Transcript Highlights:

• An intervention needs to be done because typically the scenario I see: inappropriate elimination of a
• An<00:30:03.720> intervention<00:30:04.360> needs<00:30:04.600> to<00:30:04.680>
• be<00:30:04.800> done<00:30:05.040> because An intervention needs to be done because
• An intervention needs to be done because typically<00:30:06.360> the<00:30:06.480> scenario
• and inner do appropriate intervention. and inner do appropriate intervention.

Keywords: 1183, house

Transcript Highlights:

• instruments in public schools, indicators of achievement, public school performance ratings, and interventions
• you have results that are back within 48 hours, a teacher has real-time feedback to know what interventions
• they could receive, whether it be an additional day school year or other types of interventions they
• That is the perfect time to prepare them for the interventions they could receive, whether it be an additional
• day school year, um, or, 104 or other types of interventions they could have over the, the summertime

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

Summary: The House Committee on Public Education met to hear House Bill 8, which would replace STAAR with a new assessment and accountability system beginning in the 2027-28 school year. The chair described the bill as reducing testing time, limiting benchmark tests, adding beginning-, middle-, and end-of-year assessments, requiring faster score turnaround, involving Texas teachers in test development, and tightening accountability timelines and transparency rules. Members also discussed provisions on A-F ratings, cut scores, CCMR, local accountability plans, and TEA reporting requirements. Committee members and invited witnesses split sharply on the bill’s approach. Supporters, including the chair, TEA Commissioner Mike Morath, and Ed Trust’s Nicholas Munyon Penny, argued the bill would reduce high-stakes pressure, provide quicker and more actionable data, limit over-testing, and better align assessments to Texas standards while preserving criterion-referenced accountability. They said the new system would help teachers and parents intervene sooner and would improve transparency, including parent access to student responses and automatic rescoring in some writing cases. Opponents, including Rep. Hinojosa and student witness Ella Moran, argued the bill still increases testing and replaces one high-stakes test with multiple TEA-created tests. Moran testified that STAAR creates anxiety, disrupts instruction, and does not reflect real learning, while Hinojosa said the House had previously passed a better bill based on a nationally norm-referenced model and criticized the new proposal as a concession to the Senate. Questions also focused on AI scoring of writing, rescoring rates, and whether the bill’s new accountability rules would be reliable and fair. The committee did not take a final vote during the portion provided, but the chair said a vote on HB 8 would be called after public testimony later in the day.

Transcript Highlights:

• Okay, because certainly to reach our equity goals, we have to make sure that they're targeted interventions
• How much additional is being allocated for students with disabilities and their required intervention
• Oftentimes the programs that districts put in for intervention are very specific for those communities
• Achievement grew more in the districts that had interventions associated with learning recovery: tutoring
• And again, if we can be sure that that screening then results in the right kinds of interventions and

Summary: The committee heard presentations on the Governor’s education budget proposals for the Local Control Funding Formula (LCFF), Learning Recovery Block Grant, and Expanded Learning Opportunities Program (ELOP), followed by testimony from State Board of Education President Linda Darling-Hammond. On LCFF, Finance outlined the proposed 2.43% COLA, repayment of prior deferrals, and a trailer bill penalty for LEAs that fail to adopt Local Control Accountability Plans on time. The LAO said its COLA estimate was slightly lower and raised concerns that the Governor’s proposed TK staffing ratio increase may be more costly than estimated. Members also discussed whether the current COLA formula should better reflect California-specific or district staffing costs, and whether TK should be more clearly separated from the K-3 grade span adjustment to avoid larger K-3 class sizes. The chair asked staff to work with the LAO on both the TK/K-3 issue and alternative COLA calculations. For the Learning Recovery Block Grant, Finance proposed restoring the first of three delayed payments, $378.6 million one-time Proposition 98 General Fund, while the LAO recommended adopting the proposal but extending the expenditure deadline by at least a year. The LAO reported that districts had spent $1.6 billion of the $6.8 billion received through 2023-24 and said most districts were only now shifting from federal COVID relief to block grant spending. Members questioned whether the large state and federal investments were improving outcomes, citing declining reading and math trends, while Finance and the State Board president pointed to some signs of improvement, especially in math, attendance, and gains for some student groups. Darling-Hammond emphasized that student needs have grown, that recovery spending has gone to devices, ventilation, staffing, tutoring, summer school, and community schools, and that targeted interventions appear to be helping some districts recover faster than others. On ELOP, Finance proposed adding $435 million to expand universal access by lowering the Tier 1 threshold from 75% to 55% unduplicated pupils, bringing ongoing funding to $4.4 billion. The LAO said the estimate was reasonable but recommended delaying implementation for a year, aligning ELOP with ASES to reduce overlap, moving toward funding based on participation rather than enrollment, and considering a fixed Tier 2 rate. Members and witnesses discussed staffing challenges, the use of funds for students with disabilities, and uncertainty in Tier 2 funding caused by unspent dollars and opt-outs. Darling-Hammond supported ELOP as part of California’s broader after-school and summer learning strategy, said most districts are now offering full-day TK and expanded learning, and urged the state to reduce fragmentation across categorical programs and build more unified systems for funding, reporting, and support.

Transcript Highlights:

• So, this funding will be used for some sort of new interventions to improve math teaching across the
• state, and they can be studied to determine if, you know... to see which interventions were effective
• Are we making sure that these innovative target interventions...
• We have not been able to determine whether the intervention itself is actually improving outcomes.
• The LFC recommendation primarily focuses that on line 166 as part of that bucket of intervention.

Transcript Highlights:

• This bill aims to break that cycle of violence by allowing intervention after catastrophic incidents
• serious crimes while the law tells us to wait until something worse happens before meaningful intervention
• .serious crimes while the law tells us to wait until something worse happens before meaningful intervention
• .serious crimes while the law tells us to wait until something worse happens before meaningful intervention
• I think the change... ...behavior for intervention for the purposes of not recidivating into violence

Bills: SB41, SB153, SB165, SB261, SB264

Keywords: sexual crimes, statute of limitations, criminal justice, victim rights, child abuse, procurement, contracting, small business, local government, disaster recovery, emergency procurement, certification, public spending, juvenile justice, delinquency, rehabilitation, community corrections, risk assessment, public safety, health regulations

Transcript Highlights:

• Prevention is less costly financially to California and emotionally to families than intervention.
• We know that harm occurs when families who do not need CPS interventions are investigated or reported
• There are times when a youth needs more rapid intervention for a day or so because of life events such
• STRTPs are critical therapeutic interventions for our foster youth who need high levels of care in a
• Interventions.

Keywords: 988, house, all

Transcript Highlights:

• opportunities for early intervention and also to reduce recidivism in the state.
• We're looking at early intervention projects, and then an RFP goes out.
• We're looking at early intervention projects, and then an RFP goes out.
• system and it adapts to the intervention system and it adapts to the unique<00:47:53.520> needs
• floor techniques, and team interventions floor techniques, and team interventions and<00:48:40.480

Keywords: Meeting Start: 00:00:03 Roll Call: 00:00:09 Agency Updates: 00:01:44 Juvenile Justice Advisory Board Update: 00:03:36 Department of Juvenile Justice Update: 00:23:10, 958, all

Summary: The Juvenile Justice Oversight Council approved the minutes from its November 8, 2024 meeting and welcomed new member Representative Nick Wilson. The council also heard an update from the Administrative Office of the Courts on a school attendance awareness campaign aimed at reducing truancy referrals to court, and a member requested a future, more detailed presentation on truancy trends. The council then received an update from the Juvenile Justice Advisory Board from Dr. David Frink and Elsie Berger. They described the board’s membership, meeting schedule, public access, annual report and three-year plan, and its role in helping Kentucky remain compliant with federal juvenile justice requirements so the state can receive Title II funding. They said the board reviews grant applications for community-based services, substance use, and early intervention programs, with about $584,000 in federal funds this year and a little over $600,000 expected next year. Members asked about participation, board vacancies, and how to engage with the board, and the presenters emphasized the importance of statewide representation and community input. The Department of Juvenile Justice then provided a broader update through Commissioner Randy White and Deputy Secretary Mona Wamik. White said DJJ is under an ongoing U.S. Department of Justice investigation focused on conditions in detention facilities, including use of force, isolation, abuse, mental health care, and special education, and said the department has cooperated with repeated information requests and site visits. He also reviewed recent legislative and administrative changes, including 2023 Senate Bill 162, regional detention planning, facility segregation requirements, staffing and salary investments, improved staffing levels, reduced mental health vacancies, and training efforts related to security threat groups. He said DJJ has made progress but continues to work on staffing, safety, and facility improvements.

Transcript Highlights:

• <00:58:57.680> skilled<00:58:58.039> staff therapeutic interventions skilled staff
• As both a program director and a clinician, I've seen firsthand how much we need early intervention for
• 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

Keywords: 1187, senate, all

Transcript Highlights:

• was struggling in class and this parent was unsure what the problem was and we figured that the intervention
• That the early early intervention is key.
• it upon ourselves to improve our vision screening process as part of our individualized student interventions

Transcript Highlights:

• who provide intervention or are employed in that capacity.
• Intense intervention in place.
• That never would have happened without state intervention.
• They can design an intervention, an academic intervention for a kid who's struggling.
• They can do a classroom intervention for that class.

Keywords: 1184, house, all

Transcript Highlights:

• They were joined by the intervention.
• I live with permanent medical issues as a result of those interventions.
• But that is not those interventions.
• This was not an intervention prescribed by any doctor.
• > implications intervention with long-term implications intervention with long-term implications

Keywords: 1189, house, all

Transcript Highlights:

• both in terms of personnel to support folks who don't come to school and what are other kinds of interventions
• Intervention is always going to be necessary for a, for a number of issues, but I, I think we also want
• I want to be sure that we're focusing the funds on those interventions that have been working because
• So we get our average of 10%, but we need to make sure we're funding the interventions that are working
• the finance committee to continue to monitor that so that we can get at what are those effective interventions

Transcript Highlights:

• Bill 1367 will help school districts find and pinpoint root causes of chronic absence, provide intervention
• I know that there will be other talks for interventions, the next steps that are going to be made, truancy
• ready to execute when we get some uniform data about how we can help with some of those deeper-end interventions
• are receiving, and then what are the areas where communities can come in and provide deep-end interventions
• It was very important to know that we speak for the students who are going through the behavior interventions

Summary: The Pre-K through 12 Budget Subcommittee met during Budget Week and first considered three member bills. House Bill 1111, by Rep. Valdes, would eliminate the option for students to leave high school with a certificate of completion instead of a standard diploma. Valdes said the bill was inspired by students who met credit requirements but could not pass a required assessment, and argued the certificate does not provide access to college, trade school, or military service. The bill passed unanimously, 15-0. CS for House Bill 127, by Rep. Kendall, would support students with disabilities by using existing Florida Department of Education curriculum to create micro-credentials and coordinating with the Florida Center for Students with Unique Abilities and OSHA on workplace safety. Goodwill, the Florida Developmental Disabilities Council, Florida PTA, and others supported the bill, which also passed unanimously, 15-0. House Bill 1367, by Rep. Booth, addressed chronic absenteeism by requiring statewide definitions and more uniform attendance reporting, along with rules for excused and unexcused absences and early identification of chronically absent students. Testimony emphasized inconsistent district policies and the need for clearer data and interventions. The bill passed 13-0, with some members noting concerns about implementation details and future rulemaking. The committee then took up PCB-P-PKB-2501, the proposed conforming bill for the fiscal year 2025-2026 Pre-K through 12 budget. The chair said the bill was designed to align statutes with budget and scholarship funding procedures, especially around the Florida Education Finance Program and scholarship payments. The PCB would require Florida student ID numbers for scholarship students, standardize cross-checking against FTE survey data, set quarterly payment dates, and use one data source for both reporting and withholding scholarship-related FFP amounts. It also would reduce certain add-on weights by 50%, remove the budget stabilization program, and repeal the educational enrollment stabilization program. Several members raised concerns that the add-on weight reductions could hurt career and technical education, AICE, IB, and CAPE programs, while the sponsor argued the data showed too much spending in an “other” category and that the reductions were aimed at aligning funding with actual program costs. Public testimony was mixed: some supported tighter accountability and clearer payment rules, while others warned against undermining expensive career-readiness programs. The PCB passed 11-2. After the conforming bill, the chair presented the proposed fiscal year 2025-2026 Pre-K through 12 budget, totaling just under $21 billion, about $400 million below the current year. She said the budget reflects a need to slow spending growth and includes $20 million for New Worlds Scholarship Accounts, $7 million for security grants at Jewish day schools and preschools, $14 million for public school transportation stipends, an overall FEFP increase of about $747.7 million, $100 million for teacher salary increases, and increases in the base student allocation and funds per student. The committee did not vote on the budget recommendation at this meeting; it was distributed for review and will move to the Budget Committee next week.

Transcript Highlights:

• violence, whether that's harm against others or themselves, it's a critical time for mental health intervention
• This bill strengthens accountability, increases transparency, and encourages early interventions when
• So, any intervention or assistance that MDE may be able to provide is kind of the work already beginning
• Article 4, Section 11, beginning on line 37.26, just clarifies in statute that approved literacy intervention
• Article 4, Section 13, beginning on line 39.12, makes clear that literacy programs and interventions

Transcript Highlights:

• going to grow the base budget and automatically put money into it for new programming and new interventions
• You can put together a lot of things, particularly if you're supplementing it with those pilot interventions
• help low-income kids be better prepared for kindergarten, and the long-term benefits. from that intervention
• not getting good results in certain areas; it's poor implementation of even an evidence-based intervention
• Of $30 million for the Governor's Summer Reading Intervention Program that she talked about in her State

Transcript Highlights:

• House Bill 1041, by Senator Gale, relative to medical interventions, provides for intent, definitions
• prohibits conditioning access to certain businesses and governmental entities based on medical intervention
• access to certain businesses and governmental entities based on medical intervention status.
• The bill, again, seeks to just not mandate any sort of medical intervention. That's it.
• to update technology and definitions, provide for the purposes of early hearing detection and intervention

Bills: HR188, HR189, HR190, HR191, HR179, HR180, HR181, HR182, HR183, HR185, HR186, HR187, HCR75, HCR76, HCR77, HCR78, HCR79, SCR24, SCR36, SCR39, SB64, SB107, SB152, SB185, SB217, SB232, SB278, SB290, SB294, SB320, SB321, SB419, SB424, SB436, SB440, SB468, SB470, SB476, SB482, SB489, HCR32, SCR11, HB12, HB42, HB205, HB222, HB267, HB324, HB325, HB350, HB478, HB610, HB617, HB679, HB745, HB749, HB797, HB807, HB821, HB896, HB979, HB992, HB1000, HB1024, HB1050, HB1166, HB1172, HB1173, HB1193, HB1207, HB1218, HB1223, SB256, SB180, HR1, HR17, HCR5, HCR4, HCR47, HB59, HB74, HB159, HB330, HB364, HB414, HB458, HB525, HB568, HB786, HB1008, HB1033, HB1034, HB1041, HB1062, HB1070, HB1079, HB1112, HB1118, HB1139, HB1151, HB1176, HB1182, HB1196, HB1214, HB1241, HB87, HB115, HB162, HB368, HB433, HB441, HB447, HB466, HB481, HB741, HB1242, HB362, HB893, HB990, HB1007, HB1153, HB1243, SB162, SB349, SB350, SB382, SB383, SB127, SB244, HB615, HB864, HB1103, HB1175, HB31, HB225, HB608, HB664, HB897, HB977, HB1003, HB1160, HB1180, HB911, HB306, HB366, HB1161, HB1230, HB181, HB901, HR20, HR74, HB284, HB393, HB459, HB577, HB582, HB605, HB614, HB682, HB733, HB772, HB773, HB996, HB1035, HB1058, HB1082, HB1113, HB1189, HB1234, HB1240

Keywords: hunting dogs, field trials, working dogs, dog training, greyhound protection, Farm Bill, federal overreach, sportsmen, sportswomen, wildlife management, conservation, rural communities, Louisiana hunting, hunting tradition, animal welfare, dog breeders, dog owners, outdoor recreation, Kathy Taylor, musical achievements

Transcript Highlights:

• Prevention is less costly, financially to California and emotionally to families, than intervention.
• Prevention is less costly, financially to California and emotionally to families, than intervention.
• Prevention is less costly, financially to California and emotionally to families than intervention.
• We know that harm occurs when families who do not need CPS interventions are investigated or reported
• There are times when a youth needs more wrap intervention for a day or so because of life events, such

Summary: The Assembly Budget Subcommittee on Human Services held an informational hearing on child welfare, foster care, child support, and related prevention efforts. The chair opened by emphasizing mandated reporting reform, foster care system improvements, and community-based prevention, and noted that no votes would be taken. Public testimony focused first on mandated reporting, where a lived-experience advocate and several organizations argued that the current system overreports families, especially Black, Native, and Latino families, causes trauma, and should be reformed through standardized training, clearer thresholds, and stronger community supports rather than more hotline referrals. Casey Family Programs cited data showing nearly 90% of reports are unsubstantiated, while CDSS said it is already forming a Mandated Reporting Advisory Committee, updating training, and exploring community pathways and possible changes to the list of mandated reporters. CWDA and SEIU supported training and alternative response concepts but stressed child safety, county capacity, funding, and the need for careful implementation and accountability. The committee then discussed a proposal to create a foster care multi-agency office within the California Health and Human Services Agency, led by a chief foster youth advocate with authority to coordinate across departments. Advocates said foster youth often need services from education, health, housing, and behavioral health systems that do not coordinate well, and argued that a central office with real authority could improve placement stability and access to services. CDSS responded that existing structures already provide coordination, including AB 2083 interagency teams, the Child Welfare Council, complex care steering committees, and the foster care ombudsperson, but said it was open to technical assistance. Members raised concerns about whether the new office would have enough authority and funding to avoid becoming another layer of bureaucracy, and the chair emphasized the need for real “teeth” and better interagency action. The final major topic was the continuation and expansion of Promise Neighborhoods. A community leader described strong early results from the state-funded neighborhoods, including improved kindergarten readiness, reduced chronic absenteeism, higher graduation rates, food access, housing supports, and mental health services, but warned that current funding sunsets in June 2025 and that a fiscal cliff could jeopardize staff and services. CDSS said the four funded neighborhoods have reported positive outcomes and valuable flexibility, but also noted challenges with one-time funding, student mental health, and long-term planning. Assemblymember Mia Bonta urged continued investment, saying the place-based model is difficult to rebuild once lost, and the chair asked LAO to help identify the minimum funding needed to preserve the existing infrastructure while evaluation results are still pending.

Transcript Highlights:

• would support continuity across agencies, allow for longitudinal tracking, and enable data-driven interventions
• court recourse, and are effective at integrating services, offering a true alternative to legal intervention
• We continue to educate workforce professionals on the harms to children who need intervention and support
• Interventions can be addressed through education and support rather than separation, and only to be placed
• And second, it would allow for targeted, identity-specific interventions like family acceptance education

Keywords: 995, all

Summary: The Joint Committee on Children, Families, and Persons with Disabilities held a hybrid hearing on a series of child welfare bills focused on DCF, foster care, mandated reporting, educational records, and family support. Chair Kennedy and Chair Livingstone opened with accessibility and testimony rules, then heard testimony on bills including S.127 on expanding mandated reporters, S.107/H.235 on a Foster Children’s Bill of Rights, S.106/H.228 on transferring foster care review from DCF to the Office of the Child Advocate, H.258/S.125 on an electronic backpack for foster children’s educational records, H.205 on kinship foster care background checks, H.246/H.266 on minimizing trauma in care and protection cases, and S.159 on support for families after sudden unexpected infant death. Supporters of the mandated reporter bill, led by Sen. Feeney and Foxborough advocates, described a local model that trains all adults who work with children and argued the state should scale that approach statewide to improve recognition and reporting of abuse. Testimony on the foster care bills emphasized the need for clearer rights, better notice to children and attorneys, stronger remedies, and independent oversight. Advocates, youth with lived experience, and legal organizations described placement instability, delayed notifications, abuse in care, poor educational continuity, and the need for rights around safety, family contact, culture, language, and access to records. Several witnesses urged that the Foster Children’s Bill of Rights include enforceable court remedies, not just reporting requirements. On the oversight bill, supporters argued DCF should not review its own foster care system and pointed to poor outcomes, high placement instability, and recent investigative reporting as evidence for moving review responsibilities to the Office of the Child Advocate. On the electronic backpack bill, testimony focused on the need for real-time data sharing and a centralized system so schools can receive foster students’ records quickly and support continuity. On the trauma-minimization bill, Rep. Miskin framed the proposal as a set of practical changes to reduce harm during removals and court involvement. On the SUID bill, Sen. Lovely said families should be given information about available grief and support resources after an infant death. No votes were taken during the hearing; the committee primarily received testimony and questions.

Transcript Highlights:

• So we offer full-lifecycle supports, with early intervention programs, insurance-reimbursable services
• Law enforcement is often an unnecessary intervention that can have dire consequences for our children
• inequities in health and health care, including disparities in access to diagnostic and early intervention
• Without real-time data sharing, all the well-intentioned interventions in the world fall short.
• Without real-time data sharing, all the well-intentioned interventions in the world fall short.

Keywords: 995, all

Summary: The Joint Committee on Children, Families and Persons with Disabilities held a hybrid hearing focused largely on DDS-related bills, with chairs Kennedy and Livingstone outlining strict time limits, accessibility procedures, and a 5 p.m. stop to preserve ASL and CART services. The committee heard testimony on several measures, including a bill from Sen. Mike Moore to create a centralized electronic education records system for students in out-of-home placements, which supporters said would improve communication, preserve IEP continuity, and reduce missed services. Paul DePaulo also testified in support, describing the educational and justice-system harms that can follow when foster youth do not receive coordinated records and supports. A major portion of the hearing centered on H. 242/S. 149, a bill to enhance standards of care for people with autism and intellectual and developmental disabilities. Rep. Garballey and many advocates, parents, clinicians, and disability leaders supported the bill, saying it would require provider training, statewide standards, and better emergency department practices to reduce misdiagnosis, trauma, and unnecessary ER boarding. Testimony described sensory and communication barriers in medical settings, lack of provider training, and the need for continuing education and license-related requirements. Related testimony also supported H. 213/S. 111, which would improve access to behavioral health services for children involved with state agencies by requiring better discharge planning, coordination with hospitals and agencies, and more appropriate post-hospital placements. The committee also heard strong support for H. 256/S. 102, requiring universal changing stations in public buildings, from parents, advocates, and the Massachusetts Developmental Disabilities Council. Witnesses said current restroom accommodations often force unsafe or undignified changes on floors, in cars, or in inaccessible spaces, and argued the cost of adding changing stations to new or renovated buildings would be modest compared with the benefits to dignity, safety, and community access. Another major topic was H. 261/S. 155 on supported decision-making agreements for certain adults, which supporters described as a less restrictive alternative to guardianship that preserves autonomy while providing trusted support. Finally, testimony on Tommy’s bill (S. 168/H. 282) described a preventable death after a hospital discharge and urged clearer communication and training requirements for residential staff handling life-sustaining equipment; the bill was presented as a safeguard for people with disabilities relying on such equipment.

Transcript Highlights:

• A student who is absent for more than 10% of the student's school days is when the tiered intervention
• Math intervention and screening protocol, algebra readiness indicators that use the assessment scores
• Sections 13 through 24, this is the literacy intervention for 4th through 8th grades, formerly Senate
• 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