Transcript Highlights:

• <00:51:41.240> students initially trained to support students initially trained to support
• <00:58:56.559> students like-minded groups supporting students like-minded groups supporting
• <00:59:10.760> students 1973 and we've been supporting students 1973 and we've been supporting
• <01:30:29.080> had support both students both students had support both students both students
• we're supports for students instead we're supports for students instead we're striving<01:48:42.520

Keywords: 1187, senate, all

Transcript Highlights:

• this critical support for our students. this critical support for our students.
• <00:10:56.240> the<00:10:56.480> students term to be able to support the students term
• aid that support students across the college.
• students through stipens grant support students through stipens which<00:42:41.839> offset<00
• We are student support perspective.

Keywords: 1187, senate, all

Transcript Highlights:

• <00:14:38.560> support distribution of the student support distribution of the student support
• > to student support personnel aid to student support personnel aid to stabilize<01:10:08.640>
• <01:41:10.639> students state's approach to supporting students state's approach to supporting
• It will have a direct student support.
• > to for student support personnel aid to for student support personnel aid to include<02:07:08.320

Keywords: 1187, senate, all

Transcript Highlights:

• And so, continuing to focus on not how we only bring in students to the institution, but really support
• , leadership, and support of our system and of the students that we serve.
• student support resources help to address the barriers students face in accessing higher education and
• c> to Student support resources help to Student support resources help to address<01:03:12.240>
• Minnesota provides students with the financial support they need to pursue higher education.

Keywords: 1187, senate, all

Transcript Highlights:

• This initiative aligns with the A&M system. and state goals to support student success in underserved
• To support our students, we provided additional grant funds for students that are within reach of graduation
• And so we have redesigned our student support model.
• success building for the expansion of classrooms, labs, student support services, military family support
• It also provides dedicated student support services that focus on student retention efforts, like our

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• providing support for other students.
• providing support for other students.
• We've heard from our students... And getting that support directly.
• They're very important for us to be able to utilize to help support our students.
• They're very important for us to be able to utilize to help support our students.

Summary: The Select Committee on Youth Mental Health and Treatment Access held its third hearing to review the state of youth mental health, progress under the Children and Youth Behavioral Health Initiative (CYBHI), and remaining implementation and funding challenges. The chair emphasized that schools are often the main point where education, health care, and social services intersect for students, and that the committee’s goal is to ensure public investments translate into better access and outcomes. The hearing featured testimony from researchers, a youth advocate, state officials, and local practitioners. PPIC researcher Shalini Mostala reported that teen mental health remains a serious concern, with high rates of chronic sadness, hopelessness, and suicidal thoughts, though recent California data show some improvement since the pandemic. She noted persistent disparities by gender, race, and rural status, and said school-based health centers, wellness centers, and community schools are associated with lower suicidal thoughts. Youth advocate Ella Cruz, speaking for NAMI California, described her own mental health struggles and argued that youth voice, peer-to-peer support, and reducing stigma are essential; she also said technology and AI cannot replace trusted adults or trained professionals. Committee members asked about phone use, stigma, cultural barriers, and how to make supports more accessible and relatable to students. Dr. Sohill Sood of the California Health and Human Services Agency said statewide survey data show declining stigma, increased counseling use, and lower suicide ideation among students, and he highlighted CYBHI’s certified wellness coaches, digital tools, awareness campaigns, and the first-in-the-nation fee schedule that allows schools and colleges to bill health plans for behavioral health services. He said the program is growing quickly, with more than 230,000 claims and over $11 million in new revenue to date, while acknowledging that billing systems and coordination are still being built. Trina Frazier of Fresno County described a multi-tiered system of care supported by CYBHI, CalAIM, and other grants, serving thousands of students through school-based services, wellness centers, and mobile therapy units; she said ongoing funding and flexibility are critical. Rachel Kroberniski of El Segundo High School’s James Morehouse Project described a long-running wellness center and peer mentorship model that supports students in multiple languages, and said peer programs help students feel seen, connected, and more willing to seek help. Members broadly praised the flexibility, collaboration, and peer-based approaches described by the witnesses. Questions focused on sustaining funding after one-time grants expire, improving coordination among schools, counties, and providers, expanding the fee schedule to higher education, and ensuring continuity of care for students after high school. Officials said county offices of education, DHCS, and other partners are using communities of practice and technical assistance to spread best practices, and that CYBHI services can follow some young adults through age 25, with additional supports through community-based programs and digital platforms.

Transcript Highlights:

• support these students. support these students.
• So, we support students no matter if they are enrolled in college or not.
• So, we support students no matter if they are enrolled in college or not.
• > aid student support alongside financial aid student support alongside financial aid is<01:33
• The Minnesota State Grant supports students from all backgrounds, including low-income students like

Keywords: 1187, senate, all

Transcript Highlights:

• student needs and provide targeted supports and interventions to help these students gain English language
• to help inform instruction and support students.
• to help inform instruction and support students.
• local education agencies in effectively identifying and supporting students.
• sooner so that supports and assistance can be identified for these students.

Summary: The committee heard an update on the administration’s Career Education Master Plan and the new California Education Interagency Council. Administration and agency staff described efforts to better connect K-12, higher education, workforce, and data systems, including the California Cradle to Career Data System, e-Transcript California, and a proposed career passport. They emphasized regional coordination with workforce boards and community colleges, and said the new council’s immediate tasks are to hold its first meeting by the end of June, enter into a data-sharing MOU, and complete a strategic plan by the end of November. Members asked about the council’s authority, reporting requirements, and how it would relate to the broader Master Plan for Higher Education; staff said the council will make recommendations but does not have implementation authority. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants and related changes to instructional minute requirements. Finance and the Department of Education said the proposal would support middle college, early college, and CCAP programs, add technical assistance, prioritize high-need LEAs, and reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to ease scheduling barriers. The Chancellor’s Office strongly supported the investment, citing access, acceleration, and equity benefits, while the LAO recommended rejecting the funding, arguing the state already provides ongoing support and that the proposal does not address major barriers. Members raised questions about adult learners, A-G alignment, reporting on outcomes and expenditures, rural access, transportation, staffing, and whether the funding would create lasting program capacity. The item was left open after discussion. The committee also considered trailer bill language to align the definition of long-term English learners across data systems. Finance and CDE said the change would simplify identification by defining LTELs as students who have not attained English proficiency within seven years and RTELs as students not proficient within six years, matching the dashboard and research-based timelines. CDE said the current mismatch between dashboard and assessment definitions creates confusion and delays, while some members and advocates worried the change could reduce earlier intervention or should be handled through policy committees rather than the budget process. The committee voted to reject the proposal and refer it to policy, though the administration said it still supports the budget language. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices project by one year, through June 30, 2027. CDE said the project is promising but raised concerns about the contract structure and fiscal management, while Marysville Joint Unified School District testified that SIP had helped expand inclusive preschool and district-wide practices and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the remaining money should be redirected to areas with greater implementation need. The item was discussed but no final action was described in the excerpt.

Transcript Highlights:

• These initiatives aim to expand financial aid, increase student support, and secure the long-term stability
• develop targeted strategies to support low-income students, keeping them on the path to earning a degree
• expand financial aid increase student expand financial aid increase student support<00:01:12.720
• Student Success and barriers support Student Success and strengthen<00:02:57.680> the<00:02:57.800
• <00:08:29.879> supporting<00:08:30.360> house<00:08:30.639> file student supporting

Keywords: 1183, house

Transcript Highlights:

• , and student support.
• of the students, faculty support, and student services.
• We can still do all those things and support our students.
• Your support to fund our Student Achievement and Success 2.0 for students in their sophomore, junior,
• . ...staff to promote and support our students.

Bills: SB1, SB 1

Keywords: appropriations, budget, state funding, education, healthcare, infrastructure, campground safety, youth camp regulations, flood safety, emergency evacuation, health and safety standards, 1185, senate, all

Transcript Highlights:

• So, additionally, the university must have the capacity to support these non-resident students as determined
• Senate Bill 2928 offers support for students' development beyond the classroom.
• So I would ask that you please support a consistent and reliable school calendar that provides students
• Tourism supports 150,000 local jobs held by students, part-time workers, and career professionals.
• Well, with in-state tuition and with support, you are seeing students that are graduating at the two-

Summary: The committee heard several education bills, with most of the discussion focused on Senate Bill 1835, Senate Bill 784, Senate Bill 1049, Senate Bill 2942, and Senate Bill 2928. SB 1835 would raise from 5% to 20% the cap on nonresident students who can receive resident tuition and fees through competitive scholarships at certain regional universities in slower-growing workforce development areas, provided the schools have capacity as determined by the Texas Higher Education Coordinating Board. Supporters, including West Texas A&M University, said the bill would help fill underused capacity, attract students who may stay and work in Texas, and support regional workforce needs. SB 784 would strengthen a prior law allowing peace officers’ children to transfer between public school districts for safety reasons by requiring both districts’ approval, making clear that districts of innovation are not exempt, and prohibiting tuition charges. SB 1049 would require districts and open-enrollment charters to excuse students, at a parent’s request, for religious release-time instruction for up to one hour per day and five hours per week; witnesses said the program is constitutional, voluntary, and already operating in other states and some Texas districts. Each of these bills was left pending after testimony, with no public witnesses opposing them. SB 2942 would expand and adjust the state’s adult charter high school pilot program. Senator Creighton said the bill is intended to help the estimated 7 million Texas adults without a high school diploma by removing barriers to expansion, aligning legal protections with ISDs, changing TEA’s disapproval window for expansion amendments to a 30-day period after receipt, and updating funding to reflect part-year attendance. A committee substitute kept the upper enrollment age at 50 and removed a proposed testing change. Testimony from New Heights students and leadership described the program as life-changing, emphasizing that it combines diplomas with career credentials, childcare, transportation, and other supports to help adults stabilize their families and enter better-paying work. TEA witnesses explained the expansion process and said adult charter schools are overseen by the commissioner rather than the SBOE. The committee substitute was adopted, public testimony closed, and the bill was left pending. SB 2928 would set a uniform school start date for public school districts at the third Wednesday in August, while preserving existing district-of-innovation flexibility for current DOI districts and allowing year-round systems to continue. Senator Creighton argued the bill would reduce the patchwork created by DOI exemptions, support students and families, and preserve summer employment and tourism revenue. A committee substitute was adopted. Testimony came largely from tourism, hospitality, and recreation interests, including hotel, water park, zoo, chamber of commerce, and camp representatives, who said later start dates would extend the summer travel season, improve staffing and revenue, and give students more opportunities for summer jobs and camps. Several witnesses cited large economic impacts from tourism and said early school starts reduce August business. Some senators raised concerns about charter schools being excluded and about year-round calendars, but the bill was left pending after testimony.

Transcript Highlights:

• I'm a graduate student at UC Davis, and I support this bill. Good morning.
• , representing 230,000 students, and we are in strong support of this bill.
• 230,000 students as well, and we strongly support this bill.
• I'm an undergraduate student at UC Berkeley and I support this bill.
• I'm an undergraduate student at UC Berkeley, and I support this bill.

Summary: The Assembly Appropriations Committee met on June 24, 2026, but initially lacked a quorum and began by hearing presentations only. SB 308 was presented as a bill to streamline fiscal reporting for California community colleges by combining two overlapping annual audit reports into one. SB 895, the California Science and Health Research Bond, drew extensive testimony from the authors and many supporters, who argued it would help offset federal research cuts, protect California’s science infrastructure, support jobs, and preserve life-saving research in areas such as cancer, HIV, Parkinson’s, ALS, climate resilience, and quantum computing. The bill was described as a bond measure that would require a three-party agreement and was sent to suspense. After quorum was established, the committee took up the consent and suspense calendars. Several bills were approved on consent, including SB 308 and a large group of other measures, while the suspense calendar was deemed approved, including SB 895 and other bills listed by the chair. Public comment on SB 895 continued for a long period, with many researchers, students, labor representatives, university officials, and patient advocates speaking in strong support and urging the bill be moved to the floor. The committee also heard SB 1350, which would expand green hydrogen by allowing renewable portfolio standard credits for certain hydrogen use in power generation; the author and supporters said it would help clean energy development, create jobs, and support projects like ARCHES and Element. Later, SB 1306 was presented to align California law with federal exemptions for certain chemical mixtures containing GBL used in semiconductor manufacturing research. The author and SEMI’s representative said the bill would reduce unnecessary regulatory burdens, avoid disrupting semiconductor supply chains, and not change rules for pure GBL. The bill passed out of committee on a roll call vote, with one no vote and one not voting. The hearing then adjourned.

Transcript Highlights:

• Um, the supporting our student needs.
• <00:07:18.720> students looked at is how do we support students looked at is how do we support
• > the to um to support the students that the to um to support the students that the safety<00:10:
• Um if a student is has eloped support.
• <01:21:17.040> support We we received direct student support We we received direct student

Keywords: 1187, senate, all

Transcript Highlights:

• <01:01:01.880> support counselors and other student support counselors and other student support
• excuse me student support Personnel excuse me student support Personnel these<01:26:13.119> school
• <01:29:12.480> support lens of our Central student support lens of our Central student support
• <01:41:40.679> students effectively support students effectively support students Statewide
• <01:47:58.560> Support provide expanded student Support provide expanded student Support Services

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:

• The mission of the lasting or center is to support teachers to teach students and students to learn.
• Is our AI enhanced learning support for secondary students.
• of the things that can make can support our learners are teachers with now for students.
• But students who are eligible for the Florida tutoring advantage, you know, need extra support.
• students needing more support.

Transcript Highlights:

• vulnerable students.
• Our students deserve to be in environments where they feel safe, welcome, and supported.
• student development.
• Our students need more support than ever.
• Families may determine that school staff at their current site do not intend to support their students

Keywords: 987, senate, all

Summary: The committee heard SB 998, which would clarify and expand the roles of discrimination prevention coordinators in the new Office of Civil Rights, including adding a disability-focused coordinator and a deputy AAPI coordinator. The author and coauthors said the bill is intended to strengthen school climate, improve training and guidance for staff, and better address discrimination affecting students based on race, ethnicity, religion, gender, sexual orientation, and disability. Supporters, including the Sacramento LGBTQ Community Center, CFT, Equality California, and several legislative caucuses, argued that students cannot learn if they do not feel safe and cited absenteeism and mental health concerns. Some witnesses and members raised concerns about gubernatorial appointments and whether the coordinators should instead be hired through civil service. The committee ultimately moved SB 998 on a due pass basis to the Senate Judiciary Committee and placed it on call. The committee also heard SB 1082, which would streamline inter-district transfer appeals by requiring quicker district action, concurrent review, and clearer notice when applications are incomplete. The sponsor and supporters said families often face long delays and uncertainty, especially those with language barriers or special needs, and that the bill would improve fairness without changing district authority to approve or deny transfers. The California School Boards Association said it had an oppose-unless-amended position but would re-evaluate after the committee amendments, and other groups expressed support. The bill was moved due pass as amended to the Senate Appropriations Committee and placed on call. SB 960, dealing with community college baccalaureate degrees, generated the most extended debate. The author argued the bill would create a statewide framework allowing community colleges to offer bachelor’s degrees in areas of unmet workforce need when local CSU access is unavailable because of impaction or distance, while preserving limits so colleges do not become four-year institutions. Supporters said the bill responds to workforce demand and place-bound students, while CSU and CFA opposed it, warning about duplication, fiscal impacts, accreditation, faculty jobs, and harm to the CSU transfer pipeline. Members discussed the master plan for higher education, impaction, and state funding, with one senator abstaining over concerns about unintended consequences for CSU. The committee recommended SB 960 for due pass as amended to the Senate Appropriations Committee and placed it on call. The committee then heard SB 965, which would make it easier for 16- and 17-year-olds to obtain public library cards without a parent or guardian physically present. The author and her son described barriers created by varying local library rules and argued the bill would improve teen access to educational resources while preserving local control over checkout and liability policies. CFT and other supporters backed the measure, while the California Library Association said it supports the goal but wants alternative language to preserve local flexibility and balance community differences. The transcript cuts off during opposition testimony, and no final vote on SB 965 is shown.

Transcript Highlights:

• Overall, these bills focus on reacting to behavior and supporting students early, making classrooms safer
• There are proven ways to support even very demanding student behavioral needs, avoiding escalation of
• Students with disabilities deserve to attend schools that afford them the necessary support, safety,
• and that we have the opportunity to provide the type of safety and support for our students, not just
• And for Student Services, this is the official student body that represents what the students need at

Bills: SB106, SB171, SB179

Keywords: graduate scholarship, higher education funding, New Mexico, appropriation, financial aid, education, documentary, historical figure, Padre Antonio Jose Martinez, Northern New Mexico State School, SB179, Senate Bill 179, UNM, University of New Mexico, medical Spanish, Spanish-language curriculum, health sciences, health professions education, language access, bilingual healthcare

Transcript Highlights:

• Third, we must continue to strengthen our students' support by funding additional affordable student
• They are holding back student support services.
• Our students deserve all of us pushing to support them.
• Class sizes, less student support services, and a longer time to degree for students.
• CSU students and our members need your support.

Keywords: 988, house, all

Transcript Highlights:

• c> from<00:37:47.839> the and supports that keep students from the and supports that keep
• > here<01:02:55.280> today student support personnel are here today student support personnel
• students for a seizure, and supported students for a seizure, and supported their<01:08:19.199><
• We support our students. We're not in this for the money.
• :50.239> in students need more support because in students need more support because in the<01

Keywords: 1183, house

Transcript Highlights:

• students.
• Students with disabilities are supported by their general education teacher in the least restrictive
• Students with disabilities are supported by their general education teacher in the least restrictive
• Students with disabilities are supported by their general education teacher in the least restrictive
• Students with disabilities are supported by their general education teacher in the least restrictive

Keywords: 958, all

Summary: The Senate Education Committee met with a quorum and heard first from the Washway Nicotine Youth Advocacy Group, which urged stronger enforcement of Kentucky’s Tobacco 21 law. Youth advocates described the harms of flavored vaping products, argued that nicotine use is targeting children, and called for retailer licensing, annual compliance checks, harsher penalties for illegal sales, and more funding for enforcement. Committee members praised the presentation, and one senator said he had heard a bill on licensed retailers may be coming soon. The committee then heard a lengthy presentation from Cloverport Independent School District and the Kentucky Virtual Academy about the state’s virtual school model. Superintendent Keith Haynes and principals Brandy Fagan and Sally Johnson said KYVA serves about 2,800 students, many of whom are at-risk or have health, safety, behavioral, or family reasons for choosing virtual education. They emphasized that the program uses live synchronous instruction, provides devices and materials, and offers special education and related services. They also said the school had a large wait list and that virtual programs need more flexibility in staffing ratios, scheduling, and testing windows. School leaders acknowledged criticism of KYVA’s proficiency scores and said many students entered far below grade level, with 59% not proficient in English language arts and 79% not proficient in math on recent state testing. They argued the program is too new to judge solely on one year of data and pointed to growth in MAP scores, as well as middle and high school rankings in the top half of Kentucky schools. Fagan and Johnson outlined improvement efforts, including daily interventions, small-group instruction, literacy programs, staff training, and expanded clubs and student activities. No votes or formal committee actions were taken in the portion provided.