburg and Francesca Viter, were approved on split votes of 3-2. The committee also unanimously approved a motion to refer bills to committees. The committee then heard testimony from three appointees to the California Community Colleges Board of Governors: Jesse Melgar, Tom Epstein, and Joseph Williams. They emphasized student success, affordability, workforce alignment, dual enrollment, basic needs support, housing, and adapting to AI. Members questioned them about financial aid and ghost-student fraud, regional career technical education needs, enrollment declines, standardized testing and AB 705, community college baccalaureate degrees, and the new career passport initiative. Public commenters strongly supported the nominees, and the committee voted 5-0 to send all three appointments to the full Senate for confirmation. Finally, the committee heard from Mark Beckley, nominated as Chief Deputy Director for Operations at the Department of State Hospitals. He described his background in state operations and said his priorities would include recruitment and retention, improving treatment through a new electronic health record system, maintaining aging facilities, and supporting community providers. Senators asked about high vacancy rates at state hospitals, especially Atascadero and Patton, and about coordination with law enforcement oversight on patient deaths and safety trends. The committee voted 5-0 to advance his appointment to the full Senate for confirmation.

Transcript Highlights:

• students.
• The bill will ensure that schools identify students who are struggling early through universal assessments
• It is a developmentally appropriate assessment that helps educators understand students' mathematical
• The bill also identifies grades one and two for assessments, but we know that sometimes there are students
• Allow for interventions earlier on for students who haven't been assessed yet.

Committee: House Education

Keywords: 988, house, all

Transcript Highlights:

• So the requirement is that districts, schools assess students within 30 calendar days of the beginning
• And the discussion about the assessment as a math teacher, within a week of having students in my math
• The validity and reliability of assessments for the younger students are questionable, and yet we are
• It’s very similar in literacy as it is in the math bill, that students would receive those assessments
• It's very similar in literacy as it is in the math bill that students would receive those assessments

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:

• Assessment should measure whether a student can do math, not whether they can write about it.
• Assessment should measure whether a student can do math, not whether they can write about it.
• assessments such as the NAEP and performing competitively with students in high-achieving jurisdictions
• , whether it's teacher-led assessments or student-led assessments and rubrics for projects. evaluated
• data to measure statewide assessment data to measure student<03:55:27.120><c> progress,</c><03:55:27.680

Committee: House Education Policy and Administration

Keywords: 928, house, all

Summary: The committee held a hearing on House Bill 1571, which would direct the Department of Education to review and revise statewide academic standards and curriculum and make an appropriation. Representative Kristen Noble, the sponsor, said the bill is intended to update outdated standards, especially in math, and to have the department create a list of high-quality curriculum and materials aligned to the revised standards. She noted she would likely amend the bill to change a requirement that districts “shall” select from the list to “may,” and said a misplaced crossed-out section would need to be restored and moved by amendment. She also said assessments would need to be updated to match any new standards. Testimony from Marie Banfield strongly supported the bill and the move away from a mandate, arguing that current standards are outdated and that Common Core and related standards have not improved student outcomes. She criticized the math standards for emphasizing multiple strategies and written explanations over computation, and said stronger standards would better support students, including those with learning or communication challenges. She also argued that New Hampshire should follow examples such as Massachusetts, which she said used rigorous standards successfully. Nate Green of the Department of Education did not take a position on the bill but explained that the bill would affect statewide academic standards, state assessments, and potentially federal compliance. He distinguished academic standards from minimum standards in statute, said any standards revision would require work with content experts, State Board approval, and then a corresponding assessment update that could take about two years. He estimated assessment development costs could range from about $200,000 to $500,000 for minor revisions and $1 million to $2 million for a wholesale new set of standards. He also said the bill would apply to public and charter public schools, not private or homeschool students, and that the department does not currently provide a statewide list of curriculum materials because curriculum decisions have historically been local.

Transcript Highlights:

• student across the state. >> No, no, that's the English medium for the CAO assessment this first year
• It's $31 per student because we had to pay for the creation of the assessment.
• </c><01:58:56.719><c> the</c><01:58:56.960><c> students,</c> professional in assessing the students,
• We do need to continually assess the students, and we have appropriate assessments, whether it be from
• </c><02:05:46.159><c> the</c> do need to continually assess the do need to continually assess the students

Bills: SB2003

Committee: Senate Water, Land, Culture and the Arts

Keywords: Mauna Kea, land management, University of Hawaii, astronomical observatories, leasable lands, natural resource management, stewardship authority, 912, senate, all

Summary: The joint committees on Water, Land, Culture, and the Arts and Education heard testimony and discussed SB 20003, which would require the auditor’s report under Act 255 to include a recommendation on whether the Monarch Stewardship and Oversight Authority is fit to continue managing Monaca lands. Testimony focused on the bill’s reversion language, the role of the auditor, and whether the measure gave the auditor too much discretion without clear criteria. The Office of the Auditor’s position, read into the record, was that it had strong reservations because the bill did not provide standards for assessing fitness and asked that the requirement be held or amended. Other testimony suggested a work group with relevant agencies and Hawaiian practitioners to manage the transition and reduce conflict. Committee members debated whether the bill should simply restore the original reversion language or also require an audit-based fitness determination. Several members questioned the need for a 2031 audit when Act 255 already provides for a performance and financial audit in 2031 and noted that the bill could shift authority away from the legislature. In response, the committee chair explained that the measure was intended to restore language removed during conference and to address the transition back to the University of Hawaii if the authority was not meeting the act’s purpose. The committees ultimately recommended SB 20003 be passed with amendments. The amendments would strike the auditor/audit section, add language addressing timelines by providing a 10-year lease extension and sublease extension, and make technical changes including a defective date. The committees voted to adopt the amended measure and send it forward as an SD1. The transcript also included a separate Education Committee hearing on SB 3286, which would require the University of Hawaii to develop a facilities and student housing master plan and report to the legislature. University of Hawaii testimony said the system supports the intent but that the bill’s requirements are a heavy lift across 10 campuses and should follow development of a broader academic strategy. Members raised concerns about deferred maintenance, shifting priorities, and the lack of a systemwide plan, while the university said it already has a six-year capital improvement plan but acknowledged it does not fully incorporate the broader academic and housing strategy the bill contemplates.

Transcript Highlights:

• Students are assessed in English language arts and mathematics in grades 3 through 10, and science in
• And students are assessed<00:20:09.840><c> in</c><00:20:10.040><c> English</c><00:20:10.880><c> uh</c
• Um so, yes, the assessment after a new blueprint is um developed and then assessed students' understanding
• Um so, yes, the assessment after a new blueprint is um developed and then assessed students' understanding
• developed and then assessed is um developed and then assessed students'<01:08:38.279><c> understanding

Committee: Joint Education

Keywords: 916, all

Transcript Highlights:

• So when we talk about competency-based learning and assessments, that is inherently very students.
• Thank you. ...based learning and assessments, that is inherently very student-centered.
• So as we navigate changing education for the future and for the better of our students and how we assess
• So as we navigate changing education for the future and for the better of our students and how we assess
• So as we navigate changing education for the future and for the better of our students and how we assess

Summary: The House Education Committee met in executive session on seven bills, with a brief recognition of students shadowing Representative Steele before moving to bill action. Staff summarized measures dealing with competency-based graduation assessments (HB 2007), school-supplied albuterol and standing orders for asthma or respiratory symptoms (HB 2360), the Washington Local Food for Schools Program (HB 2369), surplus technology hardware for students (HB 2432), privacy protections for Education Ombuds complaint records (HB 2440), military family school enrollment and services (HB 2534), and special education evaluation timelines and parent access to reports (HB 2557). Several proposed amendments were discussed, including multiple null-and-void amendments tied to fiscal notes; most of those were rejected or withdrawn, while a substantive amendment to HB 2360 was adopted and an amendment to HB 2557 was adopted to adjust evaluation-report timing and related procedures. In final action, the committee reported HB 2007, HB 2360 as a substitute bill, HB 2369, HB 2432, HB 2440, substitute HB 2534, and substitute HB 2557 out of committee with due pass recommendations. HB 2007’s null-and-void amendment failed, and the bill passed 19-0. HB 2360’s withdrawn amendment and adopted substitute language led to a 17-2 vote in favor. HB 2369’s null-and-void amendment failed and the bill passed 19-0. HB 2432 passed 16-3, with some members voting no or without recommendation. HB 2440 passed 12-7 after debate over privacy versus transparency. Substitute HB 2534 passed 19-0 after a voice vote. Substitute HB 2557 passed 19-0 after adoption of the timeline amendment and rejection of the null-and-void amendment. Throughout the meeting, supporters emphasized student-centered flexibility, public health access in schools, support for local agriculture, access to surplus technology, privacy for families using the Ombuds Office, smoother transitions for military-connected students, and clearer special education timelines for parents. Opponents or cautious members raised concerns about fiscal impacts, transparency, implementation details, and whether some changes should be handled in fiscal committees rather than policy committee.

Transcript Highlights:

• So we have student success measures and our student assessments in math, science, social studies, and
• So we have student success measures and our student assessments in math, science, social studies, and
• So we have student success measures and our student assessments in math, science, social studies, and
• So we have student success measures and our student assessments in math, science, social studies, and
• So we have student success measures and our student assessments in math, science, social studies, and

Committee: Senate Education

Keywords: 958, all

Transcript Highlights:

• Does it, if it's truly all students in the state, does it have any impact on students who are... assessment
• , whether it's teacher-led assessments or student-led assessments and rubrics for projects.
• 18.480><c> rubrics</c><00:35:18.880><c> for</c> student led assessments and rubrics for student led assessments
• You're asking these DFA students to do a report for assessment every year.
• You're asking these EFA students to do a report for assessment every year.

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• </c> the students tuition with college? the students tuition with college?
• Are you consolidating students?
• in state and not only keep their students in state but take our students.
• </c> assessments that needed to be collected. assessments that needed to be collected.
• </c> expecting that assessment that year. expecting that assessment that year.

Committee: Senate Finance

Keywords: 1191, senate, all

Transcript Highlights:

• You also can go back and look at students perhaps who are taking the 10th grade assessment, which is
• education plan or something to that extent, but there's an alternative assessment for those students
• assessment for those students.<01:56:32.800><c> So</c><01:56:33.599><c> uh</c><01:56:33.840><c> students
• But assuming that the state has chosen the SAT as their last assessment that students take here in the
• that is the last assessment that students<01:57:22.960><c> take</c><01:57:23.199><c> here</c><01:57:

Keywords: 928, house, all

Summary: The committee met to hear from the New Hampshire Association of School Principals as part of its review of a proposal involving statewide administrative consolidation and changes to school governance. Members first discussed how school board witnesses would be selected, with the chair saying the committee would seek a mix of district sizes and structures and would also accept emailed input. The principals’ association said it represents more than 550 principals and assistant principals and urged caution about any mandatory consolidation, arguing that successful consolidations are gradual and voluntary. Association leaders and principals testified that principals already handle a wide range of responsibilities, including instructional leadership, student discipline, safety, staff supervision and evaluation, family and community engagement, and day-to-day crisis response. They argued that shifting more legal, budgetary, and administrative duties onto principals would reduce time for coaching teachers and supporting students, increase burnout and turnover, and create legal and training risks, especially in areas such as special education, privacy, and labor issues. They also said the roles of superintendents, principals, and school board members are distinct and require different training and expertise. Members asked detailed questions about how responsibilities are divided between principals and SAUs, whether principals recruit and evaluate staff, and how much time principals work. One principal said she works about 60 to 70 hours a week and that additional duties would be difficult to absorb. Another principal described his school’s structure, the importance of community building, and the need to preserve district-wide alignment if consolidation moves forward. No votes were taken during this portion of the meeting.