Transcript Highlights:

• </c> school district regarding how students school district regarding how students with<00:02:11.640>
• </c><00:04:55.720><c> will</c> related Services the student will related Services the student will receive
• </c><00:10:11.000><c> with</c> District regarding how students with District regarding how students with
• </c> person today for having been a student person today for having been a student in<01:00:54.119><c
• </c> rights are still intact for students rights are still intact for students with<01:10:58.480><c>

Keywords: 928, house, all

Summary: The House Education Policy and Administration Committee heard testimony on HB 222, which would repeal the requirement that a chartered public school and the resident school district sign a memorandum of understanding on how students with disabilities will receive special education services. The prime sponsor, Rep. Peggy Balboni, said the bill was requested by the New Hampshire Association of Special Education Administrators and the New Hampshire Alliance for Public Charter Schools. She argued that federal and state law already require districts to provide FAPE and that the MOU requirement has created extra work, legal costs, and delays without improving services. She said many MOUs remain unsigned, but students are still receiving services and complaint numbers have not changed. Rep. Mooney also supported repeal, calling the MOU duplicative and impractical because IEPs and 504 plans already govern services. Testimony from Jane B. Brulu of the special education administrators’ association and Beth McLure of the charter schools alliance echoed that view, saying the MOU has not helped students, has added hours of work and legal fees, and has mostly been a source of disputes over funding and service costs. McLure said her school has worked with more than 15 districts and has always been able to reach agreements, though the first year of the requirement took substantial time and money. Committee members asked about the original purpose of the law, unsigned MOUs, and whether disputes could be resolved without the requirement. A representative from the Department of Education said the MOU was originally proposed to address reports that some students were not getting services on time and to provide some oversight, but the department has no authority to order charter schools or districts to agree and no appeal process if they cannot. The department also said it does not currently audit charter school special education services because it lacks authority to monitor charter schools directly, and it urged the committee to consider some alternative oversight if the MOU requirement is repealed. The hearing on HB 222 was then closed, and the committee announced it would begin the hearing on HB 699 after a short break.

Transcript Highlights:

• </c> members of my caucus and the students members of my caucus and the students that<00:01:53.680><c
• </c><00:09:47.680><c> who</c> So, this amendment targets students who So, this amendment targets students
• </c> I was being asked to teach my students I was being asked to teach my students to<00:14:12.000><c
• </c> program if we didn't have the student program if we didn't have the student parent<00:40:59.520>
• And student supports look right?

Keywords: 1183, house

Transcript Highlights:

• It asks how much funding students receive as compared to other students.
• Of 500 students.
• Student growth and declining enrollment are the other two supplemental funds that Student growth and
• Enhanced student achievement is awarded based on the number of students eligible for free and reduced
• Professional development is awarded on a per-student basis for each student.

Summary: The meeting began with approval of the previous minutes and then focused on an update from the Department of Education on early childhood programs, especially the state-funded Arkansas Better Chance (ABC) program. Secretary Jacob Oliva and Deputy Commissioner Stacey Smith said Arkansas had received a federal Preschool Development Grant and described ongoing work to review ABC slots, which have been flat for years at about 23,800 slots and roughly $114 million. They said about 1,000 slots statewide are currently unfilled despite a waiting list of more than 2,000 families, and the department is shifting toward paying based on enrollment rather than guaranteed slots. Members asked about school choice, income eligibility, year-round access, curriculum flexibility, transportation, and whether funding should be increased or rebalanced; the department said it is collecting data, may survey providers more formally, and is considering whether to modernize income thresholds, daily rates, and other program rules. The committee agreed to form an early childhood subcommittee and asked the Bureau of Legislative Research to help gather historical information on income limits and other program details. The second major portion of the meeting was a legal presentation on the framework for Arkansas school adequacy by BLR education attorney Taylor Lloyd. She reviewed the constitutional basis for a “general, suitable, and efficient” public school system, the Dupree and Lake View cases, and the principle that adequacy and equity are different but related: adequacy asks what resources are needed, while equity asks whether those resources are distributed fairly. She explained that the General Assembly must define adequacy, study it, and react to evidence over time, and that the current adequacy definition includes curriculum and career/technical frameworks, the 38 mandatory Carnegie units, state testing standards, and sufficient funding. She also described the matrix as a funding tool, not a spending mandate, and noted that categorical funds are separate from the matrix. BLR’s Elizabeth Bynum then gave the historical framework, tracing legislative responses from Dupree through Lake View and into the present. She highlighted major changes such as the creation of equalization funding, fiscal distress and academic distress laws, the adequacy study process, the Educational Adequacy Fund, facilities and transportation changes, declining enrollment and student growth funding, and later adjustments to teacher salaries, isolated funding, and categorical programs. She explained that the adequacy study has evolved through committee hearings, surveys, site visits, and outside consultants, and that recent changes include updates to accountability references and the addition or removal of certain funding categories. Members asked follow-up questions about how the matrix is used, whether homeschool or private-school funding raises comparable issues, whether stakeholders include private and homeschool participants, whether school board members should be surveyed, and whether the state should revisit average daily membership versus attendance-based funding. No votes were taken on the adequacy presentations, but the committee did agree to continue the early childhood discussion in a future subcommittee meeting.

Transcript Highlights:

• No reflection at all on the mission of the student.
• The number of students attending college in the foreseeable future is declining.
• We are losing good students. Is the tuition expansion program itself?
• We are losing good students. is the two need there, sir. We are losing good students.
• , and then cost adjusted by degree type and student population mix.

Committee: House Higher Education and Workforce Development

Keywords: 959, house, all

Transcript Highlights:

• Dean Ro: It varies from school to school, and we had students that were in the... ...had students that
• And of course, our students are...
• This bill would allow students and parents to... ...This bill would allow students and parents to come
• What an added leg up it gives our students.
• to propel our students to work in the workforce and into future education.

Bills: HB9 , HB102 , HB9

Committee: House Education Policy

Keywords: three-cueing system, reading instruction, K-12 education, structured literacy, scientific strategies, dual enrollment, high school, community college, university, educational access, high school credit, 1136, house, all

Transcript Highlights:

• Let's begin with Substitute Senate Bill 622, supporting public school students by improving access to
• Supporting public school students by improving access to surplus technology hardware.
• How do we extend their useful life in a way that directly benefits students?
• The IEP that is in effect when a student turns 16 must include provisions for transferring the student
• In other words, does an IEP transition plan directly impact students?

Committee: House Education

Keywords: 904, all

Transcript Highlights:

• Let's begin with Substitute Senate Bill 622, supporting public school students by improving access to
• Supporting public school students by improving access to surplus technology hardware.
• I have a hard time with that because they do a good job of teaching their students.
• The IEP that is in effect when a student turns 16 must include provisions for transferring the student
• It is a reminder to all members of the committee that we have exactly... to students.

Summary: The House Education Committee heard several bills focused on school district operations, student access, and special education. Substitute Senate Bill 6222 would allow school districts and educational service districts to sell or grant surplus technology hardware, such as laptops and tablets, directly to public school students, with priority for low-income students and documentation of the transfer. Testimony from the sponsor, district staff, and advocates emphasized helping students keep familiar devices, reducing waste, and extending the public investment in technology. The committee also heard Second Substitute Senate Bill 5969, which would better integrate IEP transition plans with the statewide online IEP system and the universal high school and beyond plan platform to reduce duplication; staff noted a fiscal note had been requested, and there were no public testifiers on the bill. The committee spent substantial time on Engrossed Substitute Senate Bill 6247, a school district financial management bill. The bill would require additional ESD oversight and support for districts showing signs of financial distress, create mandatory school director training on funding and finance, strengthen penalties for knowing violations of budget expenditure limits, and require disclosure authorizations before hiring certain budget or accounting personnel. Senator Dozier said the bill was prompted by district financial problems, declining enrollment, failed levies, and reserve fund declines. ESD, WSSDA, WASA, WOSBO, and OSPI testified in support overall, though some witnesses raised concerns about mandatory training, funding for implementation, and whether training should extend beyond school directors. Committee members asked about the bill’s scope, the undefined term “significantly,” the $750,000 reimbursement cap, and how it compared with House Bill 2593. The committee also heard Substitute Senate Bill 622, which would exempt school districts and ESDs from certain surplus-property notice requirements when selling or granting surplus technology hardware to students at depreciated cost or no cost to low-income students. Senator Hunt said the bill came from constituent concerns about unused laptops and tablets and would help students transition to work, college, or technical school. Zero Waste Washington and an Issaquah School District official supported the measure, citing environmental benefits and practical student access to technology. The committee closed public hearings on the bills, noted sign-in counts for pro and con positions, and announced amendment deadlines and upcoming executive sessions.

Transcript Highlights:

• The Student Academic Success Subcommittee will now come to order.
• So we should have safety planning for all students. and their team will do student-centered plan.
• So 266 we should have safety planning for all students.
• and their student-athletes, this is obviously an important thing to do.
• Coaches have a lot to do with male and female students of any sport.

Summary: The Student Academic Success Subcommittee met with a quorum and heard four bills, beginning with HB 423 on school elopement plans for students with autism or other elopement risks. The sponsors described the bill as a statewide framework for school elopement response plans, immediate parent notification, campus search procedures, and staff training. Public testimony from parents, disability advocates, and a teacher emphasized the dangers of elopement and the need for standardized procedures; members from both parties spoke strongly in support. The bill was reported favorably by a 15-0 vote. The committee next considered HB 1253, which allows coaches to use limited personal funds, up to $15,000 per athletic team per year, to support student-athletes with food, transportation, and physical rehabilitation services. An amendment added guardrails, including that the coach be a school employee, clarified the scope of athletic associations covered, and refined the rehabilitation language. Members discussed the bill as a way to help students in need while avoiding recruiting concerns, and the bill passed favorably 14-0 after the amendment was adopted. HB 1091 addressed dental screenings for K-12 students in districts that voluntarily offer them. The bill requires advance written notice to parents and an opt-out process, and clarifies that screenings are informational only, with any findings sent to parents rather than compelling treatment. An amendment added the language to student welfare provisions as well as school health services. Public testimony from dental and health advocates supported the measure, and the bill was reported favorably 14-0. Finally, the committee heard HB 765 on child care and early learning services. The bill expands before- and after-care options for certain school-based preschool programs without requiring a child care facility license, removes a flu brochure inspection requirement, bars insurance cancellation based on providing child care, creates a professional recognition program, and establishes a child care tuition fund. Two amendments broadened the bill to public and nonpublic elementary schools and created the Brighter Futures fund concept. After debate, the bill passed favorably 13-1, and the meeting adjourned.

Transcript Highlights:

• students from others.
• students from others.
• found that staff was physically restraining students for reasons other than to protect students from
• and the CSU students and the community college students all chose this bill for their lobby days as
• , the student...

Committee: Senate Human Services

Keywords: 987, senate, all

Transcript Highlights:

• We graduate 100% of our student athletes, and our student athletes now have an average GPA of 3.44.
• We graduate 100% of our student athletes, and our student athletes now have an average GPA of 3.44.
• We are 94% Luna students, Luna athletes, are New Mexican. 94% of Luna students, Luna athletes are New
• and student athletes.
• student athletes.

Bills: SB194 , SB200 , SB203 , SB204 , SJR3

Committee: Senate House Education

Keywords: appropriation, higher education, sports facilities, community college, Luna Community College, KANW, educational radio, rural news, public education, funding, education, documentary, historical figure, Padre Antonio Jose Martinez, cultural heritage, research funding, federal funding, New Mexico, University of New Mexico, New Mexico State University

Summary: The committee began with announcements about an upcoming Friday breakfast and presentation with the School Board Association in El Dorado, then moved through a series of education appropriation and capital-style bills. The first major item was Senate Bill 194 for Luna Community College baseball and softball fields. Senator Campos and Luna officials described the project as part of a larger athletic and community complex, emphasizing the college’s NJCAA compliance turnaround, 100% athlete graduation rate, 3.44 average GPA, and the fact that 94% of athletes are New Mexico residents. Supporters said the fields would improve recruiting, reduce annual rental costs, and add community amenities such as a walking path, soccer pitch, and wildfire resiliency training space. Several senators raised concerns that the project should go through the normal capital outlay process and questioned funding sources, ongoing operating costs, bathrooms, electricity, parking, audits, and whether the $5 million request was sufficient. Despite those concerns, the committee voted 5-3 to give the bill a due pass. The committee then heard a request for KANW educational radio funding. KANW’s general manager and staff said the station is celebrating 75 years, serves much of the state with news, cultural programming, Spanish music, and emergency alert services, and is one of the state’s primary radio stations. Supporters praised its public service and statewide reach. However, several senators objected to the funding mechanism, arguing that the request was being routed through growth funding rather than the usual capital or appropriations process and that other legislators lacked equal access to those funds. After discussion about federal funding cuts, translator opportunities, and the station’s educational mission, the committee voted 3-5 and the bill failed. Senate Bill 203, a duplicate of a previously heard Northern New Mexico State School documentary bill, was quickly tabled on motion. The committee then took up Senate Joint Resolution 3, which would ask voters to replace the current appointed Secretary of Education model with an appointed State Board of Education that would hire a state superintendent. Senator Soles argued the change would create more stability and reduce political whiplash, while supporters from the school board and superintendent associations backed the idea but noted concerns about appointment clarity. Opponents from PED, KIDS CAN, the Chamber of Commerce, charter schools, and others argued the proposal would add bureaucracy, reduce accountability, sideline the governor and voters, and repeat a failed pre-2003 system. Committee members were split along similar lines, with supporters emphasizing continuity and critics stressing accountability and local control; the transcript ends before a final vote on SJR 3 is shown.

Transcript Highlights:

• I’m sure the students are doing a great job at it.
• I think there’s a student-led advertising difference that drove student choices.
• I wonder if you can talk a little bit about that, and, you know, are student choices and student demand
• I'm a bioengineering PhD student in Dr.
• I know the students want burgers because when I was a student I always wanted to have food.

Summary: The Select Committee on Alternative Protein Innovation held its second informational hearing at UCLA, focusing on California’s alternative protein sector and the role of public institutions in expanding plant-based, fermentation, and cultivated protein options. Chair Ash Kalra opened by highlighting prior state investments in UC research centers, the importance of student engagement, and the hearing’s three panels: reducing the carbon footprint of institutional meals, addressing market challenges to scaling alternative proteins, and advancing future food research and workforce development. Assemblymember Isaac Bryan also briefly praised the committee’s work and its relevance to climate and health goals. The first panel featured Friends of the Earth, UCLA Dining, and the Los Angeles County Department of Public Health. Megan Jones described California school food efforts, including technical assistance and microgrants that helped districts expand plant-based meals, reduce water and carbon footprints, and improve student satisfaction. Pete Angelese explained how UCLA Dining uses concept-driven venues, sustainable purchasing, and marketing nudges to increase plant-forward choices, while Dr. Michelle Wood outlined Los Angeles County’s 2024–2025 board motions to expand plant-based options in county food venues and programs, including joining the World Resources Institute’s Cool Food Pledge. Committee members asked about costs, procurement, and how student and consumer behavior can be influenced. The second panel addressed market barriers to scaling alternative proteins. Zach Weston and Daniel Gertner emphasized that the sector faces a cost-and-scale trap, high capital needs, and financing gaps, and they recommended grants, tax credits, loan guarantees, procurement commitments, and workforce development. T.K. Pillen of Beyond Meat argued that the category has faced a recent downturn due to consumer skepticism, industry attacks on “fake meat,” and pricing pressures, and said the key to renewed growth is increasing demand through better taste, health, pricing, and messaging around “plant protein.” Panelists also discussed hidden subsidies and structural advantages for conventional animal agriculture, and committee members raised questions about iBank loan guarantees and supply chain challenges. The final panel highlighted UCLA’s research and training efforts. Dr. Amy Roet described the Future Food Fellows program, which trains students across disciplines in science, communication, leadership, and community-building, and supports research on scalable, safe, and nutritious alternative proteins. Corinne Smith shared her cultivated meat research and student leadership in the Alternative Proteins Project at UCLA. Dr. Janet Tomiyama presented consumer psychology findings showing that disgust, gender norms, and terminology strongly affect acceptance, with “plant protein” and “complementary proteins” testing better than “fake meat.” The hearing concluded with support for continued public investment, clearer messaging, and expanded education and workforce pipelines to help California remain a leader in alternative protein innovation.

Transcript Highlights:

• I work as the Director of Student Affairs.
• or not students are low income.
• bodies, as well as for the broader student population.
• action involved other students, and they would therefore have access to other students' records, not
• With students on the spectrum for services.

Committee: House Federal Funding Stabilization Subcommittee

Transcript Highlights:

• </c> or yeah, $95.53 per student. or yeah, $95.53 per student.
• Minnesota families, Minnesota students.
• Minnesota families, Minnesota students. students. students.
• of students first.
• of students first.

Keywords: 1183, house

Transcript Highlights:

• And that's the bill dealing with establishing certain due process rights for students, student organizations
• And that's the bill dealing with establishing certain due process rights for students, student organizations
• And we for student. It's on line three.
• </c> changed the definition for student changed the definition for student organization. organization
• </c> where um you know, where some student where um you know, where some student was<01:02:30.960><c>

Keywords: 928, house, all

Summary: The subcommittee met on HB 510 and HB 112, but the discussion focused almost entirely on HB 510, which would establish due process rights for students, student organizations, and faculty members in disciplinary proceedings at state institutions of higher education. The chair reviewed proposed amendments already approved or being considered, including revised definitions, confidentiality language for grievance information, removal of the adverse-inference language tied to self-incrimination, changes to cross-examination procedures, and narrowing an emergency exception by removing property damage and focusing on immediate threats to physical health or safety. The committee also discussed whether the hearing officer should have discretion to require a third party to conduct cross-examination, with the sponsor saying the word should remain “may” so the officer can respond to the circumstances of each case. Members opposed to the bill argued that existing campus procedures already provide adequate due process and that the proposal is unnecessary, potentially intimidating to complainants, and disruptive to university policies and collective bargaining agreements. They objected especially to language allowing the accused to be present during cross-examination of an accuser and to the use of the term “victim” before facts are established. Supporters said the bill is intended to ensure basic fairness for accused students and faculty, that the language was revised to address concerns, and that the rights listed are appropriate because serious allegations can have lasting consequences even outside the criminal context. No vote or final action was taken in the portion provided; the committee remained in discussion/caucus over the bill language.

Transcript Highlights:

• And it's not only young students.
• It's only going to take 10 minutes for students to do this. It doesn't require a lot.
• But when you look at the overall number of high schools, For students to do this.
• Students are often the closest witnesses.
• The odds of a student dropping dead are extremely slim.

Bills: SB1009

Committee: Senate Education

Keywords: cardiopulmonary resuscitation, AED training, high school curriculum, public school, safety training, emergency response, 1182, all

Transcript Highlights:

• So we're gonna continue doing. encourage students to attend those universities.
• Many times students don't have an opportunity to take an elective.
• We have the students. Yeah, Autumn.
• We risk all students ability to be successful.
• We are working on proposals to ensure equal opportunity for all students, protect funding for students

Keywords: education, curriculum, HB178, diverse history, equity, testimony, higher education crisis, representation

Summary: The meeting was characterized by impactful discussions focused primarily on education and the representation of diverse histories in Texas's curriculum. Notably, Representative Christina Morales advocated for HB178, a bill aimed at ensuring that all Texas high school students have access to Mexican-American and African-American studies as part of their graduation requirements, moving from elective-only status. This bill garnered support from both sides of the aisle, highlighting a cooperative effort to improve educational equity in Texas. Several representatives shared personal stories reflecting on the importance of inclusive education, showcasing the bill's far-reaching implications for students' sense of identity and history.

Transcript Highlights:

• The lower part of each bar shows the tuition funding for FTE student, full-time equivalent student, and
• The lower part of each bar shows the tuition funding for FTE student, full-time equivalent student, and
• Student.
• For our students, for our students. So that's resident undergraduate.
• They have to do a student success plan.

Committee: Senate Appropriations Committee on Higher Education

Summary: The Appropriations Committee on Higher Education received a presentation from Tim Jones, Senior Vice Chancellor and CFO for the State University System of Florida, on the system’s funding methodology, budget structure, tuition, and performance-based funding. He outlined the system’s scale, including 12 universities, more than 430,000 students taking classes, about 78,000 employees, and a roughly $20 billion operating budget. He also reviewed tuition levels, noting Florida’s low resident undergraduate tuition, the lack of tuition increases since 2013, and the distinction between state-set resident tuition and Board of Governors authority over other tuition categories. Jones described several funding components, including performance funding, preeminence funding, faculty recruitment and retention programs, universities of distinction, nursing pipeline and matching programs, and operational enhancements. He explained that performance funding is based on a 100-point model tied to retention, graduation, employment, and other metrics, with student success plans required if scores decline or fall below 70 points. He said the current performance funding allocation is $350 million and the legislative budget request seeks $400 million. He also said the new SUS 30 strategic plan will lead to updates in the performance metrics and benchmarks, with some changes possibly phased in over time. Senators asked questions about how the new strategic plan will affect future scoring, how long universities have to improve after declining scores, and how out-of-state enrollment and tuition are handled. Jones said universities will be evaluated on the current metrics for the upcoming budget cycle, while the new plan’s changes will be developed later and may include glide paths. He also said there is no statutory cap on nonresident students, though the Board of Governors has a 10% systemwide guideline under discussion, and that graduate out-of-state tuition varies by program and requires institutional and Board of Governors approval. No votes were taken, no public testimony was offered, and the committee adjourned.

Transcript Highlights:

• I know we have a number of students that are here.
• Many of them are first generation college students.
• Uh, we have the students. Yeah, autumn.
• We risk all students' ability to be successful.
• We are working on proposals to ensure equal opportunity for all students, protect funding for student

Transcript Highlights:

• Senate Bill 1036 addresses the shortage of school counselors to enable student success.
• This addresses the shortage of school counselors to enable student success.
• , because students matter a lot.
• We have one trust counselor for a body of 1,600 students.
• high school students.

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum and first temporarily postponed SB 920 on mathematics education. The committee then took up SB 1216, which would revise public school personnel compensation rules to give districts more flexibility in using cost-of-living adjustments, recognizing advanced degrees, and adjusting performance pay limits for educators and other school personnel. Senator Rodriguez said the bill would add tools for recruitment and retention without replacing performance pay, and several members spoke in strong support, emphasizing teacher pay, retention, and the need to invest in education. The bill was reported favorably after roll call. The committee next considered SB 1036 on school counselors. Senator Claudio explained that the bill addresses counselor shortages by removing a barrier tied to classroom-teacher certification requirements, which she said limits the applicant pool and makes it harder to recruit and retain counselors. Public testimony strongly supported the bill, including students and school personnel who described high counselor-to-student ratios, limited access to counseling, and the importance of mental health and academic guidance. Members also discussed related support roles such as BRACE advisors and the need for more efficient use of district resources and state support. During debate, senators shared personal examples of how counselors can help students identify goals and access opportunities, while also noting that many counselors are overwhelmed by administrative duties and large caseloads. Senator Claudio closed by saying the bill removes barriers for direct-service professionals and could be paired with future efforts on ratios and streamlined services. CS for SB 1036 was reported favorably by roll call. At the end of the meeting, members recorded their votes on SB 1216, and the committee adjourned.

Transcript Highlights:

• This addresses the shortage of school counselors to enable student success.
• , because students matter a lot, and the number one thing for students is their well-being, because if
• I'm a senior Student Government Association. I'm a resident of Cuba Skane in Miami.
• We have one trust counselor for a body of 1,600 students.
• high school students.

Bills: S0920 , S1036 , S1216

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Keywords: mathematics education, career pathways, applied algebra, college readiness, technical education, school counselors, educational standards, certification requirements, evaluation criteria, professional development, public school personnel, salary adjustment, performance salary schedule, cost-of-living adjustment, school administration

Summary: The Appropriations Committee on Pre-K-12 Education met with a quorum present and first temporarily postponed SB 920 on mathematics education. The committee then took up SB 1216 on public school personnel compensation, sponsored by Senator Rodriguez, which would give districts more flexibility in educator pay by restoring meaningful cost-of-living adjustments for teachers with direct student contact, allowing recognition of relevant advanced degrees, and removing rigid performance-pay caps. Several senators spoke in support, emphasizing teacher retention, compensation, and education as a state investment. The bill was reported favorably on a unanimous roll call vote. After a brief recess, the committee considered CS/SB 1036 on school counselors, sponsored by Senator Calatayud, to address counselor shortages by removing certification barriers tied to classroom teacher requirements. The sponsor and supporting testimony described recruitment and retention problems, high counselor-to-student ratios, and the need for counselors to focus on student academics, mental health, and college/career readiness rather than administrative duties. Public testimony came from students, educators, and school personnel who described limited access to counselors and the impact on student well-being and college planning. Committee members broadly supported the bill while noting that counselors are often overburdened and that additional support personnel, including BRACE advisors, may also need attention in the future. Senators also discussed broader efficiency measures and the need for schools and colleges to improve access to guidance services. CS/SB 1036 was reported favorably by unanimous vote. At the end of the meeting, members recorded their votes on the two bills, and the committee adjourned.