Transcript Highlights:

• So that is intervention teachers.
• their form of intervention at secondary is to stick them in front of a computer program, and that is
• their form of intervention at secondary is to stick them in front of a computer program, and that is
• their form of intervention at secondary is to stick them in front of a computer program, and that is
• their form of intervention at secondary is to stick them in front of a computer program, and that is

Bills: HB0023, HB0024, HB0025

Keywords: extracurricular activities, public school participation, enrollment, Wyoming, student access, charter schools, application process, authorizers, public hearing, community support, scholarship, education, eligibility, continuous enrollment, 916, all

Transcript Highlights:

• I've been working on these programs, studying these programs for about four years now.
• Other programs that should have evidence coming out sooner include the HART program in Durham, North
• programs.
• So we have our opiate education team, our violence intervention team, our youth violence intervention
• So we started as a crisis diversion program. The program quite a bit.

Summary: The Community Safety Committee held an interim work session on crisis response, with members and witnesses discussing how Washington can better integrate 911, 988, mobile crisis, co-response, and alternative response models for behavioral health crises in public spaces. Travis Parker opened with an overview of the Sequential Intercept Model and the crisis care continuum, emphasizing early intervention, 988 access, regional coordination, navigators and peer support, and the need for sustainable braided funding. Several Washington witnesses then described current programs and system gaps, including the growth of co-response teams, the importance of integrating 911 and 988 rather than treating them as competing systems, and the need to reduce unnecessary emergency room use and improve first responder wellness and training. City, fire, and crisis-system representatives described local challenges and reforms. Kim Hendrickson of Poulsbo said most crisis calls still come through 911 and urged better coordination among field-based teams, more behavioral health training for fire/EMS, and more alternatives to ER transport. Laura Pippen, a designated crisis responder, described a strained involuntary treatment system, fewer DCRs statewide, difficulty getting law enforcement support for transports, and limited facility capacity, especially for substance use disorder. Jennifer Stuber and South County Fire’s Keith Sharp highlighted workforce training, a crisis responder certificate program, and first responder wellness efforts. Research witnesses Evan Lauder and James Pine said the evidence is still developing but generally supports on-scene resolution, reduced ED transport and detention in some models, and the importance of clear dispatch protocols, coordination, and ongoing evaluation. Dispatch and program operators then gave examples of how systems are working in practice. Katie Myers of Washington APCO/NENA said 911 remains essential, but needs evidence-based triage protocols, liability protections, and additional funding if it is expected to take on more crisis-response responsibilities. Whatcom County described embedding a “community connector” in the 911 center to coordinate alternative response, while ValleyCom reported that its 988 diversion pilot transferred 2,165 calls with 98% resolved through 988/211 without returning to 911. National examples included Denver’s STAR program, Albuquerque’s Community Safety Department, and Atlanta’s PAD initiative, each showing different ways to route low-acuity or behavioral-health-related calls away from police and toward clinicians, peers, or civilian responders. The session ended with Washington examples continuing, including Whatcom County’s alternative response team, underscoring the committee’s interest in refining and expanding integrated crisis response systems in the next session.

Transcript Highlights:

• We need more outpatient programming.
• I said, you know, we have a needle exchange program.
• But these interventions are required.
• end up asking to connect to treatment in that program.
• Boston Medical Center's multi-visit patient program, the high-utilizer program in the ED, serves the

Keywords: 995, all

Summary: The Joint Committee on Mental Health, Substance Use, and Recovery held a public hearing on several harm reduction bills, including measures to decriminalize simple possession and paraphernalia, authorize overdose prevention centers, and expand access to naloxone for first responders. Chair Mindy Domb and Senator John Velis opened by describing harm reduction as an evidence-based public health strategy and noting Massachusetts’ recent decline in fatal overdoses. They emphasized that testimony would help shape whether and how the bills advance, and explained the hearing process, including time limits and written testimony. Testimony was sharply divided. Supporters, including Rep. Kate Donaghue, Sen. Cindy Friedman, Rep. Marjorie Decker, Rep. Manny Cruz, public health professionals, recovery advocates, and people with lived experience, argued that harm reduction saves lives, reduces stigma, and can connect people to treatment. They supported overdose prevention centers and decriminalization as tools to keep people alive long enough to enter recovery, and several speakers described personal losses to overdose or family experiences with addiction. Some supporters also framed the bills as racial justice measures, arguing that criminal penalties for possession have disproportionately harmed Black and brown communities. Opponents, including Sen. Nick Collins and several South End residents, argued that overdose prevention centers and decriminalization would worsen public drug use, crime, and neighborhood disorder, especially around Mass and Cass. They said current approaches such as Section 35, diversion, and police leverage into treatment are more effective, and they urged more treatment beds and recovery facilities instead of harm reduction sites. Committee members questioned witnesses about research, local siting, crime data, and the relationship between harm reduction and treatment, and several members said neighborhood impacts must be considered alongside overdose prevention. The committee did not take a vote during the hearing; it continued receiving testimony and announced a later break before resuming on H. 2196 and S. 1393.

Transcript Highlights:

• and mentorship program.
• using the program Lexia. using the program Lexia.
• Early intervention matters.
• and effective intervention. and effective intervention.
• computerized program.

Keywords: 958, all

Transcript Highlights:

• A residency program is a one-year program where we work with the soon-to-be teacher and an expert teacher
• post-baccalaureate programs.
• I see that currently the residency program is funded through the Grow Program, which is going on through
• I see that currently the residency program is funded through the Grow Program, which is going on from
• Chairman, the program will be evaluated, and if it's a good program, it would go into the general fund

Bills: HB30, HB120, HJR1, SB210, SB306

Keywords: teacher residency, Teacher Residency Act, public schools, teacher preparation, educator pipeline, teacher recruitment, teacher retention, student teachers, apprenticeship, co-teaching, mentor teachers, residency stipend, teacher salary, level one teacher, charter schools, school districts, New Mexico education, teacher workforce, principal stipend, cohort model

Transcript Highlights:

• And then bipolar uh disorder program.
• recognizing how powerful early program recognizing how powerful early intervention<00:03:22.400>
• They need comprehensive early intervention, but are left without access to critical programs like Navigate
• these programs for bipolar disorder. these programs for bipolar disorder.
• <00:08:23.520> And standard in early intervention. And standard in early intervention.

Keywords: 1183, house

Transcript Highlights:

• And in reading intervention, the initial list of reviewed intervention... ensuring our regional literacy
• programs from the reviewed list, they saw more early decoders, fewer students requiring intervention
• Uh, we do use this funding to support our literacy lead, READ Act training, intervention programming,
• <00:52:57.080> programming,<00:52:57.720> and intervention programming, and intervention
• . program. program.

Keywords: 1187, senate, all

Transcript Highlights:

• Community violence intervention programs save lives.
• programs.
• Community violence intervention, or CVI programs, are crucial.
• at the sheriff's program.
• programs.

Transcript Highlights:

• In FY26, you all appropriated $15 million for both out-of-school time programs and tutoring programs.
• Out-of-school learning programs are a pretty broad category of programming that often includes after-school
• versus a reading program versus a tutoring program we didn't think would be the appropriate place to
• K-3rd shall be used in Intervention.
• And many programs very similar to this.

Keywords: 996, all

Transcript Highlights:

• program.
• program.
• the Schools program. the Schools program.
• PSEO program. PSEO program.
• program itself. program itself.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:41:58.319> And intervention. It says instruction. And intervention.
• They have intervention courses.
• They have intervention courses.
• They have intervention courses.
• voluntary water conservation program. voluntary water conservation program.

Keywords: 916, all

Transcript Highlights:

• What kind of evidence-based interventions and trainings happening now in the state at schools?
• And that's what my concern is: that the evidence, you know, training and evidence-based interventions
• So I see that this is, you know, evidence-based interventions.
• A lot of times when interventions are being... ...you know, evidence-based interventions.
• Now, to the extent that evidence-based interventions have been proven to be successful and useful for

Keywords: 962, all

Summary: The meeting began with approval of the May minutes and then moved into administrative updates on several 2025 legislative workstreams. Staff reported progress on two marketing efforts tied to the youth mental health crisis: one focused on increasing awareness and use of urgent crisis centers, and another broader crisis-continuum campaign led by United Way. Both projects are refining materials based on working-group feedback and aim to have materials ready before the start of the school year. Updates were also given on the UCC private insurance review and the crisis continuum review, both of which are gathering data and reconvening working groups over the summer. The main discussion centered on a Civic Solutions Group update on Medicaid school billing. The contractor explained that the project is examining why Connecticut schools are not billing for behavioral health and related services, with the goal of maximizing federal reimbursement. Members clarified that the study is about schools billing for services, not private providers billing in schools. Questions focused on whether Medicaid has caps or authorization issues when students receive services both in school and in the community, and whether recent federal or state changes affect billing. The contractor said the work is still in data collection and analysis, and that some issues, such as reauthorization procedures, were outside his scope. Participants also raised concerns about perceived barriers, fee-for-service limitations, and the need to distinguish school-based billing from provider billing. A second major presentation came from Disability Rights Connecticut on a separate legislative study concerning behavioral health issues affecting students receiving special education. The subgroup is examining the feasibility and impact of requiring evidence-based interventions, especially for challenging behaviors that can lead to restraint and seclusion, and is also looking at monitoring and random audits of restraint and seclusion practices. The team described its project plan, including literature reviews, interviews, focus groups, surveys, and data requests from the State Department of Education and other stakeholders. Members emphasized that the work is aimed primarily at private providers under the statute, but may have broader relevance. Questions from the group focused on whether the study would include public schools, how evidence-based practices apply to students with intellectual disabilities and autism, and whether caregivers or parents would be interviewed; the presenters said caregiver input is not currently part of the charge. The meeting ended with reminders about the July 15 meeting, which will include a Solnit briefing, and a note that August TCB meetings will not be held, though a workshop on the Connecticut Children’s Behavioral Health Provider Survey is being planned for late July or early August.

Transcript Highlights:

• Right now we're really lucky that programs and hospitals like Dana-Farber have philanthropy that cover
• The research is clear: early intervention changes lives, it enhances development, reduces behavioral
• We analyze what happens when communities invest in nature-based health interventions.
• and shifts within already existing programs, schools, and other services.
• We were thankful and fortunate to learn that there's a proven early intervention available.

Keywords: 995, all

Summary: The committee heard testimony on a wide range of health insurance and public health bills, with most speakers focused on expanding coverage for specific treatments and services. Bills discussed included H. 1187/S. 792 on rehabilitation counselors, H. 1173/S. 692 on patient navigation, S. 2600 on scalp cooling for chemotherapy patients, S. 2599 on medically necessary treatment for port wine birthmarks, H. 1164 on licensed educational psychologists for child and adolescent mental health services, S. 754/H. 1254 on autism diagnosis and treatment by nurse practitioners and psychiatric nurse mental health clinical specialists, S. 714/H. 1137 on infectious disease response and coverage, and S. 791 on making nature a prescriptive therapeutic intervention. Speakers generally argued these bills would improve access, reduce out-of-pocket costs, and address gaps in current insurance reimbursement rules. Testimony in support emphasized personal stories and clinical evidence. Cancer patients and providers described the benefits of patient navigation and scalp cooling for dignity and quality of life during treatment. Boston Children’s Hospital staff and families said port wine birthmark treatment is medically necessary, can prevent complications, and should not be denied as cosmetic. Rehabilitation counselors and school psychologists argued their services are effective, cost-saving, and underused because they cannot bill insurance. Autism advocates said current insurance statutes are outdated because nurse practitioners and psychiatric nurse mental health clinical specialists already provide evaluations and should be recognized for reimbursement to avoid delays in early intervention. Public health and GLAD Law testimony supported stronger infectious disease coverage to remove barriers to testing, treatment, and PrEP access. The hearing also included extensive testimony on H. 1172, a bill requiring insurance coverage for detransition-related care. Supporters said it would ensure coverage for medically necessary care for people who regret or reverse gender transition, while opponents argued it would legitimize anti-trans narratives or, conversely, that detransition care is needed because transition procedures can cause harm. The committee also heard strong support for S. 791 from advocates who described nature access as a health intervention that could help with trauma, anxiety, substance use recovery, and environmental justice, with claims that insurance coverage and reduced park fees would improve access. No votes were taken during the transcript, and the chair repeatedly thanked speakers and moved through the long list of public testimony.

Transcript Highlights:

• program, tries to address that.
• were hired into the program who came from the community.
• Intervention implementing school-based interventions, again, attendance contracts, those have been helpful
• We try to develop an intervention plan. What can we do?
• And it provides tips and interventions for parents, again, all.

Summary: The committee met to discuss student attendance and chronic absenteeism in Florida K-12 schools, with Chair Simon outlining the state’s attendance requirements and intervention process, including school contact after unexcused absences, child study team review, district superintendent referral, DJJ family services referral, truancy petitions, and possible parental prosecution and driver’s license consequences. Dr. Chris Curran of the University of Florida presented statewide data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023–24, and noted that absenteeism varies by district, school level, demographics, and urbanicity. He emphasized that causes are multifaceted—ranging from transportation, mental health, housing instability, safety concerns, and family circumstances—and said effective responses include early warning systems, text or phone outreach, multi-tiered interventions, mentoring programs like Check & Connect, and community partnerships. He also cautioned that punitive responses alone are often less effective than addressing root causes and keeping students engaged academically even when they miss school. Collier County Superintendent Leslie Ricciardelli described her district’s attendance efforts as a priority supported by attendance specialists, social workers, mental health staff, home visits, attendance contracts, and extensive parent communication. She said Collier’s chronic absenteeism rate was about 9% in 2023–24 and attributed success to consistent monitoring, family outreach, and community support, while stressing that students must be physically present to learn. She also argued that many absences are tied to barriers such as clothing, transportation, childcare, or family mental health, and that districts need resources to address those issues. Dr. Rachel Dawes added that Collier uses multilingual brochures, attendance awareness campaigns, vacation-planning guidance, door tags, automated calls and letters, and a truancy flow chart, with truancy court used as a last resort. Volusia County Executive Director Mike McAuliffe described a districtwide overhaul that included an attendance matters campaign, automated notices sent early and often, same-day and period-by-period notifications, a data dashboard, and tiered supports through MTSS. He said Volusia reduced chronic absenteeism from 34% in 2023–24 to a projected 29% and reported a first-quarter rate of about 20% in the current year. He highlighted community partnerships, including AdventHealth support for washers and dryers, bikes for students with transportation barriers, and monetary recognition for schools that reduce absenteeism. In response to questions, both district leaders emphasized that funding, staffing, and consistent follow-through are essential, and that attendance work is most effective when paired with family engagement, data monitoring, and practical supports rather than punishment alone.

Transcript Highlights:

• . programs and expect recurring funding for the programs for at least three years.
• Amira is an AI-powered reading intervention program that listens to students read and provides real-time
• One of the programs that we fund tends to be a high-cost item: K-12 Plus programming.
• What I would like to do next summer is to expand the summer reading program to include math interventions
• Deciding your school calendar is a big deal, whether or not you do... ...extra sort of intervention programs

Transcript Highlights:

• <00:12:44.120> next<00:12:44.320> slide interventions next slide interventions next slide
• <00:20:36.640> that participate in after school program that participate in after school program
• <00:21:37.400> so other sort of diversionary programs so other sort of diversionary programs
• <00:28:46.120> you're is that one of the interventions you're is that one of the interventions
• <01:36:13.239> as resources supports and interventions as resources supports and interventions

Keywords: 1187, senate, all

Summary: The Senate Education Finance Committee met on January 28, 2025, to receive updates on chronic absenteeism work funded in the 2024 education finance bill. The chair introduced presentations from districts in the student attendance pilot program—Minneapolis, Columbia Heights, Chisago, and Rochester—and noted that the committee would also hear the student attendance and truancy legislative study group report and later a bill from Senator Weber. The chair also thanked educational assistants and paraprofessionals for their work in schools. Minneapolis Public Schools described common attendance challenges across pilot districts, including inconsistent attendance coding, weak family communication, difficulty identifying interventions, and uneven responses to absences. The district said pilot districts want statewide definitions for absences, tardies, and exempt codes, as well as better internal dashboards and clearer procedures. Minneapolis also highlighted strategies such as attendance teams at each school, quarterly postcards to families after five or more absences, Promise Fellows, home visits, multilingual communication through TalkingPoints, and a morning nurse line to help parents decide whether a child should stay home. The district said its main attendance goal is to raise consistent attendance from 68 percent to 80 percent by 2026. In response to committee questions, Minneapolis said its main post-COVID absenteeism reason has been illness or medical issues, followed by transportation problems, and that it does not penalize students for transportation-related absences. The district said it counts secondary absences when students miss more than three periods in a day, with truancy beginning after seven such absences, while elementary students are counted absent for the full day. Members also asked about whether reduced truancy referrals reflected more attendance or diversionary supports; the district said its approach is to focus on understanding root causes and providing support rather than quickly referring students to truancy processes. The district reported improved communication, greater parent awareness, and fewer truancy referrals so far, and said the attendance team model should be sustainable because it uses existing staff with clearer direction.

Transcript Highlights:

• To treat every one of those, we would need between 25 and 50 CSC programs.
• After my son completed the program, the PREP program closed due to lack of funding and other reasons.
• These programs won't cost the Commonwealth very much.
• These programs won't cost the Commonwealth very much.
• And the early intervention leads to the best outcomes.

Keywords: 995, all

Summary: The committee held a hearing on a large group of behavioral health and insurance-related bills. Topics included expanding access to mental health services by allowing physician assistants to authorize Section 12 emergency holds and be recognized as licensed mental health professionals (H. 1131/S. 773); improving coverage for community behavioral health centers so commercial insurance matches MassHealth’s bundled outpatient and crisis services (H. 1276/S. 703); eliminating cost sharing for certain behavioral health services (S. 718); extending detox and clinical stabilization coverage from 14 to 30 days and adding transitional support services (H. 1319/S. 772); requiring coverage for dual-diagnosis treatment in psychiatric facilities (H. 1277/S. 771); and preserving access to treatment for serious mental illness through coverage of coordinated specialty care and assertive community treatment (H. 1135/S. 709). The committee also heard bills on preventive behavioral health services for children (H. 1228/S. 802) and post-pregnancy mental health care, including postpartum depression and pregnancy loss-related care (H. 1314/S. 823).

Transcript Highlights:

• So these RAs plan social programs. They plan educational programs.
• , our Pure Health Education Program, our Suicide Intervention Program, confidential advocacy, peer wellness
• We also have our suicide intervention program.
• Our suicide intervention program and the training and education we provide is very campus-specific.
• programs, and an 11th program is in the approval process.

Summary: The committee spent much of the meeting hearing presentations on student mental health supports at Central Washington University, Washington State University, the University of Washington, and the State Board of Community and Technical Colleges. CWU described high levels of student distress, loneliness, anxiety, depression, suicidal ideation, and basic-needs insecurity, along with a campus-wide holistic well-being model that includes behavioral intervention teams, emergency aid, peer outreach, community partnerships, and a collegiate recovery community. WSU emphasized loneliness, common presenting concerns such as anxiety, depression, PTSD, and relationship distress, and the role of housing and residence life, resident advisors, living-learning communities, and coordinated crisis response in identifying and supporting students. UW highlighted prevention and support programs through LiveWell, including alcohol and other drug consultations, confidential advocacy, suicide intervention, student needs navigation, peer health educators, and peer wellness coaches. The community and technical college system reported persistent access barriers, especially for students ages 18 to 24 and those facing housing or food insecurity, and said the legislature-funded mental health pilot at four colleges expanded counseling access, telehealth, and referral pathways, while broader system efforts focus on awareness, telehealth, basic-needs supports, and workforce training in behavioral health fields. Members asked each panel how they gather student feedback, and the institutions said they use surveys, evaluations, and ongoing outreach to students in services. Questions also focused on substance-use and recovery resources, Greek life outreach, and whether colleges have enough licensed mental health staff versus academic advisors; the community college board said not all colleges have licensed mental health providers on staff, and some rely on community contracts or telehealth. The committee also discussed whether counseling services are increasing because of post-pandemic effects or because students are more willing to seek help, with presenters saying both factors likely play a role. The committee then shifted to artificial intelligence in higher education. Washington State University, the University of Washington, Western Washington University, and the community and technical college system described campus AI task forces, governance structures, and efforts to set policies for students, faculty, and staff. Presenters said institutions are requiring course-level AI use statements, promoting ethical and transparent use, expanding access to approved tools such as Microsoft Copilot, and using AI for teaching, research, advising, and administrative support while guarding privacy, equity, and academic integrity. Members raised concerns about deepfakes, bias, student monitoring, and whether AI should be used to screen applications or evaluate student work; presenters said human review remains essential and that some institutions prohibit AI use in hiring or admissions screening. The final presentation, from OSPI, described the statewide rollout of the School Links high school and beyond plan platform under 2023 legislation, saying it will standardize career and college planning across K-12, provide better data and student guidance, and connect students to postsecondary pathways and employers; OSPI said the rollout is underway but current funding only extends through June 30, 2026.

Transcript Highlights:

• conservation program conservation program energy<00:56:27.640> conservation<00:56:28.359>
• Thank you, and I yield back. programs these programs are vital to programs these programs are vital to
• As a result, we have an opportunity to look at programs and examine programs the way we haven't before
• in government now different programs in government now different programs have<04:07:21.319>
• while um we have our Medicaid Program while um we have our Medicaid Program which<04:11:43.560><

Keywords: U.S. House of Representatives Floor Proceedings on Thursday, February 27, 2025, 1012, house, all

Transcript Highlights:

• Now, in order to be in this program, this was a new program that we worked on throughout the agency,
• So, you know, we've been looking back at this program. This is year one of the program.
• One of the big programs is part of our master teacher designation program or mentoring other teachers
• This specific program, the teacher fellowship program, was to... ...the fellowship program was to find
• program of child find that may need additional support intervention.

Summary: The committee approved the March 9 and 10 minutes and then heard a presentation from the Arkansas Department of Education on the Arkansas Excellence in Teaching Fellowship, featuring three third-grade teachers from Cabot, Poyen, and Drew Central who are also teacher merit pay recipients. The teachers described the fellowship as a year-long Zoom-based collaboration with about 23 educators statewide, focused on sharing classroom strategies, data use, and professional support. Members asked about the teachers’ experience, how they share what they learn with their districts, the range of grades represented in the fellowship, and the relationship between the fellowship and merit pay. The teachers emphasized building relationships with students, using data to drive instruction, early intervention, and collaboration across grade levels, while the secretary said the program is intended to identify and elevate high-performing teachers and spread their practices. A major portion of the discussion focused on third-grade reading, retention, and the new ATLAS testing system. Teachers and the secretary said students are screened and progress monitored throughout the year, families are notified early if students are at risk, and schools are using interventions, tutoring, and individualized reading plans. They said ATLAS results are now available much faster than in the past, often within 24 hours or a few days, allowing teachers and parents to respond quickly. Members asked about the impact of poverty, trauma, foster care, DHS involvement, IEPs, and critical shortage areas; teachers said relationship-building, small-group instruction, and coordination with counselors and special education staff are key. The secretary said the fellowship is a small subset of a broader merit pay program, that participation was voluntary, and that the state is trying to build a coherent system with literacy coaches, high-impact tutoring, and clearer standards rather than teaching to the test. Members also discussed broader policy issues, including the need for more positive public messaging about public education, teacher input in decision-making, and support for early childhood education. Several legislators asked whether the state should expand funding for early learning and whether more literacy or academic coaches are needed in districts that improve and then lose eligibility for state support. The secretary said the state has committed literacy coaches to D and F schools and is still working through how to sustain support as schools improve. He also said the administration would look at data and return on investment before supporting additional funding, and he encouraged legislators to help recruit eligible teachers into future fellowship cohorts. After the teacher panel concluded, the committee moved on to the adequacy resource allocation study, where Bureau of Legislative Research staff began a presentation on state and local education funding sources, categorical funds, and district spending patterns.