Transcript Highlights:

• I've been a teacher, a director.
• I've been a teacher, a director.
• We can keep those teachers in the communities.
• expertise or teacher credentials.
• teacher and child within a classroom setting.

Summary: The Pre-K through 12 Budget Subcommittee met with a quorum and focused on School Readiness, specifically the new provider reimbursement rates and the School Readiness Plus program. The chair gave an overview of how School Readiness is funded and administered, noting that the Legislature now sets county-based reimbursement rates using market and cost data, and that School Readiness Plus was created to help families who would otherwise fall off the subsidy “cliff” at 85% of state median income by extending assistance up to 100% of state median income. Panelists from the Children’s Forum, the Association of Early Learning Coalitions, and the Division of Early Learning described the programs as major workforce and family-support tools that help parents stay employed and help providers recruit and retain qualified staff. Testimony emphasized that higher reimbursement rates increase parental choice, help providers cover rising child care costs, and support better staffing and lower turnover. The panel also said School Readiness Plus is easing the pressure on families to turn down raises or promotions for fear of losing child care assistance, though uptake is still early because the program only began in late 2024 and is only available to current School Readiness families at redetermination. The Division of Early Learning reported about 275 children enrolled in School Readiness Plus as of March 10, with expenditures of about $161,420 through January 2025, and said participation is increasing. Members asked about the federal-state funding split, wait lists, reverted funds, coalition accountability, county-based rate differences, and whether the entrance eligibility threshold should be raised or shifted to state median income. The panel said roughly 70% of School Readiness funding is federal, about 4% has typically reverted in recent years, and the wait list is around 12,000 children, with reasons including income ineligibility, lack of available seats, and funding limits. They argued that raising the entrance threshold would expand access but would require additional funding, and they also discussed the need to reduce workforce barriers such as in-person testing and training requirements. The meeting ended with no formal action beyond the presentation and member discussion, and the subcommittee adjourned.

Transcript Highlights:

• It's rather teachers who are currently...
• are, you know, teacher training, the materials that they have, the templates that we might have as teachers
• For example, a blanket ban on AI may satisfy teachers who oppose AI, but it would alienate teachers who
• A teacher-led exercise in the classroom.
• My AP U.S. history teacher also does that.

Transcript Highlights:

• are, you know, teacher training, the materials that they have, the templates that we might have as teachers
• For example, a blanket ban on AI may satisfy teachers who oppose AI, but it would alienate teachers who
• For example, a blanket ban on AI may satisfy teachers who oppose AI, but it would alienate teachers who
• A teacher-led exercise in the classroom.
• My AP U.S. history teacher also does that.

Summary: The Senate and Assembly Education Committees held their annual joint hearing with the California Association of Student Councils and SABLE, where student delegates presented policy ideas developed over two days. Committee members repeatedly praised student voice and noted that several past student proposals had become law. The hearing began with opening remarks from legislators and student organizers, who emphasized the importance of civic participation and the value of hearing directly from students. The chair also reviewed hearing rules and explained that the panels would be treated as peers in a formal policy discussion. The first panel proposed an annual civic engagement day for grades 7-12, with flexible activities such as mock elections, civic fairs, Socratic seminars, and public comment practice. Members asked about costs, grade-level flexibility, voter registration, and how the proposal would fit within existing curriculum time. 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 expanded training and motion rights. Legislators supported the concept but raised technical concerns about fiscal impact, the need for odd-numbered boards, the scope of motioning authority, and whether districts would need reimbursement if the mandate became statewide. A third panel proposed adding middle school financial literacy instruction by embedding it into existing classes, with curriculum and teacher training developed over time by state agencies. Members questioned how it would fit into adopted materials and whether the state should wait until the new high school financial literacy course is fully implemented before designing middle school instruction. The fourth panel proposed expanding restorative justice by creating a CDE task force and authorizing PPS-certified staff to use restorative justice training materials in discipline processes. Senators discussed prior legislation, confidentiality concerns in closed-session hearings, and the fiscal cost of a state task force, while expressing support for stronger restorative practices. The final panel proposed more active mental health education through short, twice-semester classroom sessions for grades 7-12 focused on coping skills, time management, and awareness of resources. Assemblymember Castillo and Senator Cortese questioned whether teachers and counselors could effectively deliver the program, whether it would duplicate or overburden existing efforts, and whether wellness centers or student-led awareness efforts might be more effective. Committee members generally agreed the topic was important but were skeptical that another curriculum mandate was the best solution, and no votes or formal actions were taken during the hearing.

Transcript Highlights:

• teachers.
• teachers.
• teachers.
• teachers.
• against teachers the it pits teachers against teachers the cool<00:04:47.000><c> teacher</c><00:04:47.360

Committee: Senate Education Policy

Transcript Highlights:

• Over the last several years, we have closely examined the funding levels of the Teachers' Retirement
• In a recent address to Kentucky retired teachers, Gary Harbin stated that TRS is... said no you're not
• The proposed bill does not reduce the number of sick or personal days teachers receive.
• Annual leave is paid out at the full amount, unlike teachers that get 30%.
• </c><00:14:58.120><c> fairly</c> steps to treat all teachers fairly steps to treat all teachers fairly

Summary: The Senate State and Local Government Committee met and first took up Senate Bill 193, described as a simple measure to restore a wallet card for jailers to carry when outside the jail. The chair noted the fiscal impact was essentially zero, there were no questions, and the committee voted to pass the bill 9-0. The committee then heard Senate Bill 9, a proposal focused on the Teachers’ Retirement System (TRS). The sponsor argued TRS remains underfunded despite large state contributions, cited rising unfunded liability and negative cash flow, and said the bill is intended to standardize and limit what sick leave, personal leave, and annual leave can count toward retirement calculations. The bill would generally cap TRS retirement credit at 10 sick days and 2 personal days per year, prevent annual leave from being rolled into sick leave, require more uniform reporting and oversight from participating districts and agencies, and shift costs to districts that offer benefits beyond TRS limits. The sponsor also said the bill would add 30 maternity leave days, allow voluntary supplemental contributions for Tier Four teachers, and include a floor amendment directing the state auditor to audit TRS and report on agency leave policies. During the presentation, the sponsor emphasized fairness, transparency, and accountability, and used a hypothetical high-salary administrator to illustrate how leave payouts can increase retirement benefits and create additional unfunded liability. Senator Mills thanked the sponsor and said members had been working to understand the issue, but no committee action on Senate Bill 9 was completed in the portion provided.

Transcript Highlights:

• Does this bill extend to schools or teachers at all?
• Teachers are leaving the state. Teachers are leaving the profession.
• Teachers are leaving the state. Teachers are leaving the profession that they love.
• Teachers are leaving the state. Teachers are leaving the profession.
• Teachers are leaving the state. Teachers are leaving the profession that they love.

Summary: The Committee on Children, Families, and Elder Affairs considered several bills. SB 590, by Senator Bradley, would toll the statute of limitations for failure to report suspected child abuse by mandatory reporters until the offense is known to law enforcement, with a retroactivity amendment adopted. Supporters said it would help hold mandatory reporters accountable in institutional abuse cases; it was reported favorably. SB 778, by Senator Simon, would update the definition of forensic client so certain individuals with intellectual disabilities or autism whose charges were dismissed for incompetency could be housed in the same secure setting under Chapter 916, reducing duplicative staffing and space needs at APD; it was also reported favorably. The committee then took up SB 560, by Senator Garcia, which streamlines psychotropic medication procedures for children in DCF custody, clarifies when new medical reports are needed, reduces duplicative background checks, and simplifies consent documentation. An amendment removed language expanding who could serve as a qualified evaluator and revised the Road to Independence Program changes to focus only on post-secondary education services and support, extending eligibility ages to 26 while keeping a five-year maximum. Members discussed fiscal impacts and funding sources, and the bill was reported favorably. Finally, the committee heard SB 1010, by Senator Yarbrough, which strengthens enforcement of existing prohibitions on sex-reassignment prescriptions and procedures for minors and adds civil and criminal penalties, along with Attorney General enforcement authority and related parental rights provisions. An amendment clarified that actions could be brought by individuals as well as the Attorney General and that the provisions apply only to minors. The bill drew extensive public testimony both for and against, with supporters emphasizing child protection and accountability and opponents warning about chilling effects on medical care, schools, and parental rights. Senators raised concerns about standing, scope, and impacts on teachers and clinicians, but the bill was ultimately reported favorably on a 5-1 vote, with Senator Sharif voting no.

Transcript Highlights:

• teachers as um to fill the space<00:22:41.919><c> of</c><00:22:42.080><c> a</c><00:22:42.320><c> teacher
• So we trust the teachers to... We were told. So we trust the teachers to do that every single day.
• So, I mean, if we're going to trust the teachers, let's trust the teachers.
• I think micromanage the teachers.
• because the teacher is who's the teacher because the teacher is who's responsible<01:10:09.679><c> for

Committee: Senate Education

Transcript Highlights:

• of Color and American Indian Teachers.
• To report on teacher and staff training by grade level.
• Line 30 shows the reduction to the Coalition to Increase Teachers of Color and Indigenous Teachers.
• Struggling to pay teachers what they deserve.
• will help us address the significant shortfall of special education teachers. teacher apprenticeship

Bills: HF1388

Committee: House Education Finance

Transcript Highlights:

• It is a teacher induction program aimed at working with our newer teachers and our emergency certified
• teachers.
• So is it each teacher or each mentor teacher?
• So is it each teacher, or each mentor teacher, is given so many funds for a stipend?
• Or, if you have new teacher induction, like I was in a school that had 30 brand new teachers one year

Bills: SB710 , SB843 , SB1317 , SB1338 , SB1410 , SB1477 , SB1489 , SB1593 , SB1614 , SB1630 , SB1632 , SB1633 , SB1670 , SB1726 , SB1734 , SB1725 , SB1735 , SB1894 , SB1975 , SB346 , SB2045

Committee: House Education Oversight

Summary: The committee heard and advanced a long series of education-related bills, including measures on school board nepotism rules (SB 843), preserving the Ag in the Classroom program in statute (SB 1410), shifting oversight of technology centers to the State Board of Career and Technology Education (SB 1735), teacher certification and hiring transparency (SB 346), AP exam access (SB 1975), in-state tuition alignment with federal law after a consent judgment (SB 1633), teacher professional development caps (SB 1894), portability of career teacher status between districts (SB 1317), recess requirements and discipline limits (SB 2045), expanding the Teach Forward Program (SB 710), limiting concurrent enrollment to students 21 and under (SB 1477), special education training and parent-record review rights (SB 1489), a teacher induction program for new and emergency-certified teachers (SB 1614), graduate-level teacher training requirements (SB 1726), career assessment test selection and credit transfer authority (SB 1632), OSU-Tulsa governance changes (SB 1593), virtual days for certain high school students not taking the ACT (SB 1630), R&D rebate modernization (SB 1670), AI guardrails in schools (SB 1734), and security fees for student organizations that cannot be based on viewpoint or content (SB 1725). Several bills drew brief questions, especially SB 1633, SB 1489, SB 1477, SB 1614, SB 1726, and SB 1725, but no substantive opposition was recorded beyond a few nay votes on some measures. Most bills were moved by due pass motions and approved by voice or roll-call votes, often unanimously or near-unanimously. Notable recorded opposition included SB 1633 and SB 1725, each passing with a few nays, and SB 1726 passing 7-2. SB 1338 was laid over until Wednesday. The meeting concluded with notice of another committee meeting scheduled for Wednesday at 9 a.m., and the committee adjourned.

Transcript Highlights:

• I'm a school teacher, still active.
• I'm also married to a teacher.
• I'm a school teacher, still active.
• I'm also married to a teacher.
• This is the only funding in the state that goes to teacher development and evaluation, which all teachers

Committee: House Education Finance

Transcript Highlights:

• I am a past teacher.
• So this could actually help teachers in that way. It also could help teachers.
• make a lot of money as teachers.
• I always felt like I was more valuable than the music teacher or the PE teacher.
• It's just teacher jobs.

Committee: House Professional Registration and Licensing

Summary: The committee first met in executive session and adopted a House Committee Substitute for House Bill 2300 by a unanimous roll call vote of 18-0. The substitute combined a number of previously approved professional registration items, including emergency suspension authority, chiropractic and massage therapy provisions, accountant regulations, the athletic trainer compact, social worker regulations, a speech-language pathologist fix, telehealth, nonprofit pharmacies, and the physician assistant compact. Members noted that work was still ongoing on bell bondsman language before the committee moved into public hearing. The main public hearing was on House Bill 2897, which would expand optometrists’ authority to perform certain laser and in-office procedures. Representative Farnan and optometry supporters argued the bill is about patient access, especially in rural areas, and said it would allow three laser procedures—YAG capsulotomy, laser trabeculoplasty, and laser iridotomy—plus clarify other already-performed office procedures, while still excluding major surgeries such as cataract surgery, LASIK, and corneal transplants. Supporters said optometrists already receive relevant training, that a 32-hour certification course would serve as a safeguard, and that patients often face long waits or long travel times for care. Opponents, including ophthalmologists, argued the bill would blur the line between optometry and surgery, create safety risks, and rely on insufficient training and ambiguous language. They cited complications from laser procedures, questioned emergency care claims, and said optometrists should not be regulated as surgeons unless placed under the State Board of Healing Arts. No vote was taken on HB 2897, and the chair recessed the hearing for later continuation. The Committee on Elementary and Secondary Education then took up House Bill 3239 and adopted Amendment 0.01H, which capped the program at $4 million to keep it from becoming an open-ended cost. The committee then adopted the House Committee Substitute and voted the bill do pass by 11-7. The committee also combined House Bills 2913 and 3228 into one substitute and voted that combined measure do pass by 19-0. Finally, the committee heard House Bill 2195, which would create the Missouri Integrated Safe Driving Program and encourage school districts to incorporate driver-safety content into existing courses without adding a fiscal note or mandating a standalone driver’s ed class. Sponsor Representative Reedy and supporters from AAA Missouri and the Missouri Driver Education Coalition said the bill would address teen crash rates, improve access to driver education, and help schools use existing curriculum time more flexibly. The hearing remained in discussion with testimony continuing.

Transcript Highlights:

• , a teacher leader, a CTA member, and a San Luis Coastal Teachers Association site executive board member
• and safety for our teachers to speak the truth.
• Addis, Assembly Member Addis, who I respect, who is a teacher or has been a teacher, to be able to explain
• teachers while they’re on leave.
• And those children look up to the teacher, and the teacher can reach our children.

Summary: The committee heard several education-related bills, with the most extensive discussion focused on AB 2189, AB 2615, AB 2496, AB 1750, and AB 1644. AB 2189 would create an $800,000 grant program through the State Council on Developmental Disabilities to support a statewide parent network for special education advocacy and training. Supporters said families need stronger coordination and information to navigate special education, while an opponent argued the bill could duplicate existing family-led organizations. The bill passed 6-0 and was sent to Appropriations, held on call for add-on votes. AB 2615, a cleanup bill to AB 715 on antisemitism and instructional materials, drew the most controversy. The authors said it was intended to clarify prior commitments by removing references to professional responsibility standards, refining the “factually accurate” language, and clarifying how discriminatory materials are handled. Supporters said it would help protect students from discrimination, while many educators, civil rights groups, and other organizations opposed it unless amended, warning that the factual-accuracy language could chill teaching and be applied too broadly. The committee chair and members raised concerns about implementation but ultimately supported moving the bill forward; it passed 5-0 and was held on call. AB 2496 would streamline school accountability reporting by making the California School Dashboard the primary transparency tool, phasing out the School Accountability Report Card over time, and making mid-year LCAP reporting optional. Supporters said this would reduce duplication and administrative burden while preserving access to key data; opponents worried families could lose the simplicity and accessibility of the current SARC and that the mid-year update still serves an important purpose. The bill was approved 3-0 and held on call. AB 1750, which would extend full salary for an additional five months for school employees who exhaust sick leave due to illness or injury, was supported as a dignity and retention measure but opposed by administrators over staffing and cost concerns; it passed 4-0 and was held on call. AB 1644 would require a bell-to-bell smartphone ban in TK-8 and recommend it for high school, with exceptions for instructional and safety needs; supporters said phones are harming attention and learning, while opponents argued districts had just adopted local policies and needed more flexibility. The transcript ends during discussion of that bill.

Transcript Highlights:

• </c><00:06:59.599><c> come</c> necessarily have to have teachers come necessarily have to have teachers
• <c> for</c><00:10:42.560><c> teachers</c><00:10:42.880><c> or</c> teachers for retirees for teachers
• </c> the entry level salary for the teacher the entry level salary for the teacher or<00:10:49.279><c
• It includes counselors, teachers.
• </c> feedback from other teachers about this? feedback from other teachers about this?

Bills: SB3179 , SB2872 , SB2391 , SB3282 , SB2836 , SB2181

Committee: Senate Education

Summary: The joint committee first heard SB 3179, which would require the Department of Education and charter schools to report harassment incidents involving educational workers and adopt procedures for handling them. DOE supported the bill, while the Attorney General recommended clarifying amendments to limit the measure to harassment directed at workers because of their position, to limit DOE legal assistance to temporary restraining order actions, and to clarify whether the harassment must come from outside the school system. Members also discussed whether the bill should cover non-DOE individuals on campus, whether investigations could be handled in-house, and whether training should be embedded in existing workday or school-year training rather than added as a separate requirement. The committee later voted to pass the bill with amendments as SD1. The committee then took up SB 2872, which would require retired teachers or administrators rehired into shortage or hard-to-fill positions to be paid the entry-level salary for that position. DOE supported the bill, and the Attorney General requested clarifying language about its effective date and that it would not affect already matured rights and duties. The Employees’ Retirement System administration emphasized that the bill should retain a 12-month break in service to preserve the pension system’s tax-exempt status and noted the importance of consistent classification of eligible positions. Members expressed support for using retired educators to help fill staffing gaps, but no final action was taken in the portion provided. The committee also heard SB 2391, which would provide annual step increases for public school teachers under bargaining unit 5, subject to funding. The Attorney General said the bill could conflict with collective bargaining procedures and Chapter 89, while DOE said unit 5 includes more than teachers and asked that the benefit be considered for other bargaining units as well, with funding provided if enacted. HSTA strongly supported the measure, arguing that annual step movement is already recognized in the collective bargaining agreement as a recruiting and retention tool. Testimony totals were noted as 16 in support, two in opposition, and three comments. Finally, the committee heard SB 3282, which would establish a statewide framework for the federal workforce Pell Grant program to fund short-term workforce education and training. The Attorney General suggested clarifying that the matter is one of statewide concern because UH is involved. UH and the Chamber of Commerce supported the bill, and DLIR testified that it is coordinating with DOE, the Workforce Development Council, and national groups on implementation. Members questioned whether the Workforce Development Council or DLIR should handle rulemaking and administration, and DLIR said the council is advisory while the department has grant administration expertise. The committee then moved into decision-making after discussion of possible amendments and implementation concerns.

Transcript Highlights:

• Teachers need to be focused on teaching, not entering in data into an SIS or a grade book, giving teachers
• Let's set up a parent-teacher conference.
• This is a teacher seating chart here.
• New teacher evaluation system.
• total teacher salaries or median teacher salaries, so we We are doing well there, and we are seeing

Transcript Highlights:

• Metrics like parent-teacher conference opportunities, family survey participation, teacher outreach,
• Great teachers. Absolutely.
• Teachers and principals make the key difference.
• I want to say it's disappointing as a teacher to hear, "Oh, the teachers are causing the kids stress.
• However, I was losing resources in the form of my co-teacher.

Bills: HB8

Committee: House Public Education

Transcript Highlights:

• substitute teacher program.
• Um, it modifies the teacher rate of pay and how long a short-call substitute teacher under the program
• </c><00:03:10.000><c> program</c> short call substitute teacher program short call substitute teacher
• </c> how long a short call substitute teacher how long a short call substitute teacher under<00:03:41.599
• </c><00:09:30.880><c> mentorship</c> requirement for the teacher mentorship requirement for the teacher

Bills: HF1306

Committee: House Education Policy

Transcript Highlights:

• teachers, but also with prospective teachers' stipends.
• teachers, but also with prospective teachers' stipends.
• teachers, but also with prospective teachers' stipends.
• teachers, but also with prospective teachers' stipends.
• teachers, but also with prospective teachers' stipends.

Committee: Senate Education

Transcript Highlights:

• ><c> teachers</c><00:34:56.399><c> as</c> hiring non-certified teachers as hiring non-certified teachers
• Are you an elementary teacher? >> An elementary teacher?
• Are you an elementary teacher? >> An elementary teacher?
• </c> for our teachers? for our teachers?
• Teachers are often asked to do teachers.

Committee: Joint Education

Transcript Highlights:

• </c><00:04:41.520><c> we've</c> through grade three teachers we've through grade three teachers we've
• teachers teachers positions<00:13:42.160><c> next</c><00:13:42.399><c> I</c><00:13:42.480><c> would<
• > um</c> teacher 200 teacher reduction um teacher 200 teacher reduction um situation<01:12:57.639><c>
• That equates to five teachers.
• Teachers.

Committee: Senate Education Finance

Transcript Highlights:

• </c><00:08:18.319><c> and</c> happily a first grade teacher and happily a first grade teacher and somebody
• prep programs but not only our teacher prep programs but our<00:19:20.799><c> teachers</c><00:19:21.600
• </c> abuse of using tier one special teachers abuse of using tier one special teachers we<01:03:57.160
• </c><01:05:41.440><c> at</c> high school social studies teacher at high school social studies teacher
• </c><01:27:53.440><c> our</c> ...allows teacher prep, not our teachers, our teacher prep programs, to

Committee: House Education Policy