Transcript Highlights:

• Early math development is a strong predictor of later academic success.
• of experts will develop the screeners.
• There's a lot of work being done on cognitive development at different stages and how the brain develops
• We deliver personal finance curriculum and teacher professional development to 140,000 teachers and 5
• And the curriculum was finally approved March 11, 2026.

Summary: The committee heard testimony on SB 1067, which would require annual early math screening for K-2 students beginning in 2028-29 to identify learning gaps and connect students to evidence-based support. Senator Weber and supporters, including EdVoice and UC Davis researcher Dr. Charles Wilkes, argued that California’s low math performance and persistent achievement gaps justify early identification and intervention. Opponents, including the California Mathematics Council, county superintendents, and CTA, said the bill could create a new mandate, encourage narrow skill-based instruction, and divert attention from implementing the California Mathematics Framework and investing in teacher training and coaching. Committee members discussed how the screener would work, whether it would identify disabilities or simply flag students needing further evaluation, and cited examples of districts already using early screening tools. No vote was taken because quorum had not yet been established at that point. SB 1110, a child care subsidy administration bill, was presented next. Senator Becker and co-sponsors from the Child Care Resource Center and EveryChild California said the measure would stabilize the child care system as the state moves to enrollment-based funding by clarifying funding for administrative and family-service functions and helping providers maintain staffing, payment timelines, and compliance. There was support from several child care and education organizations and no opposition testimony. The bill was not voted on because the committee still lacked quorum. After recess, the committee heard SB 1374, which would allow public higher education institutions to seek temporary restraining orders on their own behalf when they face credible threats of violence. The CSU Chancellor’s Office and San Diego State police described incidents where threats were directed at campuses broadly rather than specific individuals, leaving institutions without a legal remedy under current law. UC and independent colleges supported the bill, and there was no opposition. The bill was held on call pending quorum. The committee then took up SB 1321, which would direct the State Auditor to review remedial course use and student preparedness at selected UC and CSU campuses. Senator Nila and supporters argued that recent UC San Diego data show severe gaps in incoming students’ math preparation and that the audit would help assess admissions and placement practices; there was no opposition testimony. Members raised concerns about the scope and timing of the audit request, and the bill was held on call. The committee also heard SB 1086 on microschools, which would define microschools in statute and direct model ordinances for local land use regulation. Supporters said microschools are growing but face inconsistent zoning treatment, while some members questioned whether the Legislature had enough information to define the model or direct state guidance without more study. After quorum was established, the committee voted SB 1086 out on a 4-1 vote to the Senate Appropriations Committee, with Senator Perez voting aye, Senator Ochoa Bogh aye, and Senator Cabaldon no; the remaining votes were not fully recorded in the transcript. Finally, SB 1181 was presented as a voluntary pilot program in Central Valley counties to allow schools to share credible safety concerns with regional threat assessment centers. Senator Hurtado and supporters, including the mother of a student killed in a shooting and Corcoran High School students, said the bill would improve early intervention and communication around threats. Members expressed support while also raising privacy and federal-sharing concerns about fusion centers; the bill was discussed but no vote was taken in the excerpt.

Transcript Highlights:

• Early math development is a strong predictor of later academic success.
• There's a lot of work being done on cognitive development at different stages and how the brain develops
• We deliver personal finance curriculum and teacher professional development to 140,000 teachers and 5
• And the curriculum was finally approved March 11, 2026.
• Yeah, first, I remember a time when we developed courses.

Summary: The committee heard SB 1067, which would require annual math screening for kindergarten through second grade students beginning in 2028-29 to identify early numeracy difficulties and connect students to evidence-based supports. Senator Weber and supporters, including EdVoice, UC Davis researcher Charles Wilkes, and several education and community advocates, argued that California’s math performance is too low and that early screening would help close gaps before they widen. Opponents, including the California Mathematics Council, county superintendents, and the CTA, said the bill could narrow instruction, overemphasize deficit-based measures, and should instead be paired with stronger investments in teacher training and implementation of the California Mathematics Framework. Committee members generally expressed support for the bill’s goals while discussing how the screener would work and what kinds of follow-up supports would be needed. The committee also heard SB 1110 on child care subsidy administration, which would restructure funding for alternative payment programs and core contracts as the state moves to enrollment-based funding. Supporters said the bill would stabilize child care providers, improve payment timelines, and better reflect the administrative work of enrolling families and managing services; there was no opposition testimony. SB 1374, supported by the CSU and UC systems, would allow public higher education institutions to seek temporary restraining orders when credible threats are directed at a campus rather than a specific person. Supporters described recent campus threats that created safety concerns but did not fit current restraining-order law; there was no opposition. Senator Nilo presented SB 1321, which would direct the State Auditor to review remedial course use and student preparedness at selected UC and CSU campuses after a UC San Diego report showed a sharp decline in incoming students’ math readiness. Supporters argued the audit would help identify gaps in college readiness and the effects of K-12 changes, while some members raised concerns about bypassing the usual legislative audit process; the bill was held on call. The committee then took up SB 1086 on microschools, which would define microschools and direct model ordinances for local land-use regulation. Supporters said it would create a clearer path for small, individualized learning communities, but several members questioned whether the concept was sufficiently defined and whether the state had enough information to draft model ordinances; the bill was also placed on call after a quorum was established. Finally, SB 1181 was presented as a limited pilot program in Central Valley counties to connect schools with regional threat assessment centers when credible safety concerns arise. The author and supporters, including the mother of a student killed in a shooting and several students, said it would improve early intervention and communication; committee members raised privacy and federal-sharing concerns but indicated support, and the bill was moved forward on a vote once quorum was present.

Transcript Highlights:

• policy, which was developed jointly with us the Senate Education Committee.
• Again, having teachers do two sets of curriculum is pretty unreasonable.
• Dealing with transparency and informing parents about sex ed curriculum.
• On sex ed curriculum to me that makes absolutely no sense.
• Make copies of things that are going to be shown you know in that sex ed curriculum.

Keywords: 988, house, all

Transcript Highlights:

• Early math development is a strong predictor of later academic success.
• There's a lot of work being done on cognitive development at different stages and how the brain develops
• We deliver personal finance curriculum and teacher professional development to 140,000 teachers and 5
• Yeah, first, I remember a time when we developed courses.
• the student, The rest of the curriculum gets crowded out by G electives.

Keywords: 987, senate, all

Transcript Highlights:

• Whereas SB 745 is working to develop a curriculum that aligns classroom civics learning with civic recognition
• and so you’re bolstering other parts of the curriculum.
• resources in this development.
• resources into this development.
• It is research-backed, collaboratively developed, and ready to implement.

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

Transcript Highlights:

• Whereas SB 745 is working to develop a curriculum that aligns classroom civics learning with civic recognition
• and so you’re bolstering other parts of the curriculum.
• resources in this development.
• resources into this development.
• It is research-backed, collaboratively developed, and ready to implement.

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:

• Representative Pollet has been a great partner in developing this bill.
• a curriculum and you will have coaching, which is really expensive.
• This bill does not promote a product or curriculum.
• the flexibility to choose the curriculum they wish, but it does support coaching.
• Learning to read with books is the right approach to reading development. Dr. D.

Summary: The committee held public hearings on three K-12 bills focused on behavioral health, literacy, and review of education mandates. On House Bill 1634, staff and Rep. Milin Tai described a framework for OSPI and educational service districts to coordinate with state and local partners on behavioral health technical assistance and training for schools, aligned with the Washington Thriving prenatal-to-25 plan. Testifiers, including students and education/behavioral health representatives, said the bill would improve coordination, early intervention, and access to supports for students and families. The bill was presented as having no fiscal note because it relies on existing funding, and testimony emphasized parent and student engagement in the framework. On House Bill 2636, staff and Rep. Skyler Rude explained that the bill creates a Public Education Review Steering Committee to identify existing policies and funding provisions for JLARC review, with the goal of determining whether they achieve intended outcomes, improve student performance, are cost-effective, and should be maintained, modified, or repealed. Supporters said the bill is intended to help reduce burdensome or ineffective requirements on school districts and free resources for students, while some members questioned how the committee would define policy and whether it could affect future mandates. A representative of the Washington State School Directors Association supported the concept as a meaningful review of unfunded mandates. The committee also heard House Bill 1295, which would require evidence-aligned literacy curriculum updates after 2027, require comprehensive K-4 literacy programs using structured literacy practices, direct PESB to revise literacy endorsement standards, require literacy-related continuing education, and direct OSPI to develop educator literacy training. Supporters, including parents, educators, students, dyslexia advocates, and district staff, argued that structured literacy is supported by research and would improve outcomes for struggling readers and students with dyslexia. One witness from the Washington Education Association supported the bill but raised concern about adding another continuing-education requirement. Testimony on the bill was extensive and largely in favor, with some discussion about whether the approach would address older students and how it would interact with existing district and ESD efforts. After public hearings, the committee moved into executive session and approved three gubernatorial appointments for confirmation recommendation. It adopted an amendment to House Bill 1796 and advanced the bill to Ways and Means, passed Engrossed House Bill 2317 to Rules, and adopted a striking amendment to Substitute House Bill 2594 before advancing it to Ways and Means. All actions were taken by voice vote, with no opposition recorded.

Transcript Highlights:

• X-ed curriculum, to me that makes absolutely no sense.
• They're going to be shown in that sex ed curriculum.
• “When they’re coming to provide the sex-ed curriculum.
• view that curriculum.”
• So things like research and Standards are developed.

Summary: The Assembly Education Committee met for its first hearing of the session, adopted its committee rules on a 6-0 vote, and then heard several bills. AB 347, which would require written notice to students about the right to opt out of animal dissection and receive a comparable assignment, drew strong support from the author, a student, and multiple advocacy and education groups, while opponents argued it would burden teachers and duplicate existing law. The committee approved AB 347 on a 7-0 vote and sent it to Appropriations. AB 281, which would expand parent access to sex education materials and require disclosure of outside consultants’ credentials, drew mixed testimony. Supporters framed it as a transparency and parent-rights measure, while school administrators and county education officials said current law already allows inspection and that the bill would create an unfunded administrative burden. After extended member discussion, the bill failed on a 4-3 vote with one abstention, though reconsideration was granted. AB 65, which would provide paid pregnancy leave for educators without requiring them to exhaust sick leave first, was supported by teachers, CTA, and the State Treasurer, but opposed by school administrators and business officials over cost concerns; it passed 6-0 to Higher Education. The committee also approved AB 361, which would extend and expand LAUSD’s best-value procurement authority for school construction to all school districts for five years, on a 5-0 vote with one abstention. AB 86, which would require the State Board of Education to adopt standardized K-8 health education instructional materials, passed 5-0. Finally, AB 228, the Zaki Fast Act, was introduced to clarify that schools may stock any federally approved epinephrine delivery system, including newer devices beyond auto-injectors, and was presented with testimony from the bill’s young namesake and his family; the transcript cuts off before the committee vote on that measure.

Transcript Highlights:

• curriculum frameworks, instructional guidance, professional development, and instructional resources
• By publishers and content developers.
• The how is from the curriculum framework.
• school literacy programs, employ and develop literacy coaches and specialists, and develop... ...and
• So that's what I would ask staff to do: work with the appropriate development policy committees to develop

Keywords: 988, house, all

Transcript Highlights:

• And third, core curriculum.
• Core curriculum size? Yes, sir.
• , also called the general education curriculum.
• With the general education curriculum review, Senate Bill 37...
• Because stealing it is easier than having to develop it on your own.

Summary: The Senate Committee on Higher Education met with a quorum, adopted its interim rules on a 6-0 vote, and heard opening remarks from members and staff introductions. The chair emphasized higher education’s role in workforce development and noted a Legislative Budget Board survey issue that was resolved after a community college initially did not respond because the survey was marked optional. The committee then focused on monitoring implementation of Senate Bill 37, which governs public higher education boards, curriculum review, faculty senates/councils, training for regents, and the ombudsman office. Testimony from Chancellor Brandon Creighton of Texas Tech, Commissioner Wynn Rosser, UNT Chancellor Michael Williams, and Ombudsman Brandon Simmons described how SB 37 is being implemented. They said boards now have stronger authority, faculty senates are advisory, and institutions are reviewing general education curricula and other programs for rigor, relevance, and workforce value. Rosser said the statewide advisory committee is reviewing the core curriculum and board training requirements are being administered, while Simmons reported the ombudsman office has received 73 complaints, opened two investigations, and expects a third, with many complaints outside its jurisdiction or harassing in nature. Members questioned witnesses about transfer credits, board training content, auditing, conflicts of interest, curriculum decisions, and whether any institutions were missing deadlines. Rosser said non-transferable credits have declined since reporting began under earlier law, and that the most common reason is courses outside degree requirements. Witnesses said they were not aware of institutions missing the SB 37 review deadlines. Senators also raised concerns about an appearance of impropriety in a Texas Tech-related matter and about whether a Dred Scott case should be taught in law school, with Creighton saying the curriculum review process did not prohibit teaching Supreme Court cases and that he would follow up. Later testimony from University of Houston, Texas State, UT, and Texas A&M system officials said their systems had updated policies, abolished prior faculty senates, created compliant advisory councils, and completed or were completing core curriculum reviews and related governance changes.

Transcript Highlights:

• House Bill 3077 offers clear, defined standards for curriculum development and leaves the oversight to
• local school districts. ...clear, defined standards for curriculum development and leaves the oversight
• So on the very first number one, it says each school district shall develop a curriculum for grade six
• as technology develops.
• that curriculum each year.

Keywords: 959, house, all

Transcript Highlights:

• We know that new methods of instruction and curriculum are developed.
• :22.800><c> are</c> instruction and curriculum are instruction and curriculum are developed.<00:37:23.599
• So this would have a large cost to districts, not just the professional development but the curriculum
• </c><00:41:44.800><c> I</c> development but the curriculum itself.
• I development but the curriculum itself.

Keywords: 1189, house, all

Transcript Highlights:

• Whereas SB 745 is working to develop a curriculum that aligns classroom civics learning with civic recognition
• and so you’re bolstering other parts of the curriculum.
• resources in this development.
• It is research-backed, collaboratively developed, and ready to implement.
• It is research-backed, collaboratively developed, and ready to implement.

Summary: The annual joint Senate and Assembly Education Committee hearing featured student proposals from the California Association of Student Councils and SABLE, with opening remarks from legislators emphasizing student voice and the value of hearing youth ideas. Committee members noted the hearing was being streamed and that they would review the testimony even though some members could not attend because of fog-related travel issues. The first panel proposed an annual civic engagement day for grades 7-12, with flexible school-led activities such as discussions, mock elections, and voter registration-related events. Members generally praised the idea but raised concerns about costs, instructional time tradeoffs, how to evaluate effectiveness, and whether the proposal should better connect to existing civics standards and local curriculum. The second panel proposed amending Education Code Section 35012 to require at least one student board member in every unified and high school district, with added training and the right to make motions. Legislators supported student representation in principle but questioned whether the proposal should require one or two student members to avoid board tie issues, why some districts do not already have student trustees, and how the mandate would be funded if it became a state requirement. They also raised technical concerns about the scope of motioning power and the fiscal impact of converting a voluntary local practice into a statewide mandate. Later panels proposed adding middle school financial literacy instruction, expanding restorative justice practices, and creating more structured mental health education time. On financial literacy, students suggested integrating finance into existing middle school classes and teacher training over time; members worried about curriculum overload and suggested aligning the idea with the already-approved high school finance course. On restorative justice, students proposed a CDE task force and training for PPS-certified staff; legislators discussed prior related bills, confidentiality concerns in discipline hearings, and the likely cost of a state task force. On mental health, students proposed short, twice-semester classroom sessions focused on coping skills and awareness of resources, but members questioned whether such brief lessons could be effective and suggested that wellness centers, student-led awareness, and outside referrals might be more practical. No votes were taken; the hearing was informational and ended with encouragement for students to refine their proposals and follow up with legislators.

Transcript Highlights:

• House Bill 3077 offers clear, defined standards for curriculum development and leaves the oversight to
• So on the very first number one, it says each school district shall develop a curriculum for grade 6
• It says each school district shall develop a curriculum for grade 6 through 12.
• that curriculum as technology develops.
• curriculum each year.

Summary: The Committee on Children and Families met with a quorum and first took up several bills in executive session. It voted House Bill 1792, the Murphy Media Literacy Program, and House Bill 1770, dealing with time limits on abuse cases, both do pass by unanimous roll call votes. The committee then considered House Bill 2426, Representative Keebley’s parental rights bill. An amendment was adopted to align the bill with a Senate floor substitute, clarify judicial review and compelling government interest standards, update parent/child definitions, add transparency provisions, and revise medical consent language. After extensive discussion about parental consent, minors’ access to STI and substance use treatment, foster parent authority, and potential impacts on abuse situations, the committee voted the House Committee Substitute do pass by a vote of 11 yes, 3 no, and 1 present. The committee then heard House Bill 2418, which would create the Missouri Crime Victims Fund within the Department of Social Services as a framework for future appropriations if federal VOCA funding continues to decline. The sponsor and numerous witnesses from domestic violence shelters, child advocacy centers, CASA programs, and prosecutors described major reductions in VOCA support, staffing losses, service cuts, and the risk of leaving victims without shelter, advocacy, counseling, and court support. No one testified in opposition, and the hearing concluded without a vote. Finally, Representative Schmidt presented House Bill 3077, which would require social media and internet safety curriculum for grades 6 through 12 and provide parent resources. Supporters said the bill would help students recognize grooming, sextortion, misinformation, and other online risks, while some committee members and witnesses raised concerns about adding burdens on schools and suggested the material should be embedded into existing instruction and possibly start earlier. The committee also heard House Bill 1819, “Conrad’s Law,” which would require safe-sleep training and rules for licensed child care facilities for children age one and older, set limits on weighted blankets, and require documented care plans and training for children with special needs. The sponsor and family members said the bill responds to a child’s death and is intended to improve child care safety without adding extra training hours. Both bills were heard in public testimony, and the committee adjourned after the House Bill 1819 hearing.

Transcript Highlights:

• to be a core qualifying expense because it's curriculum.
• I could have bought curriculum or used online... ...bought curriculum or used online tutorials for her
• I also approached them about getting the readers for the curriculum because it is one of the top curriculums
• Wind Energy Development Act.
• Wind Energy Development Act.

Summary: The Administrative Rules Subcommittee met to review a long agenda of agency rule changes, beginning with housekeeping on the order of business and then taking up rules from multiple state agencies. Early items included Department of Energy and Environment rules on landfill post-closure trust fund spending thresholds and liquefied petroleum gas standards, DFA’s odometer disclosure rule allowing electronic signatures and disclosures, and several Department of Health rules covering ionizing radiation, mobile home and recreational parks, lead-based paint, counseling licensure, hearing instrument dispensers, athletic training, dental specialties and compacts, nursing, pharmacy, physician assistants, medical compacts, speech-language pathology and audiology, radiologic technology, massage therapy, community health workers, doula certification, and cosmetology/body art. Most of these were described as technical updates, conformity with recent acts, federal standards, or compact participation, and nearly all were approved without objection after brief questions and, in many cases, no public comment. The committee also reviewed Department of Labor and Licensing rules on minimum wage/independent contractor standards, boiler rules, motor vehicle commission requirements for ATV/LSV dealers, professional wrestling regulation, appraiser qualifications, and military recruiting and retention programs. Testimony generally emphasized that the rules implemented recent legislation, updated fees or licensing standards, or streamlined existing processes. Members asked a few questions about fee structures, the rationale for regulating professional wrestling, and how the National Guard’s public-private partnership and incentive programs would work; the department said the recruiting incentives would be funded from existing appropriations and were intended to improve retention and force strength. These rules were also approved without objection. The most extensive discussion came on the Department of Education’s Arkansas Children’s Educational Freedom Account Program rule. The department said the revisions, based on Act 920 of 2025, were intended to add guardrails, clarify allowable expenses, and speed approval of core educational purchases. Changes included defining core educational expenses, limiting certain sports-related spending, adding an intentional misuse standard, restricting phone purchases except for disability-related needs, setting a $1,000 threshold for additional review of technology purchases, capping carryover funds at $8,500, and creating a reconsideration process for denied expenses. Members raised concerns about safeguards, appeals, sports equipment, provider credentialing, rural vendor access, and whether the department would be flexible or overly restrictive. The department said it would review every request, provide written explanations for denials, allow appeals up to the State Board, and refer suspected fraud to prosecutors if necessary. After hearing from 13 members of the public, the committee continued to discuss the rule, but the transcript ends before any final vote on the EFA rule is shown.

Transcript Highlights:

• as developed.
• That curriculum will then be...
• And so the course curriculum, the details of that course curriculum, will be moved over to the Training
• And so the course curriculum, the details of that course curriculum, will be moved over to the Training
• , and the director of the law enforcement academy is required to adopt the curriculum as developed by

Summary: The Senate opened with roll call, an invocation, pledges, and a series of announcements and guest introductions tied to several recognition days, including Disability Rights Awareness Day, Elevate the Spectrum Day, Geothermal Rising Legislative Day, DWI Awareness Day, and Adult Education and Literacy Day. Senators also welcomed guests for New Mexico Down Syndrome Day and other constituent visits, and the chamber read certificates recognizing the Hurley family and the New Mexico Military Museum, as well as adult education and literacy programs across the state. Testimony and remarks highlighted the service of the Hurley family, the importance of adult education for workforce and civic participation, and the contributions of people with disabilities and their families. The Senate adopted multiple committee reports and received House messages on several bills and resolutions. On third reading, the Senate passed Senate Bill 96, as amended, which streamlines child care licensing and reduces administrative barriers to opening or expanding child care homes and centers; an HOA-related floor amendment was adopted after discussion about local restrictions and neighborhood traffic concerns. The chamber then passed Senate Bill 14, as amended, which expands the state’s health professional loan repayment program with $25 million in funding split between physicians and allied health professionals/nurses, with questions focused on eligibility, prioritization, and whether the funding would be sufficient to address shortages. Senators also debated the bill’s support for part-time service and its role in helping New Mexico compete for medical workers. The Senate next passed Senate Bill 104 unanimously, establishing a process for removing a wildlife commissioner that requires gubernatorial initiation, notice and a hearing, and direct review by the state Supreme Court; debate centered on due process, the removal standard of incompetence, neglect of duty, or malfeasance, and how the new process compares with prior law. Finally, the chamber took up Senate Bill 50, which would give the Law Enforcement Training Standards Council more flexibility to set training curricula for officers, especially in rural departments; sponsors said the bill preserves minimum training while allowing updates for current issues, but several senators raised concerns that the measure could weaken explicit statutory requirements for domestic violence and sexual assault training and asked how those topics would remain protected in the future curriculum.

Transcript Highlights:

• They've been developed based on the New Mexico...
• We've developed pacing guides.
• Ophelia Sanchez and her team for developing a robust heritage and language culture curriculum. Dr.
• , so our curriculum department is in the process of developing their own SEL curriculum.
• development if the PED cannot provide that.

Transcript Highlights:

• The speaker said that, typically, curriculum is developed through curriculum committees set up by the
• The speaker said that, typically, curriculum is developed through curriculum committees set up by the
• The speaker said that, typically, curriculum is developed through curriculum committees set up by the
• The speaker said that, typically, curriculum is developed through curriculum committees set up by the
• </c> may be uh in process of being developed may be uh in process of being developed curriculum<01:55

Keywords: 928, house, all

Summary: The committee began by announcing that afternoon hearings, including House Bill 283, would be moved to Representatives Hall because of expected public interest. It then took up House Bill 671, which would establish a kindergarten literacy readiness program. The bill’s sponsor, Rep. Mark Pearson, described the measure as a way to close gaps in early reading readiness and said it was intended as a first step, with only a placeholder appropriation while details are developed. He framed it as a targeted effort to help children who are not entering first grade ready to read. Testimony on HB 671 was largely supportive. Representatives asked about the bill’s structure, whether a specific program had been identified, how it would interact with play-based learning, and why the provider was limited to a registered nonprofit. Waterford.org representatives Teresa Rosenberger and Rob Riley testified in support, describing Waterford Upstart as a home-based, evidence-based early learning program already used in New Hampshire. They said the program provides adaptive instruction, family coaching, and technology support, including computers, tablets, internet access, and translation services in more than 100 languages. They also said the model has been successful in New Hampshire, including a Nashua pilot and later statewide efforts, and that similar legislation has existed in other states. Rep. Jonah Wheeler also spoke in support of the bill. The chair then closed the hearing on HB 671. After a fiscal note for HB 671 was distributed, the committee moved to House Bill 781, which would require school districts to adopt policies for a cell phone-free education and includes an appropriation. The transcript cuts off as Rep. Litchfield was introduced to testify on that bill, so no testimony, debate, or vote on HB 781 is included in the excerpt.

Transcript Highlights:

• of curriculum.
• of curriculum.
• of curriculum.
• How can a child learn to read curriculum or learn curriculum?
• How can a child learn to read curriculum or learn curriculum if they cannot see clearly?

Keywords: 1212, all

Transcript Highlights:

• curriculum frameworks, instructional guidance, professional development, and instructional resources
• By publishers and content developers.
• school literacy programs, employ and develop literacy coaches and specialists, and develop and implement
• Engaging in professional development, developing plans, and selecting instruments for their board so
• Aging in professional development, developing plans, and selecting instruments for their board so they

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.