Assembly Standing Committee on Education

Good afternoon, everybody, and welcome to this hearing of the Assembly Education Committee. We I'm calling this committee hearing to order. We will begin as a subcommittee and take votes once we have established quorum. I'd like to welcome committee members and members of the public to today's hearing. We have 12 bills on file today.

Three bills are on consent, and they are SB 549, SB 902, and SB 1082 with amendments. I would also like to note that Assembly member Garcia is not able to be present at the hearing today. As a reminder, for each bill, we will have up to two witnesses in support and opposition, each of whom may speak for up to two minutes. Members of the public in the hearing room will have an opportunity to state their position.

Please state your name, affiliation, and position on the bill only. And don't worry. I'll remind you when you step up. Members of the public are also welcome to provide comment through the position letter portal on the committee's website. Before we begin, I have a statement to read regarding conduct at our hearings. We seek to protect the rights of all who participate in the legislative process so that we can have effective deliberation and decisions on critical issues facing California.

As we proceed with the witnesses and public comment, I want to make sure that everyone understands that the Assembly has rules to ensure that we maintain order and run an efficient and fair hearing. We apply these rules consistently to all people who participate in our proceedings regardless of the viewpoint that they express.

In order to facilitate the goal of the hearing as and hear as much from the public within the limits of our time, we will not permit conduct that disrupts, disturbs, or otherwise impedes the orderly conduct of legislative proceedings. We will not accept disruptive behavior or behavior that incites or threatens violence. The rules for today's hearing include no talking or loud noises from the audience.

Public comment may be provided only at the designated time and place as permitted by the Chair. Public comment must relate to the subject being discussed today and no engaging in conduct that disrupts, disturbs, or otherwise impedes the orderly conduct of this hearing. Please be aware that violations of these rules may subject you to removal or other enforcement actions. And with that, we will now begin with file item number two. It is SB 685.

Senator Cortesi, please step forward. You can bring your witnesses with you, and please remember to press the microphone button on when it's your turn to speak. Senator Cortese, you may proceed when ready.

Thank you, madam Chair and committee. I'd first like to thank the committee staff for their time, expertise, and dedication in working through this measure. Today, I'll be accepting the committee amendments. The students with disabilities deserve access to safe specialized educational services that meet their individual needs. When a public school cannot provide the services required by a student's IEP, school districts may place that student in a certified non public school.

California's non public school program plays a a critical role in ensuring some of our most vulnerable students receive the specialized educational, behavioral, and therapeutic services they need when their local school district is unable to provide them. SB 685 updates California's non public school statues to reflect current constitutional requirements by aligning state law with the ninth ninth circus decision in Loffman versus California Department of Education.

The bill removes the now obsolete, nonsectarian, quote, unquote, eligibility requirement, while preserving strong oversight and accountability for every certified non public school. Specifically, the bill ensures that public funds are used only for secular educational services, reinforces nondiscrimination protections, expands fingerprint based background checks to include both employees and contractors who work with students, phases in commission on teacher credentialing requirements for instructional staff, and strengthens incident reporting. So individuals who should no longer be working with students are identified or removed from contact with California pupils.

Taken together, these reforms maintain rigorous certification standards, strengthen oversight, and ensure every certified non public schools held the same high standards of student safety, accountability, and educational quality. Here with us today to testify in support of the bill is sponsor Kimberly Rosenberg on

behalf of the California Department of Education and Oh,

okay. Technical assistance will self identify. How's that? And appreciate appreciate her being here as counsel. And I respectfully ask for your aye vote.

Thank you.

Thank you. We like to Roman pack that CDE. Good aft good afternoon, madam Chair and members. Kimberly Rosenberger on behalf of state superintendent of public instruction, Tony Thurmond, here in support or sponsorship of SB 685. Deeply appreciative to the staff of this committee and also the Senate committee for taking the time and effort to address this cleanup that's necessary and appropriate and be mindful and thoughtful in how we applied the correct language to ensure that we're protecting California's constitutional priorities and our students.

I'm also deeply appreciative to Senator Cortese for his leadership on this bill. So background as mentioned, non public schools or MPS are private schools. They provide a full special education program when an LEA, through an IE process, realizes they cannot serve this student. This is a rare scenario. Only 1% of the special of students with IEPs in California attend non public schools.

The majority are all in California. So they are highly regulated. They must go through a certification process, and they operate under a a master contractor with the LEA, of which the student resides. As I mentioned, the certification is rigorous. It's subject to annual renewal.

It requires staff credentials, criminal background clearances, assurances of compliance with state and federal law, and training documentation. This legislation is in response to, the Ninth Circuit Court of Appeals decision in Loffman v California Department of Education in which, it held that California's categorical exclusion of religious schools from that non public school certification failed the constitutional neutrality test and could not survive strict scrutiny under the free exercise clause.

As such, we are removing the word nonsectarian, but we are ensuring that this bill aligns California statute with the decision. While removing it, we're expanding the eligibility to religious schools. We're strengthening the framework.

So all applicants, regardless of religious background or orientation of the schools, they must serve under the master contract, must be secular and neutral, and we're strengthening our nondiscrimination protections.

You are at time. Try to wrap it up. Okay. Thank you.

I just wanna reiterate, this is limited in its approach. It is reiterating existing statute, existing regulation that California has worked to ensure protections apply to students, and that is carried over in our, cleanup language that is an SB 685. For those reasons, we respectfully request your aye vote. Thank you.

Thank you. With that, we will take any public comments in support. Seeing none, witnesses in opposition? Public comment in the opposition? Alright.

I will bring it back to the committee. Are there any questions or comments on this issue? Alright. We do not have quorum established yet, so I can't take a motion or a second. But I do want to thank the author, Senator, for ensuring that the same that the state moves to comply with the court's ruling and protect our students by applying these very, very important health, safety, and discrimination protections.

Thank you for for being the author of this very important piece of legislation. Appreciate you.

I wanna thank thank your committee and you, Chair, for, you know, putting the vernacular jumping on this as as it came through as a response to case law and and the things that were just described. And with that, we'd respectfully ask for your aye vote.

Thank you. We'll do that at the appropriate time. In sign in order, looks like we I see Senator Hurtado here. That is file item number 12, s B1181. Please remember to press the microphone button and you may proceed when ready.

Thank you, madam Chair. I'm pleased to present SB 1181. And before I begin, I want to thank the committee staff for working with my office on this bill. We appreciate the thoughtful feedback and we'll be accepting the committee's amendments as outlined in the analysis. And madam Chair, I also wanna thank you for the conversations, for the feedback.

It was just a really good conversation. I appreciate your openness and and the dialogue that we had on, protecting California's youth. It's a very important topic and we're all trying to do the best that we can to ensure their safety because they are not only the present of of our communities, they are also the future. And investing in them is extremely important, and this is what SB 1181 is really all about. So I really appreciate our conversation.

And what it does is it it establishes a pilot program administered by the California Department of Education in consultation with the Office of Emergency Services to provide grants supporting evidence based violence prevention, student wellness, and school safety initiatives in Central Valley Schools and similar schools across the state. The program encourages collaboration among local educational agencies, community organizations, behavioral health providers, and other local partners to improve school climate, strengthen student connectedness, and prevent violence before it occurs. Again, this bill is about prevention.

It is about giving educators and communities the tools they need to keep our students, our future protected, engaged, and ready to learn. And I have no witness here no witnesses today, and I respectfully ask for an aye vote.

Thank you for your presentation. Do we have any public comments in support? Any witnesses in opposition? Public comment? Nope.

Here we go. As you approach the microphone, please state your name, your affiliation, and position on the bill only. Thank you.

Xiaozhong Liu with the Electronic Frontier Foundation in respect for opposition. Thank you.

We're gonna testify in opposition, so should we come up here? Yes. Please come. You each will have two minutes, and remember to press your microphone button on as you sit down. You may proceed when ready.

Good afternoon. My name is Ashley De La Rosa. I am a long time resident and community activist in Kern County. It is a tragedy that we continue to lose young people and gun violence to gun violence and bullying. It is imperative that we address this issue with restorative and centered student student centered solutions.

While we appreciate the the general purpose of the bill and the author's recent amendments, SB 1181 continues to raise concerns by potentially diverting additional resources and funding to law enforcement and punitive surveillance. Working with marginalized communities for over five years and being a student at the Kern High School District, I knew firsthand the harm law enforcement actually has on students of color. On 02/24/2022, Bakersfield coverage did not one, but two stories on incidents of campus security and law enforcement brutally attacking students.

The two students assaulted by a form of law enforcement were Maurice Hill and Quincy Acosta, both black students with the Kern High School District. And Quincy Acosta, then 15 years of age, was diagnosed as bipolar with autism and ADHD and had an individualized education plan which was outlined his triggers and how to best support him.

Police on campus restrained and traumatized a student, ignored at best educational practices. That is a reality in the Central Valley. Studies have shown that law enforcement schools have impunity of surveillance will lead to criminalization of students, and they should not be receiving additional funding to power or power to harm the children. In a region where alone, in Kern County, we have three detention centers and a state prison. We need to heavily invest in education and prove it restorative practices like community schools.

I respectfully urge the committee to vote no on SB 1181.

Good afternoon, everyone. I am with ACLU Cal Action today in respectful opposition of SB 1181. I wanna start off by thanking Senator Hurtado, first of all, and her staff for being so open to feedback and for, just listening to ACLU's concerns throughout the legislative process and as this bill moves forward and looking forward to finding a mutual place of agreement, as we move forward.

We strongly agree that, you know, we need to find ways to address a lot of the issues the Senator mentioned in school communities such as youth absenteeism, youth mental health, violence, and bullying. However, the bill presents some significant concerns that we still have, around the implementation of the grant program that's presented.

Our first concern has to do with the need of the administering agency, the Department of Education, to coordinate their efforts with the Office of Emergency Services. The need for coordination between the two departments is still unclear. And while the bill has been amended to remove the coordination of LEAs infusion centers, the Office of Emergency Services still oversees California statewide and regional fusion centers, and there's nothing in the bill that prohibits the coordination of LEA's infusion centers, which resides under OES.

Unfortunately, the original concern that was flagged by over 50 organizations still exist to some degree. Our second concern is that the grant funding authorized by the bill could increase law enforcement in schools, particularly authorizing the grant funding to be used for many great things, but also partnership opportunities involving local law enforcement agencies along with the development of threat assessment teams.

The environment created by an increase of policing in schools impacts the most marginalized as was just shared. Moreover, there aren't any guardrails in place currently to prevent law enforcement entanglement mentioned in any of those services, which creates the potential for this bill to substantially increase law enforcement presence in schools.

Lastly, there's a lack of evidence to support that things like threat assessment teams accurately predict or prevent school violence and, in fact, can have negative impacts on the student population and contribute to civil rights and liberty violations, such as stupid privacy issues. Sorry to wrap it up. Yes.

Absolutely. So, lastly, all in all to say, we are in support of, the intent of the bill and look forward to working with the senator's office as it moves forward, but are in respectful opposition.

Thank you. At this time, we will take any public comment in opposition if you would like to repost that.

Sorry for the confusion. Chaojun Liu, Illinois Foundation in respect for opposition. Thank you.

Thank you. Alright.

Oh, sorry. Hi. Ashley De La Rosa on behalf of the Dolores Huerta Foundation, California immigration immigrant poll policy center, and the SF sorry. And the SF Public Defender's Office in opposition. Thank you.

Thank you. Seeing no other public comment, we will bring it back to the committee. Committee members, any questions? No? Can I ask you?

We've been good about working back and forth, and you have accepted the amendments that we've brought forward. Wanna just clarify for the record that the grant program applies to all schools in the state. They can all apply for this grant program, And the grant is subject to appropriations for this purpose for this intended purpose. And would you like to make any comments to the opposition, or would you like to do that in your closing?

I can do that in my closing. Yeah.

Thank you. We do not have a quorum at this time, so we can't make a motion in a second. And so at this time, if you would like to close, please please proceed.

Thank you, madam Chair. And yes to the questions you just asked. I understand that trust is at the foundation of ensuring that a program that is effective that works for students is part all part of it. Right? And that's why when I first ran with this bill, I said, okay, we'll remove the fusion piece out because I do recognize that we have to have programs in place that people trust, and there's a lot of room for improvement there.

However, we do see that I still see there is a significant need to protect youth in my Senate district and across the state of California. And, you know, I believe firmly that we're entering a dangerous time, where our youth are being taught or told that law enforcement is the problem, that government is the problem. And I think that there's a lot of work that needs to be done on our end to educate, to ensure that there's trust again.

Because we're all here, looking to do good for our communities, looking to improve the lives of the people that we represent. And there shouldn't be fear on that on that front.

I also do wanna say that in my Senate district, there was a high school shooting that was prevented just recently about a month ago. And so I had a conversation with my local folks about how scary that situation was for law enforcement, for the parents, for the youth. At the end of the day, this is what this measure is about, and technology is advancing significantly to the point where there's just probably things that that are occurring and and and emerging without us even realizing it.

And so that's why the SCRAMP program is so important in ensuring that we provide the tools and the resources to every school that possible to ensure that we can protect students so that they feel that they can trust their schools, that they can trust their communities, that they can trust their law enforcement agencies because we're one community and we have an obligation to protect one another. And with that, I respectfully ask for an aye vote.

Thank you.

Thank you. We do not have quorum at this time, but we will take it up as soon as we do. Thank you. We will now move on to file item. Do we have we don't have any authors.

We will now wait very patiently for senators to come to our hearing Room. You may chat amongst yourselves. We will now move to recess for a short amount of time until we get some authors. We'll reconvene when an author

shows up.

Alright. Members of the public, we have a wonderful author ready to present her bill. We are now on file item number six. That is s SB 1067, Senator Weber Pearson. Thank you for joining us.

You may proceed when ready.

Thank you, Chair. Good afternoon, Chair and colleagues. Before I begin, I would like to thank the Chair and the committee staff for their work on this. I respectfully accept the committee amendments, which further strengthen the bill by preserving local flexibility, increasing stakeholder input, and improving implementation and transparency. Today, I am presenting SB 1067, a bill that addresses one of California's most urgent educational challenges.

Far too many students are reaching high school and even college without the foundational math skills needed to succeed. Often because learning gaps were never identified or addressed early on. This is highlighted by the fact that California is facing an unprecedented math achievement crisis. Today, only thirty seven percent of students are meeting grade level standards in mathematics. For low income students, the number falls to twenty six percent.

For black students, it's twenty percent. For Latino students, it's twenty six percent. Despite being home to the world's leading technology and innovation economy, California ranks 43 forty third in the nation in fourth grade math achievement and has one of the widest math achievement gaps in the country. These outcomes do not just begin in high school. They begin in the early grades.

We know that math is cumulative. It builds upon itself. A student who struggles with numbers since in kindergarten is more likely to struggle with multiplication, algebra, and higher level coursework later on. Without early intervention, small learning gaps often become permanent achievement gaps. The consequences are significant.

A 2025 UC San Diego study found that one in eight incoming freshmen required remedial mathematics before beginning college level work. California has invested heavily in improving math instruction through its mathematics framework, new instructional materials, coaching, and professional development. But we lack a consistent statewide approach to identifying students who are struggling before they fall significantly behind. SB 1067 addresses that challenge.

Following extensive collaboration with stakeholders, including technical assistance from the administration and the State Board of Education Staff, we have also taken a number of author amendments to this bill that now establishes a statewide framework for annual assessment of mathematics knowledge in kindergarten through second grade beginning in the twenty twenty eight, twenty nine school year.

The goal is straightforward. Identify students who need support early and connect them with intervention when it is most effective. The bill also pervert preserves local flexibility. The State Board of Education will establish criteria for high quality assessment, and the California Department of Education will develop and recommend a list of assessments that meet those standards. School districts may continue using local assessment tools, including kindergarten readiness assessment, if they certify those tools meet the state's criteria.

The bill also ensures that parents receive clear information about their child's results, whether additional support is needed, and what interventions the school plans to provide. Importantly, SB 1067 is not a high stakes testing bill. It does not dictate curriculum, instructional practices, or intervention models. It simply provides educators and families with timely information so that students need support, do not fall through the cracks. I appreciate the conversations that we've had with the stakeholders throughout this process.

Many of the concerns raised have been addressed through the amendments that ensure assessments are evidence based, developmentally appropriate, and align with California's broader mathematics improvement efforts. However, we do remain committed to continuing those conversations as this bill moves forward and to work collaboratively to address any remaining questions or implementation concerns. If we are serious about improving student outcomes, closing achievement gaps, and preparing the next generation for college, future careers, and California's innovation economy, we must start by identifying challenges before they become barriers.

I respectfully ask for your aye vote on SB 1067. And with me to speak as my witnesses are Marshall Tuck, CEO of Ed Voice, and doctor Charles Lykes, the second assistant professor of mathematics and education at the School of Education at UC Davis.

Thank you.

Good afternoon, madam Chair and members. I'm Marshall Tuck with EdVoice. And on behalf of 48 organizations, including California PTA and NAACP California Hawaii State Conference, we urge you to support SB 1067, and we thank doctor Weber Pearson for her leadership in math in this state. For too long, there has been a myth that some people are math people and some people are not.

And that mindset has lowered expectations and left our system to accept a reality where over 2,000,000 students, mostly from low income communities, are far below grade level in math.

Mathability is not a personality trait. It is a skill that can be developed with the right support at the right time. And we are entering a data driven AI economy where math skills are more important than ever. We must address these gaps early or we will limit opportunity for millions of students. SB 1067 helps students get the support they need when it matters most.

The bill will ensure that schools identify students that are struggling early through universal assessments in kindergarten, first, and second grade. And just as importantly, it will get them more support, evidence based supports, tutoring, small cloud small group instruction, more time on math. And they need that support in math in particular because it's such a cumulative subject. If you struggle with numeracy, multiplication is really tough. If you struggle with multiplication, fractions are extremely difficult.

And if you struggle with fractions, algebra feels out of reach. US Department of Education has long recommended early assessment and intervention. It's why school districts like Los Angeles Unified and Compton Unified that have seen real success in math in recent years prioritize early assessment and early intervention. And it's why 20 other states have integrated early math assessment into their math improvement strategies. Every child deserves the right to build confidence in math before they decide that they're not a math person.

Let's get this bill passed, provide them early math supports, and help them build that confidence. We urge your aye vote.

Good afternoon, Chair member Chair, madam Chair, members. Thank you for this opportunity to be here today. My name is Charles Wilkes. I'm an assistant professor of mathematics education research. As a k sixteen scholar, my work examines mathematics learning from early childhood through higher education.

And one of the things that is clear in my work and research more broadly is that the opportunities students have in their earliest years shape and become shape what becomes possible later. Children are not born believing they are not math people. They come into this world naturally curious about patterns, quantities, and relationships. I'm learning that firsthand as I have a eight month old daughter. They They are mathematical sense makers and problem solvers.

Research consistently shows that early mathematics development is one of the strongest predictors of later academic success, even stronger than early literacy and predicting later achievement. Foundational ideas such as number sense, comparing quantities, one to one correspondence, and spatial reasoning matter because mathematics is not a ladder that students climb one ring at a time or one rung at a time. It is a web of interconnected ideas. Every new concept depends on early understandings.

The stronger the web, we help students build in the early years, the stronger their learning becomes throughout school and the more connection they can make later.

That's why this bill is so important. The mathematics assessment described in this bill is not about diagnosing learning abilities or labeling children. It is a developing it's a development appropriate assessment that helps educators understand students' mathematical thinking so that they can build on students' strengths and provide time and support in their areas of improvement. I try to live by the saying, if you know better, you do better.

But how can we do or how can we, and by do, I am referring to educators, families, researchers, policymakers, and other stakeholders do better by our students if we don't know what mathematical knowledge they bring with them.

Embedded in this bill is an important, commitment to equity. And by mathematical knowledge, we must recognize that students bring rich cultural, linguistic, and community knowledge into mathematics classrooms. Research consistently demonstrates that differences in mathematics outcomes are not reflections of ability, but are differences of opportunities and access. I close by saying I think mathematical knowledge and practices, but we also think about mathematical identities. And I hope that with a bill like this being passed, that we can actually debunk this idea

of a

math person. Thank you.

Thank you for your testimony. At this time, we'll take public comment in support.

Thank you, Chair and members. Kim Stone of Stone Advocacy on behalf of Elevate California in enthusiastic support.

Adam Caitlin on behalf of Alliance College Ready Public Schools in support.

Tamisa here on behalf of the NAACP California Hawaii State Conference in strong support. Mark Kleta Brown on behalf of BayPAC San Diego and Ed Voice. Thank you for having us. Jennifer Souza, thirty four year educator and on behalf of Ed Voice, strong support.

Will Bans, fourth grade teacher in Monterey County and proud member of the California Teachers Association in confident support of SB 1067.

Elizabeth Esketa, current TK and kindergarten math teacher, and I'm here to show my support.

Leticia Chavez from San Bernardino, California on behalf of all the incoming kindergartners that are gonna be affected by this bill in support.

Good afternoon. Ana Gonzalez, executive Director at the Center for Community Action and Environmental Justice also educator and CSEA member and education advocate for San Bernardino County in full support.

Hi everyone. My name is Alma Marquez on behalf of La Comadre Network, a statewide association of Latina women who advocate for their children. We are here in support.

Joaquin Avalos, student at Da Vinci High School, in support.

Roxanne Nazario, parent from Los Angeles, in support.

Hello. Selinda Vasquez, also parent from Los Angeles County. My daughter would have greatly benefited from this bill had we had this bill in place already. Thank you.

Hello. Denise Morgan with the California State PTA in strong support.

Hello. Ezekiel Rivera, executive director of the Gumball Foundation that teaches youth entrepreneurship from Los Angeles in support.

Hi. Claudette Contreras from the Scholarship Association of ESL Students, in full support.

Hi. Cindy Bourbon with La Coma Network in full support.

Hi. Good afternoon. My name is Marie Carmen Blancarte, parent of two kids that's traveled with Matt in Newland Empire in support.

Good afternoon. My name is Elizabeth Ginzil, founder and executive director of DESE. We work with people with special needs and teach them to be independent, and we are in full support.

Good afternoon. Eric Dunk on behalf of the state superintendent of public instruction, Tony Thurman, in support.

Good afternoon. Sonia Rambudo, educator, thirty four years, retired, grandmother of two, in full support.

Hello. I'm Gilbert Borayo, community organizer from San Francisco in San Jose, California, and I'm here in support of the bill.

Madam Chair and members, Jasmine Vai on behalf of the twenty first century century alliance. Proud support of this bill. Thank you.

Marco Aguilar, executive director of Semia Sociedad Civil and cofounder of Anahuacalmeca, Los Angeles County's only indigenous people's school.

the only school in the state of California that teaches indigenous mathematics as a part of its core curriculum and support.

And probably

Brian Mercado, student of Oak Ridge, having full support.

Andrew Pearson, on behalf of all the students of California, I fully support SB 1067. Thank you.

Doctor Barbara Nemko with more than fifty five years of service to public education, including teaching, program evaluation, and twenty eight years and seven terms as county superintendent of schools in Napa. From everything I have seen, I am passionate about your approving this bill so the children don't start off school failing. And position only. Sorry.

Okay. Seeing no further public comment and support, we'll take witnesses in opposition. Please do turn on your microphone when you're ready, and you may proceed.

Good afternoon, madam Chair and members. I'm Patricia Rucker with the California Teachers Association. We really do appreciate the work and the conversations we've been able to have with doctor Weber and with Marshall concerning this bill. And we've done a lot of work and do agree that the bill addresses a lot of our concerns. I'm here today to highlight for you some of the the issues that we feel remain in the very brief three page letter that I submitted to the committee on our position.

CTA believes that effective k two math diagnostics relies on a three legged stool. Research based diagnostics, continuous improvement in a formative assessment, and pedagogical content knowledge. That first leg about the research based diagnostic, that's where a lot of our conversation began.

We questioned the efficacy and the value of the type of diagnostics that were proposed, and there was a lot of work done to put the expertise of the State Board, and we trust the State Board will follow their own intent as outlined in their framework to do this work.

But we are concerned and we do wanna see clarity that the bill ensures this will not be a standalone or standout assessment, that it is in some way of subsumed or aligned to the current assessment process for existing diagnostics tools that are already required either by statute or even being provided for as outlined in the analysis of in the state budget.

The second leg about continuous formative assessment is really more about intent, about appropriate use, and and making sure there's an alignment of to prevent inappropriate use. A single test is only a snapshot and teachers do require ongoing data. We're seeking a specific amendment in Ed Code section six zero six four two point seven. This section defines policy and appropriate use in two main areas, permitted instructional uses and strict prohibition against high stakes consequences.

That actually was added, in s in AB 1035 by Patrick O'Donnell when he was the Chair of this committee to cover the intent and purpose of all diagnostic activities in schools.

You have reached time. Please wrap it up.

So in short, even though I use the analogy of the three legged stool as a simple process, we really do wanna continue a thoughtful, well, well defined process of not only to keep the bill moving, but to make sure what we create is good state policy that meets the intended promise and purpose that's been offered in the bill. Thank you very much.

Thank you for your testimony. Are there any public comments in opposition? Please state your name, your affiliation, and position on the bill only. Thank you.

My name is Bandel Chancey. I'm from Teachers Association of Long Beach. I've been teaching kindergarten for twenty eight years with the masters in early childhood education also. And I support in where where the bill is amended by

the recommendation your affiliation and position only.

With the recommendation from CTA.

My name is Charlie Jones from the Hayward Education Association in opposition without the further amendments from CTA.

My name is Sean Paul Whittall. I am a ten year physics teacher in Davis, and I oppose the I oppose the article without additional amendment. Thank you.

Good afternoon, madam Chair and members. Dorothy Johnson with the Association of California School Administrators and also on behalf of the California County Superintendents. We do have an opposed position, but continue appreciate the work of the amendments and look forward to reassessing our position. Thank you.

Christina Salazar with the Riverside County Superintendent of Schools. We have more of a position. We look forward to seeing the amendments and appreciate the work so far. Thank you.

Hello. Melinda Daley. I'm a middle school teacher in San Ramon Valley, and I oppose without the amendments suggested by CTA.

Good afternoon. Andy Schronk. So sorry. Excuse me. Ethnic studies US history teacher from Simi Valley, in opposition without further amendments.

Thank you.

Doctor Melissa Urban from San Jose, California, parent and middle school teacher, parent of a kindergartner. I oppose without CTA amendments.

Jacqueline Gardner, middle school science teacher in San Jacinto, California. I also oppose without the further amendments.

Vicky Montez, college advisor, Bravo Medical Magnet, High School in Los Angeles, East East Area Director for United Teachers Los Angeles, and I oppose without the CTA amendments.

Victoria Casas, twenty nine year teacher with LAUSD, also on UTLA's executive board, and I oppose this without further amendments from CTA.

Alex Orozco, twenty five year educator, currently the vice president for United Teachers Los Angeles, UTLA, and also in opposition without the CTA amendments.

Amy Louie, LUSD teacher and member of CTA and UTLA, and I oppose without the further amendment by CTA.

Douglas Snapp, first grade teacher, West Sacramento and literacy coach who participated in the literacy screenings that were rushed last year opposed without the amendment.

Thank you. That concludes public comment in support and opposition. We'll bring it back to the dais. I have a few comments I'd like to share with the author. I want to thank you for bringing this very important bill forward.

The math crisis in California is real. Our students are struggling. And, I appreciate your thoughtful approach in bringing this bill forward, working with key stakeholders and the committee to make sure we get it right for California's kids. I also want to bring your attention. Do you wanna address some of the opposition regarding the framework being aligned to the or the the bill being aligned to the framework?

I believe we do your language as it stands does align to the current frame framework. Would you like to clarify that for us?

Yes. You are correct. The current language with the amendments does align with the California State mathematics framework.

And another clarification based on opposition comment. I do see it does reference back to that Ed Code cited. Would you like to provide any clarification on that as well?

Yes. I was gonna allow people the time to actually read the amendments, but a lot of what she said in opposition is actually already in the bill with the amendment, including that particular ed code.

Okay. Thank you for that. Just reinforcing that you have try been trying to work with all stakeholders as we bring this very important policy forward. Looking back to members of the committee, Assembly member Alvarez.

Thank you, madam Chair, and thank you to the author for bringing forward a bill addressing a a serious issue in California. The opposition has left the table, but I I wanted to ask since there was quite a bit of public testimony aligning to the opposition. I'm I'm reading the letters of opposition. There are two that have been submitted at least in the public portal that we have access to, and I wasn't entirely sure what amendments the opposition was referring to.

So if you'd like to come forward, miss Rucker, to help me understand what amendments you're referring to and the, you know, long line of individuals who spoke in support of your amendment, I'd like to understand what that is.

Please do turn your microphone on. Thank you.

I'll begin by saying that the letter I submitted in the portal to meet the deadline of the committee was written in advance of the amendments actually coming out in print. So it is very likely that with our conversations that I've had with Ed Voice staff and with committee members, because I shared this those concerns last week that the amendments did come out after we submitted our letter.

But if you the questions that I had were in reference to a specific Ed code section concerning alignment, the issue concerning an assurance about the alignment with the with the framework Yes. As well as some other specific Ed Code sections. And I had a recent conversations as late as this afternoon with Marshall about those other Ed Code amendments.

So as I said, our letter was submitted in but to meet the deadline for the committee and in advance of the amendments actually coming out in print. So that's probably the reason why, you know, literally, the check was in the mail.

Okay. Thank you. Appreciate you clarifying that. It's important that we clearly said on the record what what is included, what's not. And and, yes, you agree that purposes of time, sometimes that's the way this thing happens.

So I appreciate you acknowledging that because it's important that we are acknowledging at the minimum the the concerns of opposition, and then where possible, obviously, trying to find a resolution, which it sounds like you've done, which I appreciate all of you on that. To to the author, I I have a question as it relates to the and I know that the bill language does address the issue of English learners. And I'm just curious in terms of the tools that exist.

Are are there sufficient to, like, who has a good assessment of how many tools are there to ensure that the tools are the right ones that are aligned to frameworks, that are aligned, and and that are prepared in in ways that are, appropriate for California's kids who are English learners?

Yeah. So as you mentioned, the bill is clear that for English learners, we need to have tools that actually are, if possible, in their home language. For Spanish, there are a number of tools that we believe will hit the criteria that actually offered in Spanish. In some of the other languages, that's where there are less tools in the market given that there's smaller student populations. So there are a good strong number of Spanish language tools.

What's also nice about California is that assessment providers will have the next year to continue to improve and develop their tools because it's really over the next year and a half that the state will be developing the criteria and the guidelines. So I think there's very strong tools right now in Spanish, and there's less out there in in other languages some students in our public schools may speak. K.

Yeah. I acknowledge that there are many other languages as well, so appreciate that. The bill also identifies grades one and two for assessments, but we know that sometimes there are students who enter in grades that are older. How would we address students who are older, who are coming into California school system to try and identify potential math, needs?

Thank you for that. So, recognizing that there are students that come into our school system in a variety of different grades. This bill is really to get to those before we start those standardized testing and understanding that this is just one piece of the puzzle that we as a state need to start implementing to academic outcomes and more specifically the math, outcomes for all of our students. So this is just one piece.

So it doesn't it's not meant to address the third, the fourth, the fifth, and sixth graders.

That does need to be done, and we will continue to work. But this bill right here is really for those who are just coming in, understanding that our students come in from from different backgrounds, different exposures, different levels of of of math readiness, and we wanna make sure that they have that strong foundation. As we get this through, then we can start to talk about what we need to do to strengthen our third, our fourth, and our fifth graders.

And I I assume we since there are assessments that occur at those low other grades, we can get a sense of where students are. And as you said, this is a tool to try and allow for interventions earlier on for students who haven't been assessed yet. K. Again, I just wanna acknowledge the work on on this. It it's significant.

The achievement gaps speak for themselves. You mentioned the statistics earlier. Those of us who do a lot of work in education space mention them almost all the time. This is one of the many things that I think we need to do to to address these achievement gaps that exist between some students and other students, and, obviously, much more profound with a lot of black and Latino students. And so appreciate you bringing this forward and engaging this conversation that's very important to have.

Thank you.

Thank you.

Would you like to close?

Well, I wanna thank, again, Chair of the committee and the committee staff and, and all of those who have worked on this bill. Our sponsors, those, at the State Board, the technical support we've gotten from the governor's office. This is an extremely important issue. You mentioned that many of our our students are struggling, and I would say that many of them are just failing. We are failing them.

When you have 37% at grade level, that is a failure, and we have to take ownership of that. And we have to do better, and we can't wait and keep kicking things down the road and hoping that things will slowly, incrementally get better, a half a percentage point every year or two years. Because once we look up, a whole generation will have gone by again, and we will have continued to do nothing. At

the

at its core, this bill is about ensuring every child has the opportunity to build a strong foundation in math, opening the door to lasting academic achievement, meaningful career pathways, and lifelong success. There is a very long misconception that some students are, quote, math people and others are not. The reality is is that when students receive the support that they need early, more of them can succeed in mathematics and beyond.

We need to take action today to ensure that every child has that opportunity because every student deserves that opportunity, and every student in California can be a, quote, math person. And with that, I respectfully ask for an aye vote on SB 1067 at the appropriate time.

Thank you.

Thank you. We will now move on to file item number nine. That is SB 117. Senator Stern.

Good.

Please remember to turn your microphone on, and you may proceed when ready.

K. Thank you, madam Chair, members. Just wanna start off by thanking the committee for their work. Happy to accept the amendments to allow the bundling of shade structure projects through the design build process to further expedite how we cool off our campuses. This is a critical bill for, anyone who has kids, on a blacktop or has to be the PE teacher when it's a 100 degrees outside and you're on black asphalt and there is no shade or hope thereof.

Ideally, this bill helps get some of that infrastructure online more quickly while still respecting and adhering to key key guidelines, both at the architectural level as well as for access. With me here, I have LAUSD to talk a little bit about their challenges and why it's really becoming too expensive in some cases to to get these projects done. It's a desperate situation in many circumstances.

We actually have a fair amount of funding in different pockets, although we do need more, but it's actually not a money problem. It's it's about the ability to get a bunch done at once.

So with that respect, we ask for I vote.

Thank you. Good afternoon, Chair and members. Sasha Horowitz on behalf of Los Angeles Unified School District. SB 117 is a continuation of a bill from 2023 by Senator Stern designed to make it easier for schools and community colleges to construct heat reducing shade structures over playgrounds. As global warming continues to pummel California, Los Angeles Unified School District has been engaged in a systematic effort to build shade structures that reduce the impacts of extreme heat and mitigate the heat island effect on our campuses.

Much of this work has been possible because of SB 515 by the Senator. This measure has helped schools control project costs so they can more efficiently spend local dollars on heat reducing shade structures. Despite the successes of SB 515, actual costs continue to be excessive relative to material and construction costs. In some cases, are too expensive for schools seeking to make outdoor spaces more accessible to students. SB 117 addresses this in two ways.

First, to make sure all shade structures are, are permitted, it expands eligible types from free standing open sided shade structures to ones where the shade material is physically attached to the playground equipment itself. Second, to increase affordability of these simple designs, 11 o seven allows multiple shade structures to be bundled through the design build process, which will lead to economies of scale.

This will allow schools to bid projects at multiple school sites at once, thereby reducing the cost of each structure while increasing the total number that can be built. We work closely with labor and industry, and of course, the Chair and her staff to develop language that satisfies all of their concerns. And this is reflected in the committee amendments.

And for these reasons, we respectfully ask for your aye vote.

Thank you for your testimony. We will take public comments and support at this time. State your name, your your affiliation, and position on the bill. Thank you.

Oh,

my name is Darlene Rosetti Alciza from Informed Policy Advocates in support. Thank you.

Hello. Jessica Cabrera with Informed Policy Advocates in support of this bill as well. Thank you.

Dan Merwin on behalf of California School Boards Association in support.

Sarah Casanago from Undaunted k twelve, on behalf of the Climate Ready Schools Coalition, also a school board member in San Mateo County in support.

Andrea Gohann here representing ten Strands and the Climate Ready Schools Coalition also in support.

Thank you. Do we have any witnesses in opposition? Public comment in opposition. Alright. We'll bring it back to the committee members for any questions or comments.

I'll just open with Senator Stern. Thank you for bringing this bill forward. As a former trustee in a school district as well as a PTA mom and a school foundation leader, we spent a lot of our time fundraising to build these shade structures on our campuses.

And I learned at one point in time with, the Department of State Architects that it would take about $5,000 per pool, basically, in expenses because of the footing that needs to be created and the structural stability that needs to be created for these appropriately engineered shade structures for our school sites. So just knowing that we have an ability to, reduce costs and create efficiencies on behalf of our taxpayers is wonderful.

Thank you for bringing this bill forward. Any questions or comments from committee members? Seeing none, would you like to close?

Yeah. Aye, I I really appreciate that, and and I and I hope for all the the the other hardworking parents, Board Members, everyone out there who's been trying to raise these funds and get this money out the door that we'll actually get some bang for our buck on this and get some projects done. And and and we think, you know, the future could be a little bit cooler on our campuses as a result. So thanks. Respectfully ask for that vote.

Thank you. We have still yet to establish quorum, and we will take a vote on this at the appropriate time. We will now move on to your second bill. That is file item number 10, SB 1128. You may proceed when ready.

Alright. Thank you, members. Wanna start out by just expressing gratitude for the committee's collaboration and thinking through this bill with us. We're looking at the issue of of take home devices and overall looking at the issue of screen time for our youngest learners.

We think the committee amendments greatly improved the bill and add the kind of support that we're gonna need to help LEAs navigate this evolving pediatric and and brain science that is really telling us that learning for extended periods of time on a screen at very early ages can miss some critical brain development functions that may be leaving us behind.

I have to say as a slight editorial side note that I I appreciate, even in the last piece of legislation that came before us on on mathematics, the committee looking at digital and nondiginal approaches to to diagnosis, or diagnostics at at early ages. Right now, the bill is focused on kindergarten, but we also appreciate the the ongoing conversation we've been having with stakeholders on this front as well as the committee about exactly out of scope.

That piece of it and as well as sort of thinking through the challenges that maybe rural, harder to harder to reach, smaller districts face, both on a day to day basis, but also, when things come up that maybe don't qualify quite as the, state and local emergencies. We we do have a really nice exception now in the bill, thanks to the committee amendments focused on state and local emergencies.

But even in instances where you you don't have that official declaration, say, from the governor or from your local government, there still are things that inhibit you from getting to school sometimes.

A mudslide happens. A gas leak happens. We don't want to limit, access to education for any students, but we do wanna give parents at least just the option, to learn in different ways and not to be, compelled to have that screen be the precondition for enrolling in kindergarten. It's something, you know, you don't wanna legislate just for yourself, but it's something I'm I've been going through as an LA parent and looking at TK in kindergarten for my my daughter.

And, you know, in our house, it's like this thing is is a dangerous tool.

It's just like a knife in the kitchen drawer. We we try to stay off these, and we know every, you know, every parent has the freedom to to to educate and and guide their kids how they want on these in these things. And and we know that they also can be you know, we're gonna need some engagement at early ages with screens in schools in some way, shape, or form, and that fluency can actually be quite helpful.

At the same time, we just wanna offer the optionality and the encouragement to our LEAs to know that there are other ways to approach this. And we've seen great progress both madam Chair, in in your region as well as mine.

We don't wanna impose a one size fits all in this legislation. That is not the intent. And I I just wanna say really appreciate, those who are neither in support nor opposition on this bill. The conversations we've been having with stakeholders, whether it's access, CTA, CFT, CSBA, I think really appreciate just the input, and we're gonna go we're gonna go slowly here and really not try to impose ourself.

We know there's been there's a sort of general aversion to Sacramento telling an LEA how to handle their business, and everyone's gonna look at challenges differently.

But we at least wanna put, the option out there for parents, to not be compelled to have all that homework done on that Chromebook or that take home device, what what have you, for their kindergarten, for their kindergarten. And, so happy to answer any further questions and, respectfully ask for an aye vote. I think, Darlene Alkiza is here, to provide some further insight.

Good afternoon, madam Chair and members of the Assembly education committee. My name is Darlene Rossetti Alkiza, and I'm here in support of SB 1128. I come before you as the CEO of Informed Policy Advocates, a nonprofit organization with a mission to advocate for informed consent, consumer protections, and civil rights. I have a science degree in child and adolescent development, a master's degree in human development with a specialization in early childhood education, and I also have a special interest in brain development.

I'm credentialed in California and New York State, and I have over twenty years experience in early childhood education as a teacher, education director, and I also teach parenting classes.

First, it is important that schools may be authorized to distribute devices to families as needed or requested. Technology offers access to information, and with the diversity that exists among families across the state, it is important to ensure that families who need access to technology have that. Regarding brain development, research in early childhood shows that the brain in the TK and kindergarten years experience a sensitive period of development.

Findings show decreased white matter development and atrophied gray matter in the brain when exposed to screens at a young age. The bill author has effectively identified a gap between research and practice in schools, and IPA agrees that our children must be protected from technology, especially when there is data to support concerns.

The Encyclopedia of Child Behavior states that the brain's synaptic pruning process happens mainly between the ages of two and 10. Furthermore, a study from 2020 regarding that children ages three to five suggest that screen time impacts development of the brain, specific to visual processing, empathy, attention, complex memory, and early reading skills. I can speak more on that at your request. SB 1128 ensures informed consent and consumer protection for families. And for these reasons, I respectfully ask for an aye vote.

Thank you very much.

Thank you. At this time, we'll take any public comment in support. State your name, your affiliation, and position on the bill. Thank you.

Sasha Horwitz, Los Angeles Unified School District in support.

Lucy Salcedo Carter with the Alameda County Office of Education in support.

Jessica Cabrera with Informed Policy Advocates also in support of this bill. Thank you.

Seeing no further public comments in support, we will now take witnesses in opposition. Seeing no witnesses in opposition stepping forward, public comment in opposition. Alright. Seeing no further no public comment in opposition, I'll bring it back to the dais. Do we have any questions from members?

I will make my first comment and question. Just to clarify for the record, are you accepting all of our committee amendments?

Yes.

Thank you for clarifying. I do wanna thank you for bringing this bill forward. We know that how much screen time or device time use is appropriate is something that is has been a difficult conversation that we've been having. And but it yet it remains critically important as the brain science that you refer to and you did, witness here today. We know that that this is an evolving field of study, and we're seeing, new challenges that we hadn't seen before in brain development in our young people.

I believe this bill is a step in the right direction in making sure that children have access at the appropriate time to instructional materials through device usage. Want to also mention that we we want to keep an eye towards legislative whiplash. We wanna make sure that we bring thoughtful policies forward so that our LEAs and our schools and our families know what is appropriate and what isn't appropriate and that we bring them to that conversation table at the appropriate time as well.

As this bill proceeds through, I'm looking forward to having ongoing discussion with you, Senator, and with other colleagues who are interested in making sure that we have appropriate device use in in our classrooms and in our homes. And we wanna make sure that we have all all educational stakeholders at the table when we have these conversations.

Again, with an eye towards that legislative whiplash as we now come around full circle to seeing what device use does for in positive ways and in negative ways for our children. Seeing no other further comments from my colleagues at this time, would you like to close?

Again, I'll just thank you for putting your experience, the brainpower of this committee on this subject, and and working through this. We wanna make a a modest first step this year, give some space, provide some guidance and resources, and really be supportive as we navigate what is, as you mentioned, a a a quickly evolving landscape.

I will say the the looking at the American Pediatric Society's most recent policy paper on this, I would commend it to all the the the committee members and really start to understand that this also isn't just an all or nothing enterprise. It's also how a device is used.

This is about, you know, the sort of open ended use of of devices where you have auto scroll on and you have a five year old watching four hours of YouTube in a day, that's a very, very dang I consider that a weapon at that point, versus forty minutes of, say, math learning or reading exercises can be a very valuable tool and really help kids get it.

So it's it's a complex subject, and that's why we're gonna just approach it very cautiously. But but kinda I don't think we have the luxury of just sitting tight either. So thanks for giving us space to keep working. We'll stick close to you. Respectfully ask for a vote.

Thank you. And we are still attempting to establish quorum. So once we do, we will take this bill up for a vote. Next up, we have file item number five, and that is Senator Becker with SB 1048. Thank you for joining us.

Please press the microphone and begin when ready.

Okay.

Oh, you're on.

I'm ready. We're ready. Good to see you. Thank you. Doing a great job sharing.

I'd like to start off by thanking the committee staff for their work on this bill. I will be accepting the committee amendments. SB 1048 establishes a voluntary California state seal of climate literacy, a diploma seal recognizing students who demonstrate climate lit literacy through both coursework and hands on learning. Like the state seal of biliteracy and the state seal of civic engagement, this measure creates a meaningful way for students to showcase valuable knowledge and skills on the diploma. Cultural economy is rapidly changing.

Employers are increasingly seeking workers with climate literacy and workforce ready green skills. At the same time, students who complete climate related coursework and experiential learning currently have no formal way to demonstrate that preparation to colleges or employers. SB 1048 addresses this gap by creating a recognized credential that connects classroom learning with real room experience. To earn this seal, students would complete approved climate literacy coursework and experiential learning project focused on addressing climate related issues in their communities.

Participation by local educational agencies is entirely voluntary, and the bill preserves local flexibility and implementation.

This bill helps prepare students for the opportunities of a changing economy while recognizing their commitment to learning, civic engagement, and community problem solving. With me here to testify are Andrew Andrew Yego Yegoian, the Ten Strands chief innovation officer, and Daphne Zhu, a college student and board member of Silicon Valley youth climate action. Jonathan Klein here for technical questions.

You have to press your own microphone, and you may proceed when ready.

Okay. There you go. Alright.

Good afternoon, Chair Patel and members of the committee. My name is Andrea Goyan, and I'm the chief innovation officer at Ten Strands. I'm also a former classroom teacher, site administrator, county office of education leader, and the parent

of two young children who

are here today.

Ten Strands is proud to cosponsor SB 1048, and we are grateful to Senator Becker for his leadership in advancing opportunities that prepare students for the future they are inheriting. Before joining Ten Strands, I served as the environmental literacy and sustainability coordinator at the San Mateo County Office of Education, the first to have a role in the state of this kind. In that role, I work directly with districts, teachers, and students to expand climate literacy.

From that experience, I can say with confidence that this seal is not about starting from scratch. It's about scaling success that already exists across California.

Districts already have access to free state supported instructional resources for climate literacy, most recently through Seeds to Solutions curriculum. Nearly one in four high schools already offer green career technical education programs, and districts across the state are already engaging students in environmental project based learning. This is taking place, in remote rural communities like Humboldt and Trinity County to Fresno Unified, Oakland Unified, and Los Angeles Unified.

The California Environmental Literacy Initiative has also identified hundreds of community partners who are ready to support with hands on environmental climate action projects. The infrastructure exists, the partnerships are in place, and the success stories already span California.

SB 1048 simply gives more students equitable access to these opportunities. The seal of climate literacy recognizes real world learning while preparing students for California's growing green and blue economy. It gives students a meaningful way to demonstrate problem solving collaboration and applied skills that employers and colleges increasingly value while aligning directly with the State Board's vision for high school redesign and the portrait of a learner, which now directly highlights environmental literacy. Every sector of California is preparing for for a changing climate.

Our students deserve the opportunities to graduate with a credential that recognizes the knowledge, skills, and leadership they will need to build California's future.

We respectfully ask for your aye vote on SB 1048. Thank you.

Good afternoon. My name is Daphne Zhu. I serve on the board of directors for Silicon Valley Youth Climate Action or SBYCA, one of the cosponsors of this bill, and I currently attend Duke University. Today, I'm honored to share a young person's perspective on why we need a state seal of climate literacy. When I graduated from Lindbergh High School in the Fremont Union High School District last year, I was proud to receive the seal of biliteracy on my diploma.

It made me feel valued for my skills and what I might bring to this world. But what I was most proud of doing in high school was something that was not recognized on my transcript. Teaching myself about the climate crisis and fighting hard for local solutions in my community. I developed leadership skills that shaped me as a student and a person and made me better prepared for my future life and career.

That preparation is what my generation of students will need to survive in the future we're inheriting, and that is what the seal offers.

My school provided no environmental science courses and few resources to learn about the environment and apply that learning in hands on ways. I sought those opportunities myself outside of school. With this seal, my school would have the structure and incentive to integrate climate into existing courses. And with more opportunities to partner with green industries or take green CTE courses, future students would benefit from the green career exposure that I wish I'd had.

Research shows that there's only one thing that reliably eases the dread my generation feels about climate change, taking real action oriented steps.

I was lucky that SBYCA gave me a way to channel my own climate anxiety into meaningful action, transforming me into a hopeful, confident leader. This seal would open that same door for students in every district across California. Instead of sitting and hearing news about the climate, it inspires students to learn about what's happening, create solutions in their own communities, and take those skills with them for the rest of their life. Please give students like me the tools, the recognition, and the hope that this seal provides.

I urge you to vote aye on SB 1048.

Thank you.

Thank you for your testimony. At this time, we will take, public comment in support. Your name, affiliation, and position on the bill. Thank you.

Good afternoon. Karen Kao, CEO of Ten Strands. On behalf of Ten Strands and the California Environmental Literacy Initiative,

support. Good afternoon. Patricia Rucker, California Teachers Association in strong support.

Diane Yagoyan, I'm a native Californian graduate of public schools. Raised three daughters, graduate of our California public schools, and now the grandmother of two high school students in California. I'm in full support of this bill.

Thank you, madam Chair members. Mitch Steiger with CFT, a union of educators and classified professionals, also in support.

Good afternoon. Sam Nashor on behalf of the Los Angeles County Office of Education Support.

Good afternoon. Bella Kern on behalf of Santa Clara County Office of Education in support.

Carla Garvey Garcia on behalf of Monterey Bay Aquarium in strong support.

Good afternoon. Kidra Begley on behalf of the city of Mountain View in support.

Eric Dunk on behalf of state superintendent of public instruction, Tony Thurman, in support.

Good Good afternoon.

My name is Ibrahim Rees. I'm a rising junior at University Preparatory in San Jose. I support SB 1048 because it prepares the next generation for for green economy careers. Thank you.

Jacqueline Gardner, middle school science teacher in San Jacinto, California, as well as the cochair of the Environmental Education Collaborative of the Inland Empire in strong support.

Good afternoon. My name is Sruthi Manoj, and I'm a rising junior at BASIS Silicon Valley High School in San Jose. I'm in full support of Senate Bill 1048 because it's gonna motivate high school students to prioritize sustainability in their future careers.

Hey. I'm Nova Jiraj.

I'm a junior at Los Gatos High School. I'm the policy officer at SUICA. I'm in strong support of SB 1048 and the agency it gives young people.

My name is Nate Albano, and I'm a recent high school graduate and a member of FCYCA, and I strongly support SB 1048.

Hi. Amy Louie. I'm a teacher in LUSD, a member of CTA and UTLA, and in support of this bill.

Douglas Schnepp, first grade teacher, West Sacramento, in full support.

Doctor Melissa Urban, teacher in San Jose, California, full support.

Sarah Casanago from Undaunted k twelve, one of the co sponsors of the bill. Also a board member a school board member in San Mateo County here in strong support.

Seeing no further comment in a public comment in support, we will now take any witnesses in opposition. Seeing none, any public comment in opposition? I see none. So we will bring it back to the dais. Do we have any questions or comments from our members?

No. Miss Xu, I would love to chat with you more about your goals with this climate literacy seal on our diplomas. Thank you for being here in your advocacy work. It's important that we hear the thoughts and input from our young people for they are the recipients of this education that we're offering. So can you give any advice to a ninth grader, a rising ninth grader who might be thinking about entering into a career of a climate action or climate engagement?

How would they go about working towards the seal? What are the kinds of things that they might consider doing?

Well, first of all, I would encourage them to not be discouraged if they feel like they're the only one who feels this way, because it is extremely important to follow your own passions and your own dreams. And statistics show that California is becoming the the state with the most green careers in the country. And I would encourage them to to find students around them who are interested because there are definitely students around them who are also interested.

Get a group together if there are no groups around, and there's so much that you can do more than you think. And, there are lots of opportunities with local government offices or other organizations, local water districts, or local conservation groups.

Or if there aren't any local ones, look online. There are there are so many ways to get involved online, and you just have to keep an eye out for them.

Thank you for that great, excellent advice. I think young people are looking for ways that they give back to their communities and strengthen their own futures and by helping them explore those other options. It's it's very inspirational to young people. Thank you for being here today. With that, Senator Becker, would you like to close?

I thank you for the engagement. Thanks to all the witnesses here who spoke in advance. And I think you see the range of folks from teachers to students to superintendents across the state who who who are supporting this, respectfully ask

for an aye vote.

Thank you. And as we work to establish quorum, we will take this up at the appropriate time. Thank you. And once again, the Assembly education committee is waiting for Senate authors. Please come.

We will now recess the Assembly Ed committee for a few minutes while we wait for authors. We are reconvening the Assembly education committee as we have a Senator author who has joined us. How exciting. So we will now hear file item number 11. That is SB 1140. Ashby, you may step up, press your own microphone button on, and proceed when ready. Thank you.

Hello, committee Chair and staff and members. Thank you so much for allowing me to present SB 1140 to you today in Assembly ed. Happy to be here with you. Day before the break, we can all do it one more day. We're almost there.

I'd like to start by accepting the committee's amendments. Thank your your tremendous staff for their help on the bill, and, thank the chairwoman herself for engaging in the conversation. Appreciate you. This bill, really, construction and repair projects, require workers to repeatedly open doors, driveways, gates, and other points of access onto our school campuses at all kinds of times of day and night. And sometimes it's during school, and sometimes it's on the weekend, and sometimes it's in the evening.

And while we know that everyone diligently tries to limit access to the schools, we also know that this is one of the ways that folks can sometimes gain entry to our school properties unintentionally. Since 1966, California has experienced the most school shootings compared to any other state. Unfortunately, one of our worst stats. Data shows that no known active shooter has ever successfully breached a locked door in The United States on one of these school campuses.

SB 1140 requires the governing board or body of a local education agency to

ensure that contractors who were there

for any purpose, during

the school hours that they during the school hours, that they that they're included in the security provisions that limit access to construction sites and keep unauthorized individuals off of the school property at its heart as b eleven forty is about having a plan. It's about preparing so that we don't find ourselves in the worst situation possible by accident. So thank you again for your help on the bill. Wanna make sure it's placed in the right place and that it is as effective as possible.

This is the kind of bill that should it pass and be implemented, hopefully, we never hear another thing about it and that it prevents bad things from Harabedian, and we just never even know.

SB 1140 has no known opposition and has received bipartisan support as it has moved through the legislature with me. I have Mitch Steiger here with me from the California Federation of Teachers. They are the sponsors of the bill through the Chair if you would like to hear from the witness.

Yes. Please proceed. You have two minutes.

Thank you, madam Chair, members, and staff. Mitch Steiger with CFT, a union of educators and classified professionals, proud to sponsor this bill for all the reasons stated so well by the author and all the reasons that we hear about frequently from our members along these lines where there's a lot of anecdotal evidence out there that we hear from our early childhood t k twelve division council about we sometimes see this. Sometimes doors are propped open.

Sometimes they're left unlocked for extended periods of time by some of these third party contractors that may not be as familiar as direct school employees are with the need to keep the campus secure. No ill will, no bad intent, but just, you know, they're focused on the job at hand and sometimes this can happen.

Fortunately, we don't have some example yet of a door being propped open by a third party contractor. Someone accessed the campus and some sort of disaster occurred. We're trying to get in front of that. We're trying to make sure that we don't wind up here a few years from now with some sort of catastrophe there that we're then trying to prevent from ever happening again. This is something that's very front of mind for folks that are already there.

But as the author mentioned, this is just about kind of codifying a plan, making sure that it's part of the process, that there is a conversation, that it's laid out somewhere so that we know how to best keep the campus secure. Because as we know and as the author mentioned that, no one has ever successfully breached a locked door. But with an unlocked door, it just takes one and something terrible can happen.

And so the more that we can do to make sure that that one occurrence never happens, the more that we can do to keep our students safe, keep our workers safe from school shootings, from some sort of domestic violence, any type of unauthorized individual who's trying to access the campus. This will make it, we think, that much more difficult for them immeasurably more difficult for them to access the campus where there isn't already a plan in place.

And as such, we think it's a major step forward and urge your support. Thank you.

Thank you for your testimony. At this time, we will take any public comment in support. Name, affiliation, and position on the bill. Thank you.

Hello, madam Chair and members of the committee. Ivan Fernandez on behalf of the California Federation of Labor Unions in support.

Chair members, Nick Romo on behalf of Everytown for gun safety in support.

Good afternoon, Chair members. Rebecca Marcus representing Brady California and Brady United Against Gun Violence in support. Thank you.

Good afternoon. Kat Rachman with the California School Employees Association in support. Thanks.

At this time, do we have any witnesses in opposition? Any public comment in opposition? Seeing none, we'll bring it back to the committee for discussion. Before, I turn it over to my committee members, I wanna thank the author for working with us and, accepting the amendments and making sure that our LEAs know that they need to get this into the contract with their con you know, whoever their construction contracted agency is. So thank you for working with us on that.

Really appreciate your your thoughtful input and and collaboration. Thank you. Yeah. Any comments? Nope.

Alright. Would you like to close?

Appreciate the work of the committee. And, again, the bill should keep our kiddos safe without ever needing to know that it happened. I respectfully ask for an aye vote.

Thank you. And once we establish quorum, we will take it up for consideration. Thank you for your time. Thanks, colleagues. At this point, I would love to see whether any committee members out there are listening and would like to join us at the at the committee meeting so that we could establish a quorum.

We are also waiting on two authors, and that would be Senator Reyes and Senator Perez. Thank you. Alright. Madam secretary, would you please call roll?

[Roll Call]

Thank you, madam secretary. We have established quorum. So at this time, we can start with a consent calendar. Madam secretary, with a motion and a second, please call the roll.

[Roll Call]

The consent calendar is out, and we will leave the role open for add ons. For file item two, AB 685, do we oh, sorry. SB 685, do we have a motion? We have a we have a motion and a second. Madam secretary, please call the roll.

[Roll Call]

The vote is six zero. It's still out. Holding the roll open for add ons.

At this time, we'll be lifting the call to for add ons

[Roll Call]

The vote is six zero. The measure is out. We'll hold the roll open for add ons. We are now waiting on senators Reyes and Senator Perez to present their bills.

We are ready to hear file item number four. That is s B930 with Senator Reyes. Happy to have you here. Please remember to press the microphone button so that it gets on, and you may proceed when ready.

Thank you very much, madam Chair and committee members. Apologize for the tardiness. I appreciate the offer to present my bill. But here I am. I want to start by accepting the committee amendments.

This bill requires proctoring companies who are providing services to a local education agent agency for a classroom or course based exam to use end to end encryption. The rise of digital learning and remote assessments in k 12 education has positively transformed the education system for teachers and students. At the same time, online exams have exposed significant vulnerabilities in the protection of student data.

The Family Educational Rights and Privacy Act and state education privacy laws restrict disclosure of student information, but do not mandate encryption or specify how data must be secured during remote assessments. SB 930 strengthens school and student privacy protections from proctoring and third party breaches by ensuring that students' data is encrypted and remains protected until the data reaches school personnel.

Here to testify in support is Marvin Pineda on behalf of First Day Foundation.

Madam Chair members, Martin Pineda on behalf of First Day Foundation, in support of sponsors of the bill. We'd like to start off by thanking the committee staff for working with us on on the committee amendments. We respectfully ask for an eye vote on this important measure that protects privacy and security of California k 12 students.

Today, many online platform, proctoring platforms collect sensitive informations from students, including video, audio recordings, in pictures and videos from inside the student's home, biometric information, screen activity, and information related to disabilities or testing accommodations. Most families assume that children's education information is secure.

Unfortunately, current law allows property and vendors to store this information on their own servers, creating unnecessary cybersecurity risks. Educational technology systems have experienced significant cybersecurity breaches recently, affecting millions millions of students and educators as listed in the committee analysis. The bill requires proctoring vendors serving k k to close to you schools to to use end to end encryption, ensuring student information is encrypted on the student's device and remains encrypted until it reaches the authorized school personnel.

The vendor itself will not be able to access that on encrypts encrypted student information. SB 930 preserves important exceptions that allows disclosure when required by a court order subpoena during emergencies involving imminent threats of death or serious bodily injury and legitimate legitimate legal claims.

California has consistently led the nation in protecting consumer privacy. SB 930 simply extends those same principles to protect children using parkland services. By strengthening data security requirements, SB 930 helps reduce the legal, financial, and reputation risk associated with third party data breaches affecting schools. Respectfully ask for an aye vote. Thank you.

Thank you for your testimony today. We will now take public comments in support, name, affiliation, and position on the bill. Thank you.

Good afternoon. Sam Nashor on behalf of the Los Angeles County Office of Education and support. Thank you.

McClain Rozanski with the Alameda County Office of Education in support.

Alejandro Solis on behalf of Los Amido de La Comunidad and California in support. Thank you. Nick Romley on behalf of California IT and Education in support.

Thank you. At this time, are there any witnesses in opposition? Seeing none. Thank you. There's a motion and a second.

Any public comment in opposition? Seeing none, we'll bring it back to the committee. Any questions or comments from the committee members? No? I have one.

As we look at this end to end encryption for these proctored exams, do we see any value in possibly extending this to all, student platforms or expanding to higher education? The end to end encryption is an important aspect of protecting data privacy.

I will ask our sponsor to provide that. But certainly, it's something that we can look at

Thank you.

In the next bill.

Chair, thank you for the question. Absolutely. SB 1172, authored by Senator Pan a few years ago, The bill moved to the process and allowed proctoring companies to use to collect some information that's necessary to provide the services. So, absolutely, there is room for improvement here. We wanted to start at k to 12 because it's we feel that children are a priority, and that would be a larger conversation with higher institutions of education.

Thank you for that. We have a motion. Would you like to close out?

I respectfully ask for your aye vote.

Thank you, Senator. We have a motion and a second. Secretary, will you please call the roll?

File item four, SB 930. The motion is do passed as amended. Patel. Aye. Patel, aye, Hoover.

Aye.

Hoover, aye, Alvarez. Fonte? Aye. Fonte, aye. Castillo?

Aye. Castillo, aye. Lowenthal, aye. Lowenthal, aye. Zibur?

Aye. Zibur, aye.

The vote is six zero. The bill is out. We will leave the roll open for add ons. Thank you. We are now on file item eight.

That is SB 1083. Senator Perez, Please do turn on the microphone for yourself, and you may proceed when ready. Thank you.

Sorry. Our committee hearing went long. Y'all sent us a 190 bills, but we got through all of them. So good morning, madam Chair or good afternoon. Goodness gracious.

Madam Chair and members, I'm accepting the committee amendments reflected on page nine of the analysis, which, in summary, make conforming changes to the definitions, reinstate the requirement for schools to preserve and disclose credible complaints, investigations, or discipline for egregious misconduct, clarify employee dismissals for failing to disclose required information in their employment application, require LEAs to populate the statewide data system with substantiated reports completed after 01/01/2026, delete the process allowing non certificated employees to request an ALJ appeal hearing before being listed in the statewide data system, require LEAs and private schools established after 05/01/2027 to request access to the statewide data system, really locate contractor fingerprinting requirements to the appropriate code sections and make conforming changes, require private schools to check the statewide data system for contractor names in the same manner as LEAs, clarify that the statewide data system update process applies to all school districts, including merit districts,

and that is it. It's a

lot of amendments. SB 1083 builds on the Safe Learning Environments Act, which was enacted into law last year and established a statewide data system to track egregious misconduct by and school employees. That law was an important step forward in improving transparency, strengthening, and accountability, helping ensure that individuals with serious allegations cannot quietly move between school sites without scrutiny. And as many of you know, SB 848 was a very important and personal bill to me.

But as implementation has moved forward, additional refinements are needed to ensure the system operates with consistency, fairness, and fully protects students.

First, classified employees do not currently have a clearly defined impartial review process comparable to what is provided to certificated employees. Existing law ensures that teachers receive due process, including a hearing and the ability to appeal to an administrative law judge through the Office of Administrative Hearings. Without equivalent due process protections, investigations against them involving egregious misconduct can result in professional and personal consequences.

SB 1083 addresses this originally by requiring an administrative law judge to determine whether a classified employee should be added to the statewide data system to ensure that only appropriate cases are included. The bill also requires the statewide system to immediately notify a school employer when an employee leaves a local education agency or private school before during an investigation.

This notification alerts the employer that a preliminary report has been filed and that an investigation is pending to help prevent unresolved concerns from going unnoticed by future employers. SB 1083 further enhances hiring safeguards by requiring schools to obtain and review substantiated misconduct records and the supporting evidence from prior employers before making hiring decisions. At the same time, it protects privacy and the integrity of investigations by limiting access to the statewide data system.

The bill also clarifies the commission on teacher credentialing's authority to review substantiated misconduct reports, access relevant records, and take appropriate action when necessary. In addition, SB 1083 extends critical protections to contracted employees who interact with students.

These individuals may have regular unsupervised access to children, but are not always held to the same standards as school employees. The bill ensures they are subject to fingerprinting, background checks, disclosure requirements, and appropriate vetting measures to safeguard student safety. Together, these reforms strengthen the statewide system, promote fairness, and ensure that all individuals working with students are held to consistent rigorous standards because student safety remains our highest priority.

Joining me to testify in support of the bill is Navneet Per Year with the California School Employees Association and Tristan Brown with the California Federation of Teachers. And also with me to answer any technical questions is Mike Fine, the chief executive officer of California's fiscal, crisis and management assistant team, who also recently retired, but he's, can't leave us because he's so talented.

At the appropriate time, I respectfully ask for your aye vote.

Thank you. You each have two minutes.

Thank you. Good afternoon, madam Chair, members of the committee. My name is Navneet Purrier, and I'm here today on behalf of the California School Employees Association, a union representing nearly 300,000 classified school employees across the state. And we're proud to cosponsor SB ten eighty three. At its core, this bill is about ensuring schools are safe places for students.

Last year, the governor signed s v 848 authored by Senator Perez, which among other things created a permanent state a permanent statewide database to track accusations and convictions of egregious misconduct by classified school employees. While SB 848 is an important step towards keeping predators outside of our schools, it lacked important safeguards in regarding classified regarding contracted employees. Contracted employees work closely with students. They provide transportation services and are even employed as paraeducators.

However, they are not required to undergo the same background check requirements as classified employees and teachers.

This leaves students unprotected and exposes school districts to potential liability. SB 108383 would, among other things, require contract employees to undergo fingerprinting requirements through the Department of Justice. For these reasons, we respectfully request your aye vote.

Good afternoon, madam Chair and members. Tristan Brown with the CFT, and we're very happy that we have been able to build even more security for our students on campus on the amazing work that the Senator brought last year with SB 848.

This bill will go far or take it further for us to make sure that investigations are completed so that we actually do make sure we track individuals who have no business being on campus in the future, and that it also allows for individuals who either by mistake or for false accusations are exonerated and do not belong on a list.

That was our intent from day one of this bill is to make sure that due process rights for our employees are respected and that they have an honest shot to be able to clear their name, and present evidence in their defense because mistakes do happen. These are, thousand plus school districts with hundreds of thousands of employees, and even more students, and things are not always as clear as we'd like them to be.

We look forward to continuing work on the issue of due process for our classified school employees who would appreciate having parity with their certificated coworkers on making sure that the triggering event of what actually has you land on an egregious misconduct list is what occurs when you have a change in your employment status because of your disciplinary procedure. Educators, teachers have a binding process with an ALJ. It's an expedited process. Some classified employees do enjoy this sort of process as well.

We're hoping that we can expand that to all in the future and continue this work.

But we thank the Senator for working with us on this crucial issue and look forward to making sure schools are safer and and more protective of our students in the future. So with that, we ask for an aye vote.

Thank you for your testimony. At this time, we will take any public comment in support. Please state your name, your affiliation, and position on the bill. Thank you.

Jessica Hay with FSB California, proud cosponsor.

Yvonne Fernandez on behalf of the California Federation of Labor Unions in support.

Sandra Barreiro on behalf of SEIU California, proud cosponsor in support. Thank you.

Thank you. At this time, we will take any witnesses in opposition. Please step forward. You each will have two minutes, and please do turn on the microphone for yourself.

Good afternoon, madam Chair and members. Dorothy Johnson with the Association of California School Administrators. We do have a registered oppose, but in light of the amendments recommended by the committee and that have been accepted by the author, that goes a very long way to address our concerns, and we're eager to review the language to update our position. We greatly appreciate the thorough analysis and efforts of the committee and sincerely thank the author for her continued leadership in this area as a champion for student safety.

The amendments recognize a critical need to create greater consistency of complete, reliable information for classified position hiring decisions.

ACSA recognizes the shared responsibility to stop childhood sexual assault in the school setting once and for all, And we do believe a statewide database will go a long way to complement that. We also believe these prevention policies in place through SB, 848 will, be furthered by the intervention provided by such a database. This has been an exit priority for almost four years. So we're very pleased to see this process and look forward to reviewing the language to update our position. Thank you.

Good afternoon, madam Chair and members. Sarah Petrovsky on behalf of the California Association of School Business officials. I wanna start by thanking Senator Perez for accepting the committee amendments. In particular, two amendments are critical to maintaining the integrity of the statewide employee misconduct reporting system. First, reinstating the existing requirement for LEAs to disclose credible complaints, investigations, and discipline related to egregious misconduct preserves information that future employees need employers need to make informed hiring decisions and keep students safe.

Second, removing the administrative law judge from the process to determine when substantiated investigations are added to the database, helps limit information gaps between employers and also addresses a major fiscal concern. We look forward to reviewing the language when it's in print, so we can reevaluate our position and thank the Senator for her commitment to student safety. Thank you.

Thank you for your testimony. At this time, we will take any public comment in opposition. Please state your name, your affiliation, and position. Thank you.

Good afternoon. Dan Merwin on behalf of California School Boards Association. Align my comments with my colleagues at the table. We also rise in respectful opposition, but with the amendments in print, we appreciate those. We'll take

a further look. Thank you.

Faith Borges on behalf of the California Association of Joint Powers Authorities. We would also align our comments with those of Aksa and Casbo and thank the author and the committee for your work.

On behalf of Los Angeles Unified School District aligning my comments with those of my colleagues. Thank you. Lucy Salcedo Carter with the Alameda County Office of Education and also on behalf of the California County Superintendents, also aligning our comments with those of our colleagues at Casbo and AXA.

Christina Terraza with the Riverside County Superintendent Of Schools. I would align my comments with, AXA as well. Thank you.

Nick Romley on behalf

of the Small School Districts Association and the San Bernardino County District Advocates for Better Schools. I'll end our comments with AXA and Kasbo. Look forward to reviewing the amendments. Thank the Senator.

Bella Kern on behalf of School Employers Association of California aligning our comments with Kasbo and ACCESS well. Thank you.

Rachel Chacono on behalf of KROF, the Association of Career and College Readiness Organizations also aligning our comment or our opposition.

Thank you, madam Chair, members. Andrea Ball on behalf of the California Association of Suburban School Districts, similar to AXA and Caswell have been opposed, but we look forward to reviewing the amendments and thank your staff and the Senator for all the work.

Laura Kerr with the Charter School Development Center in opposition. We look forward to seeing the amendments.