Transcript Highlights:

• <00:39:35.920> That's<00:39:36.160> math. >> that's not modern math.
• That's math. >> that's not modern math. That's math. >> Yeah. >> Yeah.
• I'm going to bring that intervention I'm going to bring that intervention<01:49:04.960> policy
• I think if a provide intervention.
• uh intervention system in place.

Keywords: 928, house, all

Summary: The commission met to approve the November 21, 2025 minutes, making several clerical corrections before adopting them as amended. The edits included adding the date, correcting a misspelled name, clarifying references to a scholarship fund representative’s title, removing an incorrect “DOE” reference, and fixing a few wording errors. The minutes were approved with one abstention from members who were absent. The bulk of the meeting focused on organizing the commission’s work under SB 57 and identifying which special education cost issues should be prioritized for research and reporting. Members discussed a long list of topics, including student referral rates, why students are classified as other health impaired, increases in referrals since school closures, interventions before referral, costs of non-medically necessary services in IEPs and 504 plans, differences between federal and state requirements, reporting of special education costs, out-of-district and residential placements, dispute resolution, Medicaid and insurance use, graduation rates, and adult learning participation. Several members emphasized the need to combine or narrow topics and to gather better data before the report due July 1, 2026. Representative Ames highlighted HB 742, which would eliminate prorated special education aid payments when state appropriations fall short, and explained that the Education Funding Committee recommended interim study. He argued that local districts are bearing too much of the cost and that the state and federal governments should provide more support. Other members raised concerns about rising special education identification rates, possible overidentification, school climate and mental health factors, bullying, staffing, speech therapy access, and residential placements. One member cautioned that DOE website numbers may be inflated or at least difficult to interpret because of how students are counted. Department of Education staff then explained how special education data and costs are monitored. They said student counts are tied to IEPs and SASIDs in the state system, districts are checked through both desk audits and on-site monitoring, and billed services are compared against IEP requirements. They also described IDEA funding, noting that most DOE special education staffing is federally funded, with a large share of federal money flowing through to local education agencies and the remainder supporting administration, monitoring, and training initiatives. Members discussed whether more staff and more robust oversight would improve accuracy and accountability.

Transcript Highlights:

• What that means is if this was a math class and you were in middle school taking middle school math,
• Sometimes a kid who can’t read on grade level or do math on grade level, they’re not going to want to
• We have achievement looking at ELA, English language arts, math, science, social studies.
• We have achievement looking at ELA, English language arts, math, science, social studies.
• What we saw in math, it was 84%. So, and this is in our first seven months of operation.

Summary: The committee heard a presentation from Department of Juvenile Justice Secretary Eric Hall on the Florida Scholars Academy, a new unified education model for youth in residential commitment programs. He explained that the academy replaced the prior decentralized district-run system with a contracted model through Florida Virtual School, allowing individualized blended learning, real-time progress monitoring, expanded special education services, and a broader course catalog including dual enrollment, CTE, GED testing, and postsecondary pathways through the Florida Youth College partnership with Tallahassee State College. Hall said the department is using data to focus on academic achievement, workforce credentials, and peer-group change as strategies to reduce recidivism, and reported early results including 60 diplomas or GEDs, a 5.5% teacher vacancy rate, and progress-monitoring gains for most students. Hall also reviewed implementation of House Bill 1181 on swift accountability and juvenile justice reforms. He said the law strengthened pre-arrest delinquency citation use, raised the target for eligible citations to 70%, required written justification for releasing youth charged with certain felony firearm offenses, and directed the department to develop a firearm-offending curriculum focused on avoidance and consequences. He described a new statewide graduated sanctions matrix for probation technical violations, intended to provide quicker and more consistent responses without overburdening courts. He said early data showed reductions in weapons/firearm offenses and auto theft, and that the department had conducted circuit-level outreach to law enforcement, courts, and providers to support implementation. Members asked about the number of unauthorized alien children in detention or residential care, teacher vacancies and whether instruction continues when staff are absent, screen-time and supervision concerns with laptops, and whether students are reentering local schools with improved academic performance. Hall said he did not have data on immigration status, that FLVS and classroom staff provide continuity when teachers are absent, that devices are checked in and out and security has been tightened, and that the department is still early in implementation but is hearing positive anecdotal feedback from parents. Vice Chair Smith asked for more detail on the firearm curriculum, and Hall offered to provide it. The committee took no formal votes and adjourned after no public testimony was offered.

Transcript Highlights:

• :35.520> be there interventions that can be there interventions that can be implemented<00:17:
• It's about 45. >> If it's 56 and 49, that's not modern math. That's math. >> Yeah.
• <00:39:35.920> That's<00:39:36.160> math. >> that's not modern math.
• That's math. >> that's not modern math. That's math.
• uh intervention system in place.

Keywords: 928, house, all

Summary: The commission met to review and amend the minutes from its previous meeting, correcting the date, several spelling and wording errors, and clarifying references to a scholarship fund and a member’s title. The minutes were then approved as amended, with some members abstaining because they were not present at the prior meeting. The chair then turned to the commission’s work plan under SB 57, emphasizing the need to prioritize the statutory topics and identify which issues require additional research, documentation, and possible spreadsheets. Members discussed a broad range of special education cost drivers and policy questions, including student referral rates, why students are classified as other health impaired, whether referrals increased after COVID school closures, intervention processes before referral, the cost of services required under IEPs and 504 plans, differences between federal law, state law, and DOE rules, reporting of special education costs, out-of-district and residential placements, district sharing of resources, dispute resolution, graduation rates, and adult learning outcomes. Several members raised concerns that school environments, mental health, bullying, and possible overidentification may be contributing to rising special education numbers and costs, while others cautioned that some reported district percentages may be inflated or unclear because of how the data are counted. A major portion of the meeting focused on HB 742, which would eliminate prorated special education aid when state appropriations are insufficient and require the governor to draw a warrant to cover shortfalls. Representative Ames explained that the bill had been recommended for interim study because the commission is already examining special education costing, and he highlighted the gap between FY24 special education costs of about $977.1 million and state aid of $33.9 million for catastrophic aid, $67.4 million for differentiated aid, and $50.8 million in federal IDEA funds, leaving local districts to cover about $825.1 million. He argued the commission should ultimately make clear that both the federal government and the state should contribute more. The Department of Education, through Melissa White, answered questions about data and oversight. She said special education counts come from IEPs entered into the state system using SASIDs, that DOE monitors districts through both desk audits and on-site visits, and that billing is checked against the services listed in each student’s IEP. She also said DOE’s special education work is largely federally funded, with roughly $56.7 million received through IDEA this year and about $49.1 million flowing through to LEAs, while the department retains a small amount for administration and statewide support activities. Members also discussed how adequacy calculations use special education counts from the state system and how those figures are reported.

Transcript Highlights:

• I'm an interventional radiologist. I practice in San Antonio.
• anesthesia for medically necessary dental interventions.
• It creates a math problem, right? So it's not something we're just picking and choosing.
• I think there's lots of ways to fix what I call the math problem.
• Bottom line members. inpatient admission or surgical intervention at all.

Bills: SB227, SB269, SB407, SB463, SB527, SB547, SB1283, SB1380, SB1383, SB1511, SB1640, SB1784, SB2069

Keywords: school funding, education reform, state budget, property taxes, equity in education, healthcare policy, vaccines, exemptions, religious beliefs, public health, workplace violence, healthcare facilities, definition expansion, safety regulations, health and safety code, health insurance, anesthesia, pediatric dental services, coverage, medical necessity

Summary: The Senate Committee on Health and Human Services met with several members initially absent, then later established a quorum. The committee heard multiple bills, with most testimony focusing on access to care, insurance practices, senior safety, and health care worker protections. Several bills were laid out with committee substitutes, and public testimony was limited to two minutes per witness. Most bills were left pending after testimony, with no final votes taken in the portion provided. Senate Bill 2069 would create a work group to study the feasibility of a statewide acute psychiatric bed registry; the substitute shifts appointment authority to the Health and Human Services Commissioner and extends reporting and sunset dates. Senate Bill 463 would expand workplace violence protections to additional hospice, home and community support, intermediate care, and state-supported living center settings. Senate Bill 1283 would require background checks and transparency measures for senior retirement communities after testimony about the Dallas-area serial killings of elderly residents. Senate Bill 1784 would require 60 days’ written notice before medical debt is sent to collections. Senate Bill 527 would require medical insurance coverage for general anesthesia for medically necessary pediatric dental procedures for children under 13 with qualifying conditions; pediatric dentists testified that denials delay needed care. A major portion of the meeting centered on prior authorization. Senate Bill 1380 would eliminate prior authorization for a broad list of services, including emergency, primary, mental health, substance use, chemotherapy, preventive, pediatric hospice, and certain chronic-condition care. Physicians and hospice advocates supported the bill, describing delays, administrative burden, and patient harm, while health plans opposed blanket exemptions and argued prior authorization helps prevent unnecessary care and control costs. Relatedly, Senate Bill 547 would require insurers to report gold-card prior authorization exemptions to TDI and create a centralized database and annual report; TMA supported better tracking, while health plans warned of duplicative reporting and administrative cost. Senate Bill 407 would require health care facilities to honor conscience- and religion-based vaccine exemptions for employees, with testimony from a physician and vaccine-choice advocate supporting the bill. The committee also heard Senate Bill 1383, which would regulate senior living referral agencies, allow more flexible compensation structures, and add disclosure and consumer protections; an out-of-state referral company and A Place for Mom supported it. Senate Bill 1511 would allow freestanding emergency centers to provide outpatient services in addition to emergency care, with consumer protections such as estimates, limits on facility fees, and restrictions on balance billing. The chair repeatedly announced that bills were being left pending after testimony, and no final committee action or recorded votes were taken in the transcript provided.

Transcript Highlights:

• . and it adds an explicit interventions. and it adds an explicit no<00:09:41.200> endorsement<
• The intent of that bill was to try to increase the pool of certified math and science teachers across
• we needed to accomplish years ago when we passed the team's bill to get highly trained, qualified math
• The intent of that bill was to try to increase the pool of certified math and science teachers across
• The the math and science soughtafter.

Bills: SB209, SB248, HB122, SB99, SB209, SB248, HB122, SB99

Keywords: sales tax exemption, Consumer Price Index, local government, clothing, school supplies, emergency preparedness, Alabama Administrative Procedure Act, APA, administrative law, judicial review, agency deference, Chevron deference, de novo review, contested case, state agency, regulatory power, individual liberty, statutory interpretation, rule interpretation, license revocation

Transcript Highlights:

• Mississippi Math Act, formerly Senate Bill 2244, Senator Boyd’s legislation.
• Components of the program include statewide coaching expansion, math intervention and screening protocol
• Math intervention and screening protocol, algebra readiness indicators that use the assessment scores
• Intervention will remain ongoing...
• Intervention will remain ongoing until the child or student becomes proficient.

Keywords: MS Senate Floor - 1 April, 2026; 10:00 AM, 925, all

Transcript Highlights:

• they could receive, whether it be an additional day of school year or other types of interventions.
• I think in the areas of reading and math, we've worked really, really hard.
• We know what the best... to teach math is we've used that knowledge to develop those TEKS.
• Those results are... are used for decision-making around students, whether they need intervention or
• Our approach has shown that when MAP scores dip, the solution isn't necessarily more MAP or more math

Bills: HB8

Keywords: HB 8, Texas public school accountability, school accountability, public school transparency, STAAR, state assessments, instructionally supportive assessment program, Student Success Tool, Texas Education Agency, TEA, accountability ratings, A-F ratings, through-year assessment, benchmark testing, norm-referenced assessment, college career military readiness, CCMR, local accountability plan, school district performance, campus turnaround

Transcript Highlights:

• <00:58:57.680> skilled<00:58:58.039> staff therapeutic interventions skilled staff
• However, a few years ago, our state funded the development of an early bipolar disorder intervention
• by adapting the navigate intervention by adapting the navigate model<01:11:07.719> but<01:11:
• in addition the lack of intervention in addition the lack of protected<01:18:30.639> transport
• and with the good Senator with some math and with the good Senator and<01:43:06.040> my<01:43

Keywords: 1187, senate, all

Transcript Highlights:

• If you go up in that scale, if you need assistance, need intervention, or need substantial intervention
• , need intervention, or need substantial<00:43:21.160> intervention.
• That's a substantial intervention.
• > needs substantial intervention, you needs substantial intervention, you would<00:43:57.440> be
• or needs intent um needs intervention or needs intent um substantial<00:47:11.280> intervention

Keywords: 928, house, all

Summary: The subcommittee met for its third discussion on special education aid under retained bill 742, with the chair noting that no action would be taken at the meeting. The chair reviewed prior hearings on Medicaid and local special education funding shortfalls, saying the committee was trying to understand why districts are facing proration of special education aid and how to reduce unfunded costs. He raised a series of questions for the Department of Education about the Nessus system, eligibility and ineligibility, invoices and vouchers, audit procedures, reimbursement rates, out-of-state placements, and who enters data at the district level. Rebecca Fdet, director of special education services at the Department of Education, explained that Nessus is the statewide special education information system and that every child in special education must be entered into it. She said most districts use it to develop IEPs and track services, while six districts use it only as a data reporting tool. She described which fields are required, how the system connects IEP development to the financial section, and how districts submit invoices when seeking special education aid, court-ordered placement payments, or episode-of-treatment placements. She said the department reviews invoices against the IEP, pays only for allowable services, and uses a cap that notifies districts when they reach the annual limit. Members asked about who submits the information, how districts decide when to seek aid, and how costs are calculated for individual or group services. Fdet said the district, usually an administrative assistant in the SAU office, submits the documentation electronically, and districts decide when to track students for aid based on their own circumstances. She said reimbursement is based on actual costs tied to the IEP, with group services split among students, and that the department does not generally set rates for local services. The only rate-setting she described was for approved private special education providers, which submit annual cost spreadsheets for tuition rates. She also said out-of-state providers must be approved by their own state, and the department checks licensure and certification through monitoring and investigations if concerns arise. The department also described its monitoring process, called Program Approval and General Supervision Monitoring, or PAGS. Fdet said districts are reviewed on a six-year cycle, with more intensive review for districts needing assistance or intervention and fewer file requests for districts meeting requirements. She said the department can review up to 65 data points on an IEP and that districts must submit special education aid paperwork by July 31, with superintendent verification due by August 15. The meeting ended with continued questions about procurement, audit procedures, and how the department handles out-of-district and out-of-state placements.

Transcript Highlights:

• who wants to go over there and kind of see some of the data that they're using to drive their intervention
• I don't know if I got an answer on that, but I will follow up with I have done some math on it.
• And I appreciate the math. And I could. You're right.

Bills: SB1521, SB372, SB1232, SB1307, SB1338, SB1390, SB1451, SB1463, SB1558, SB1567, SB1595, SB1621, SB1734, SB1749, SB1827, SB1833, SB1991, SB1992, SB63, SB2063, SB2180, SB1198, SB80

Keywords: artificial intelligence, AI, generative AI, chatbot, conversational AI, companion AI, AI companion, virtual companion, chatbot regulation, minor safety, child online safety, parental controls, content moderation, self-harm, suicidal ideation, crisis intervention, mental health claims, romantic AI, emotional dependence, app store

Transcript Highlights:

• I'm an interventional radiologist. I practice in San Antonio.
• I'm an interventional radiologist in San Antonio and chair of the TMA's Council.
• It creates a math problem. Right, so it's not something we're just picking and choosing.
• I think there's lots of ways to fix what I call the math problem.
• Require an inpatient admission or surgical intervention at all.

Bills: SB227, SB269, SB407, SB463, SB527, SB547, SB1283, SB1380, SB1383, SB1511, SB1640, SB1784, SB2069

Keywords: school funding, education reform, state budget, property taxes, equity in education, healthcare policy, vaccines, exemptions, religious beliefs, public health, workplace violence, healthcare facilities, definition expansion, safety regulations, health and safety code, health insurance, anesthesia, pediatric dental services, coverage, medical necessity

Transcript Highlights:

• that are publicly available our math that are publicly available our math scores<00:41:09.640>
• intervention intervention for<01:44:24.000> the<01:44:24.199> individual<01:44:25.000>
• We do have some work to do with math, both fourth grade reading and also fourth and eighth grade math
• <02:26:28.000> uh have some work to do with with math uh have some work to do with with math
• a teacher shortage and we have some math a teacher shortage and we have some math classrooms<02:

Keywords: 910, house, all

Summary: The Committee on Education held an informational/budget briefing with presentations from the State Library System, the School Facilities Authority, and the Department of Education. The chair opened the meeting by outlining the order of presentations and noting that members would hold questions until after all three agencies had testified. The discussion focused on each agency’s priorities for the upcoming biennium and their budget requests. State Librarian Stacy Aldridge described library usage and services, emphasizing strong demand for physical and digital materials, internet and Wi-Fi access, programs, Kanopy streaming, and PressReader. She highlighted digital literacy classes, RFID self-check and smart shelving improvements, and the role of libraries as community hubs. The library’s budget request included an additional $1.2 million for security guards, $48.484 million for FY 26-27 to support popup libraries during temporary closures and other needs, $500,000 for repair and maintenance, $2 million for Kap planning and design, and $25 million each year for lump-sum capital funding. Mallerie Fujitani said the lump-sum funding is needed to keep roughly 50 projects moving and to avoid delays in construction. School Facilities Authority Executive Director Ricky Fujitani explained the agency’s startup history and its programs for preschools, Central Maui schools, and workforce housing. He said the authority is using standardized, prefabricated, programmatic approaches to speed delivery and improve maintainability, citing prior preschool renovations as a successful model. He reported that of $389 million appropriated, $106 million was released, with $81 million for preschools, $20 million for Central Maui schools, and $5 million for workforce housing; he also noted the workforce housing program was reduced after Maui fire-related reallocations. He said the pilot workforce housing site at Mililani High School has been awarded and pointed to University of Hawaiʻi student housing projects as a model. Superintendent Hayashi then began the Department of Education presentation, introducing DOE leadership and outlining the department’s mission to support academic achievement, character development, and student well-being. He noted the department serves more than 152,000 students in 258 public schools and employs over 42,000 people, with nearly 54% of students facing significant challenges. He framed the budget request around the department’s strategic plan to prepare graduates for college, careers, or military service. The transcript ends during the DOE presentation, before any committee votes or formal actions are taken.

Transcript Highlights:

• and unresolved notice of intervention and unresolved notice of intervention deficiency<00:47:27.599
• information about interventions information about interventions corrective<00:47:41.280> actions
• <01:05:19.559> reading proficiency rates in math reading proficiency rates in math reading
• Kate Hinton, executive director of the Math and Science Academy in Woodbury.
• 07:34.279> Academy in Woodbury at Math and Science Academy in Woodbury at Math and Science Academy

Keywords: 1187, senate, all

Transcript Highlights:

• The 1st and 2nd grade are those interventions.
• The Interventions is what begins in first grade.
• The bill actually explicitly states that you cannot receive your reading intervention during your math
• And that's the point of intervention. Early intervention.
• There's a need for intervention.

Bills: SB1778, SB1570, SB134, SB1966, SB1636, SB1725, SB1726, SB259, SB504, SB592, SB2030, SB1572, SB843, SB1242, SB1255, SB1262, SB1264, SB1286, SB1581, SB1290, SB1316, SB1319, SB1369, SB1379, SB1381, SB1400, SB1427, SB1436, SB1461, SB1496, SB1509, SB1534, SB1553, SB904, SB1592, SB1645, SB1684, SB1767, SB1772, SB1813, SB1894, SB1928, SB1946, SB1980, SB2040, SB2060, SB2061

Keywords: reading instruction, literacy, educational equity, intervention services, third grade retention, Strong Readers Act, child welfare, child safety, administrative transition, Department of Child Safety and Well-being, Oklahoma Commission on Children and Youth, juvenile justice, foster care, retirement, public employees, reemployment, benefit adjustment, Oklahoma Public Employees Retirement System, memorial highways, bridge designations

Transcript Highlights:

• We have math initiatives that are coming through with math coaches, and I know that that's the next wave
• I'm excited about the math bill.
• But I'm really concerned when I'm. hearing is where we're cutting money, and that's like math interventions
• I.e., kids with math skills go into a higher kind of academic.
• See how we can improve math outcomes for this state.

Transcript Highlights:

• , and clear third-grade proficiency... ...teacher training, timely intervention, and clear third-grade
• And so that's... ...those early interventions so that they don't fail the test when it comes to the third
• And so that's where my heart is: we should be on early intervention.
• The essence of the math is every school district gets the same amount, even if they're a virtual charter
• I was in the library for a bit, but on the provision that allows for English language arts and math,.

Keywords: 914, all

Transcript Highlights:

• And in reading intervention, the initial list of reviewed intervention... ensuring our regional literacy
• > um<00:05:29.840> the And in reading intervention, um the And in reading intervention,
• delivering evidence-based interventions delivering evidence-based interventions to<00:19:31.600>
• <00:52:57.080> programming,<00:52:57.720> and intervention programming, and intervention
• <01:36:25.320> core<01:36:25.680> or reading core or math core or reading core or math

Keywords: 1187, senate, all

Transcript Highlights:

• students who have exhibited assist us substantial easy for me to say deficiency in either reading or math
• What we noticed is that the scale score on the progress monitoring for fast in math, students who receive
• So those are trained intervention, teachers on the elementary school campus and they tutor elementary
• So that's why schools typically want to schedule this in during intervention blocks or what I need time
• It isn't just the reading in the math, but also just it's my day to be tutored.

Transcript Highlights:

• Responding to 988 calls, chats, and texts is the earliest intervention of all early interventions.
• They’re sequential early intervention services, with 988 the earliest at intercept zero.
• And most of these calls result in a community-based intervention, only 14% less.
• So for us, it's just a math problem.
• So for us, it's just a math problem.

Keywords: 988, house, all

Summary: The joint oversight hearing focused on AB 988 implementation and suicide prevention in California Indian communities. Members and the chairs emphasized that 988 was intended to create a behavioral health crisis system with “someone to call, someone to come, and somewhere to go,” and then turned to the disproportionate suicide burden facing Native youth and the need for culturally responsive outreach and services. Assemblymember Bauer-Kahan, the bill’s author, said the law has already saved lives but argued that key parts of the system—especially interoperability between 911 and 988, mobile crisis dispatch, and adequate funding—are not yet working as intended. The first panel of stakeholders and call center leaders largely said California’s 988 network is underfunded and not fully integrated. Speakers from the Steinberg Institute and 988 California said call, text, and chat demand has grown sharply, but staffing and funding have not kept pace, leaving text/chat answer rates far below the state’s goals and sending many contacts to out-of-state backup centers. They also said mobile crisis teams are not being dispatched through 988 statewide, and that the state’s current governance and funding structure is too fragmented. WellSpace Health and other providers described 988 as the “front door” to crisis care, urged more stable funding, and recommended broader use of the CCBHC model to support mobile crisis and behavioral health infrastructure. San Joaquin County offered a local success story, describing a countywide crisis continuum that links 988, mobile crisis, behavioral health access lines, and follow-up services through warm handoffs and coordinated outreach. County officials said the model has reduced reliance on emergency departments and involuntary holds, and they noted that local partnerships and repeated community meetings were key to implementation. Members asked about staffing, tribal outreach, and how to make the system more measurable and interoperable; panelists said staffing projections should be based on actual call volume and contact length, and that tribal-specific outreach has often depended on temporary grant funding. State officials from CalHHS and DHCS then described the five-year implementation plan, the roles of multiple agencies, and current performance data. They said California’s 988 system has handled more than 74,000 contacts in a recent month, with in-state answer rates of 87% for calls and lower rates for chats and texts, and that unanswered contacts are routed to backup centers. They highlighted training efforts, LGBTQ+ competency work after the end of the federal “Press 3” option, and efforts to improve reimbursement for mobile crisis services. No formal votes or committee actions were taken during the hearing.

Transcript Highlights:

• student is at grade-level proficiency in math.
• And this is was proficiency in math.
• Line 69 is the Minnesota Math Corps program.
• > clarifies<01:03:46.400> that Uh section 8 intervention clarifies that Uh section 8 intervention
• Section uh 19 requires interventions.

Keywords: 1187, senate, all