Transcript Highlights:

• Teachers need data in order to make sure that they are providing students the supports that they need
• first level of support for these students that need help, that are struggling with their areas.
• Able to really invest in these educators to improve their skills to support our students.
• Do not want any reduction of program support. reports and resources provided to our students, no reduction
• Quality training that reinforces governance and supports student success.

Transcript Highlights:

• in the instruction of dual credit, and also the support services that we have in place for our students
• It also allowed her to have support from both students and teachers at the high school.
• And when it came to student behavior and support, we tried different programs over time, but many of
• When it came to student behavior and support, we tried different programs over time, but many of them
• It allows our staff to focus less on navigating systems and more on supporting students.

Keywords: 908, all

Transcript Highlights:

• She walks kids through their hardest moments, oversees testing, and supports every student because she
• Thank you all for your steadfast commitment to supporting students, teachers, and parents across the
• These steps ensure that students receive the support they need before gaps emerge.
• Under these conditions, school counselors are under immense pressure to support students' mental health
• , and truly supports the students, families, and educators. ...who make our public schools strong.

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• their local school districts in supporting the career and technical education of our students?
• outcomes are students achieving?
• student populations are achieving that two-credit threshold and beyond and which students are not.
• students.
• So I think that the skills that students are developing in CTE are supporting a broad range of those

Summary: The House Education Committee received status updates on career and technical education (CTE), including OSPI’s work under 2024 legislation on allied health pathways and a statewide CTE task force, an update from Core Plus Maritime, and findings from an Education Northwest longitudinal study of Washington CTE access and outcomes. OSPI described development of allied health guidance such as a home care aide to nursing assistant bridge, model curricula, updated course equivalency frameworks, and coordination with health agencies and employers. It also reviewed Core Plus framework work, task force expansion under later legislation, and the timeline for recommendations due in November 2026. Committee members asked about health profession outreach, equitable access for rural districts, data updates, and employer support for local programs; OSPI said it continues to work with agency and industry partners and that local labor-market alignment varies by region. Core Plus Maritime presenters described expanding maritime career exploration into middle school through low-cost ROV curriculum, student visits to ferries and vessels, Sea Scouts partnerships, and ship-based safety and welding experiences. Industry representatives from the Northwest Marine Trade Association, American Seafoods, and Vigor Marine Group emphasized the maritime sector’s economic importance, aging workforce, and need for hands-on training to build the pipeline for family-wage jobs. A teacher from South Kitsap High School said the program gives students a clear pathway and has helped connect them to careers in shipyards, fishing, and related trades. Vigor also noted support for a student welding competition and equipment donations for a Rainier Beach shop. Dr. Sam Riggs of Education Northwest presented a longitudinal study using state data from 2013-14 through 2023-24. The study found CTE access has been relatively steady statewide, but offerings vary by school size, locale, and income, with rural and lower-income schools generally offering fewer pathways. Participation is high: nearly all students earn at least some CTE credit, and more students are accumulating multiple credits over time, though fewer go deep within a single pathway. Students who earned more CTE credits, especially within pathways such as agriculture, manufacturing, transportation, and construction, were more likely to graduate on time and later had stronger postsecondary certificate attainment and earnings. Riggs recommended addressing local barriers to participation, considering whether the CTE graduation requirement should better encourage depth while preserving flexibility, and aligning offerings more closely with labor-market needs. Committee members asked about COVID-era trends, student motivation, early workforce entry, delivery settings such as skill centers, and how to interpret the comparison groups used in the analysis.

Transcript Highlights:

• In support of our students, it requires us to understand and recognize the various educational paths
• or supports for those students that are in compliance of SB 17?
• Beyond enrollment, we are committed to supporting student success.
• Supporting, uh, student financial aid when, uh, available is outstanding, but just our ability to kind
• students, 88 optometry students, and 107 pharmacy students.

Transcript Highlights:

• I want to see more on how the system can better support student demand at the campuses where there is
• We will see instruction, academic support, and student services negatively impacted.
• Because enrollment isn't just about new students; it's about supporting those students that are continuing
• continuing students. intentional work to expand access, retain new students, and support continuing
• I have three staff members that support 51 faculty and roughly 1,800 students.

Keywords: 988, house, all

Transcript Highlights:

• in the instruction of dual credit, and also the support services that we have in place for our students
• It also allowed her to have support from both students and teachers at the high school.
• And when it came to student behavior and support, we tried different programs over time, but many of
• It allows our staff to focus less on navigating systems and more on supporting students.
• You know, we serve about 9,113... ...students through our school improvement, support, and funds.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• this because this is not just a student support services area of work.
• We expanded tutoring and targeted support for neediest students or most vulnerable students For more
• as well. targeted intervention supports for the student groups that are in need of them.
• resources for basic needs so students can get the support without missing school.
• when our students and our families most need this support.

Keywords: 988, house, all

Transcript Highlights:

• Our vision is to support all students.
• Across the state, regardless of area code or zip code, all students are supported.
• I didn't know what to do, how to support you and supporting our students with disabilities and our families
• I didn't know what to do, how to support you and supporting our students with disabilities and our families
• So students receiving supports, students potentially with disabilities, every stage of the process from

Summary: The committee held its first meeting and received an overview of the Pre-K-12 education appropriations jurisdiction and base budget. Staff explained that education funding is driven largely by enrollment and per-student formulas, with most money coming from state and local sources. The presentation highlighted the major budget areas: early learning, the Florida Education Finance Program (FEFP), non-FEFP K-12 programs, federal programs, and the State Board of Education. Members asked about instructional materials funding and how scholarship students who return to public schools are counted and funded; staff explained that instructional materials remain in the base and that funding depends on survey timing, with districts ultimately funded through the enrollment count process. The committee then reviewed federal IDEA funding for students with disabilities. Department of Education officials explained how IDEA Part B funds are split between state set-asides and local educational agencies, and noted that Florida ranked fourth nationally in total IDEA Part B funding and received a 95% state determination for meeting IDEA requirements. They also described the bureau’s responsibilities, including monitoring, dispute resolution, instructional support, and the Hope Florida unit for ages 3 to 5. Members asked for more information on student performance outcomes and how the state measures success beyond compliance, and the department agreed to provide follow-up data. The final major topic was the Florida Diagnostic and Learning Resources System (FDLRS), including associate centers, multidisciplinary centers, and specialized centers for deaf/hard of hearing and visually impaired students. Presenters described services such as child find, family support, assessments, professional learning, accessible instructional materials, and technical assistance. Committee members focused on whether families and schools have equal access to services across the state, how IEP disputes and reevaluations are handled, and whether more support is needed for parents, teachers, and rural districts. FDLRS representatives said they do not write IEPs but help connect families to districts, provide training and assessments, and support compliance and data collection; they also emphasized staffing and resource needs, especially for low-incidence disabilities and multilingual family outreach.

Transcript Highlights:

• Minitex also supports student success through Ask MN, which connects students with a librarian 24/7.
• partnered with faculty to support partnered with faculty to support students<00:16:00.480> at
• For the current academic year, 613 of our students are receiving support from the Minnesota State Grant
• c> for<01:15:12.080> this<01:15:12.320> student The state grant support for this student
• The state grant support for this student is<01:15:13.040> projected<01:15:13.440> to<01

Keywords: 1187, senate, all

Transcript Highlights:

• Students.
• students.
• Please support AB 715. Please support AB 715.
• Of anti-Semitism only gets worse, I strongly support this bill so that all students can feel safe in
• CSBA is committed to supporting our members in their effort to provide a safe environment for students

Summary: The Assembly Education Committee held a special hearing on AB 715, with the authors presenting the bill as a response to rising anti-Semitism in K-12 schools. The authors said the measure is intended to strengthen protections for Jewish students, improve district accountability, expand the uniform complaint process, clarify protections related to religion and nationality, and create a state-level anti-Semitism coordinator. They emphasized that the bill was developed through collaboration with the Black, Latino, AAPI, and Jewish caucuses and argued it is meant to protect all students from hate while preserving legitimate classroom discussion. The hearing included extensive public testimony. Supporters, including students, parents, rabbis, Jewish organizations, and some educators, described harassment, biased curriculum, delayed or ineffective school responses, and fear among Jewish students and families. They urged the committee to act to make schools safer and more responsive. Opponents, including teachers, ethnic studies advocates, civil liberties groups, Palestinian rights advocates, and some Jewish parents, argued the bill was rushed, vague, and could chill academic freedom, censor discussion of Palestine and Israel, and expand complaints against teachers and school districts. Several witnesses said existing complaint and anti-discrimination systems already address these issues. Committee members then questioned the authors and witnesses about implementation, definitions, and possible effects on curriculum and school boards. The authors said the bill is still intent language and that details would be refined in further negotiations with stakeholders. Representatives from the California School Boards Association and California Teachers Association raised concerns about the new language and possible unintended consequences, while ACLU California Action said it had concerns but wanted to keep working on the bill. The transcript does not show a final vote or action taken on AB 715 during this hearing.

Transcript Highlights:

• If a student is absent, that is a loss of opportunity for that student to learn.
• Student attendance also allows students to fully engage with lessons, build relationships with students
• They don't really have a network of support and peer support.
• You won't have the turnover because they're going to have a partner in crime to support the students.
• , focus student information system, you can put an icon on every student that says, is this student engaged

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:

• Students recognize that investing in a new student union is an investment in campus life, support services
• , Recognize that investing in a new student union is an investment in campus life, support services,
• I proudly stand in support of the bill, because it's a direct response to our students' shared understanding
• student?
• and first-gen students.

Bills: HB42, HB125

Keywords: special prosecutor, state law, criminal justice, accountability, law enforcement, stormwater management, counties, regulation, environment, water quality

Summary: The Committee on Higher Education met to hear several bills and first corrected the minutes from its April 1, 2025 meeting to reflect that a committee substitute for HB 271 had been adopted before the bill was reported favorably. The committee then heard HB 3326, which would help Texas higher education employees, especially adjunct faculty, qualify for federal Public Service Loan Forgiveness by counting classroom hours toward full-time status, requiring institutions to verify employment within 60 days, and requiring annual notice to eligible employees. No witnesses testified against the bill, and it was left pending. Members then heard HB 2853, authorizing UTEP to phase in a student union fee increase to fund demolition and reconstruction of its aging student union. Representative Perez and UTEP student and university witnesses said the current facility is outdated and insufficient for a campus of more than 25,000 students, while some members raised concerns about the size of the fee increase and its impact on low-income students. UTEP representatives said most students receive aid, the fee would be phased in over time, and the project was student-approved; the bill was left pending. The committee also heard HB 4066, a one-line bill to abolish the Texas Research Incentive Program after the state cleared its backlog of matching obligations, with the author saying the program was no longer needed in light of newer research funding approaches. The bill was left pending. The committee spent substantial time on HB 125, which would create the Tarleton State University College of Osteopathic Medicine. Supporters, including Tarleton leadership, the founding dean, a rural hospital CEO, and a feasibility consultant, argued the school would address severe rural physician shortages by recruiting Texas and rural students, training them in rural settings, and developing new residency slots rather than competing for existing ones. Members asked about affordability, residency placement, and whether the school would draw students from rural Texas; Tarleton said it would seek to keep tuition and debt low, had already raised private donations, and would request $25 million in state support over the biennium. The bill was left pending. Finally, the committee heard HB 42, which would increase the annual Higher Education Fund appropriation and adjust its allocation methodology. The chair and university witnesses described rising deferred maintenance, inflation, cybersecurity needs, and enrollment growth at HEAF-eligible institutions, with witnesses from Texas Tech, Sam Houston State, and UNT saying the additional funding would help address aging facilities and technology needs. After testimony, the committee left HB 42 pending and recessed.

Transcript Highlights:

• I urge a strong support for AB 715 for the safety and health of children. Jewish students.
• I am proud to be working with students strongly in support of this bill. Thank you.
• I strongly support this bill. So that all students can feel safe in school.
• CSBA is committed to supporting our members in their efforts to provide a safe environment for students
• And, and to do justice to our students in these classrooms, both the Adub students, the Jewish students

Keywords: 988, house, all

Transcript Highlights:

• On behalf of the University of California Student Association in strong support.
• the official voice of 2.1 million students in strong support of SB 98.
• Kevin Mibiano on behalf of the University of California Student Association in strong support.
• My name is McKeown Shane student in West Contra Costa Unified here in strong support. Thank you.
• by just highlighting I think the number of students that you saw here today that spoke in support of

Keywords: 988, house, all

Transcript Highlights:

• > students<01:23:53.679> will the right support, these students will the right support,
• <01:31:21.199> four self-supporting student who works four self-supporting student who works
• <01:38:16.480> students tremendous resource to support students tremendous resource to support
• like support, students from families like support, students from families like mine<01:43:53.600
• At this point, many students turn to their parents for support.

Keywords: 1187, senate, all

Transcript Highlights:

• I'm here today on behalf of hundreds of students who are in strong support of Senate Bill 608.
• Thank you to two of my students, Asmi McCrary, and Zaid Nazif, for being here in support of SB 965.
• And I believe SB 998 is a massive step towards supporting student development.
• The most effective way to support all students is to set expectations for every school environment and
• By ensuring that schools have designated individuals equipped to support students and families, this

Summary: The Assembly Education Committee heard several Senate bills focused on student health, access, equity, and career preparation. SB 608 by Sen. Menjivar would expand access to condoms and related sexual health resources for students in grades 7–12 and direct the Department of Education to align with the California Healthy Youth Act. Supporters argued the bill would help address high STI rates among youth and remove barriers to access, while opponents raised concerns about parental authority, local control, and encouraging early sexual activity. The bill was approved on a 6-1 vote and sent to the Health Committee. SB 965 by Sen. Blakespear would prohibit libraries from requiring a parent to be physically present for a 16- or 17-year-old to obtain a library card, while still allowing libraries to require parental consent or signature. Supporters said the current rule creates unnecessary barriers for teens and school research projects, and the California Library Association said it was now neutral after amendments. The committee passed the bill 6-0 to Appropriations. SB 998 by Sen. Gonzalez would define and expand the duties of discrimination prevention coordinators in the state’s Office of Civil Rights, including adding a disability coordinator and deputy coordinators focused on anti-Black, anti-Asian, anti-Latino, and anti-Native American discrimination. Testimony emphasized the need to address rising hate incidents and discrimination in schools, especially for Black, LGBTQ+, AAPI, and other marginalized students. The bill was approved and sent to Judiciary with amendments to be processed there. SB 845 by Sen. Perez, which expands work-based learning and youth apprenticeship opportunities, also received broad support from education, workforce, and industry groups and passed unanimously to Labor and Employment. The committee also approved a consent calendar of additional bills and adjourned after all items were acted on.

Transcript Highlights:

• If a student is absent, that is a loss of opportunity for that student to learn.
• Student attendance also allows students to fully engage with lessons, build relationships with students
• They don’t really have a network of support and peer support.
• You won’t have the turnover because they’re going to have a partner in crime to support the students.
• focus student information system, you can put an icon on every student that says, is this student engaged

Summary: The committee on Pre-K through 12 Education met to discuss chronic absenteeism, district attendance interventions, and related truancy procedures. Chair Simon reviewed Florida’s attendance laws and escalation process, including school-based interventions, child study team meetings, referrals to the Department of Juvenile Justice, truancy petitions, and possible sanctions for parents and driving privileges. The committee heard first from University of Florida professor Dr. Chris Curran, who presented state and national absenteeism data showing chronic absenteeism has risen sharply since the pandemic, with Florida at about 31.4% in 2023-24. He emphasized that absenteeism has multiple causes, including transportation, mental health, housing instability, safety concerns, and family barriers, and said effective responses include early warning systems, multi-tiered supports, mentoring, and community partnerships rather than relying only on punitive measures. Members questioned Dr. Curran about whether absenteeism is a behavior or barrier issue, whether exclusionary discipline is counted, the need for a uniform definition across districts, and whether more punitive truancy enforcement is effective. He said the issue is usually a mix of barriers and choices, that excused and unexcused absences both matter for chronic absenteeism data, and that root-cause analysis and supportive interventions are generally more productive than punishment alone, though consequences can still play a role. The committee then heard from Collier County Superintendent Leslie Ricciardelli and district staff, who described a highly structured attendance system built around attendance specialists, social workers, mental health staff, home visits, attendance contracts, multilingual outreach, and frequent parent notifications. They said Collier’s chronic absenteeism rate was about 9% in 2023-24 and credited their success to early contact, community partnerships, and a strong district culture around attendance. Volusia County Schools Executive Director Mike McAuliffe described a newer districtwide attendance initiative that uses automated letters, same-day notifications, data dashboards, MTSS tiers, incentives, and community supports such as bikes, washers and dryers, and faith-based partnerships. He reported Volusia reduced chronic absenteeism from 34% in 2023-24 to a projected 29% and said the district is now seeing about 20% in the first quarter of the current year. No formal votes were taken.

Transcript Highlights:

• If we want students to thrive academically, we must ensure that they are supported emotionally. agriculture
• I, along with thousands of Minnesota students, urge you to give us a seat at the table and support this
• We urge you to use yours to support this bill and protect our students.
• Please support this bill for every student in Minnesota. Thank you. developing.
• The new language will help address root causes of the behavior, support students building critical skills

Keywords: 1187, senate, all

Transcript Highlights:

• students are looking for are actually lower-tier services and supports, and maybe even lower-dollar
• providing support for other students.
• We have a lot of students who are like, “Oh, yeah, I can give support, but I don't get it for myself.
• 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.

Keywords: 988, house, all