Transcript Highlights:

• Minnesota should be leading the country in supporting our students, not trailing near the bottom.
• They ensure students receive support before problems escalate.
• <00:02:01.600> our<00:02:01.920> students, the country in supporting our students,
• :02:46.160> before ensure students receive support before ensure students receive support before
• Please support us. Please support our students. Thank you. Anderson United. Good morning.

Keywords: 918, senate, all

Summary: Legislators and school counselors discussed a bill aimed at strengthening school counseling services in Minnesota. Supporters said the proposal would clarify counselors’ roles in state policy, require at least one school counselor in every school, and ensure counselors spend 80% of their time in direct services to students rather than being assigned to duties like hall monitoring or substitute teaching. The bill was described as building on prior efforts to expand student mental health supports after COVID and responding to Minnesota’s low student-to-counselor ratio, which speakers said ranks 48th nationally. Several counselors testified about the pressures facing students and schools, especially in communities affected by ICE enforcement and broader trauma. A St. Paul counselor described students displaced by enforcement actions, a child whose father was detained, and schools serving as food distribution centers. Another counselor from Minneapolis said students were experiencing chronic stress, fear, and difficulty focusing on school, with staff organizing mutual aid, delivering supplies, and helping students continue learning from home. Speakers said these conditions are statewide and that counselors are providing trauma support, family crisis navigation, and basic needs assistance. In response to questions, a Minnesota School Counselor Association advocate said the bill is intended to give counselors a clearer state framework and support their professional training and responsibilities. No vote or formal committee action was described in the transcript.

Transcript Highlights:

• education classes to develop health and fitness mindsets, support their resiliency, and increase student
• We know that we serve a lot of students and families who really need the support of the school to be
• And so we're really focusing in on student interests and also on student talent.
• Our student success and competitions are directly related to the hands-on approach supported by our partners
• Graduate students.

Summary: The Senate Committee on Education Postsecondary met to receive an update from Florida developmental research lab schools on articulated health care programs created under the Live Healthy initiative and Senate Bill 76. Chair Calatayud opened the meeting, confirmed a quorum, and heard presentations from P.K. Young/University of Florida, Florida State University Schools, FAMU Developmental Research School, and Florida Atlantic University Laboratory School. Each school described efforts to build K-12-to-postsecondary health care pathways, expand dual enrollment and industry certifications, and share replicable curriculum models with other districts. FSU Schools highlighted its HERO program, including CNA and food manager certifications, dual enrollment growth, reserve seating at colleges, and a paid internship with the Department of Health tied to emergency shelter operations. P.K. Young described its Healthy Lives Blueprint, which combines K-8 wellness experiences, a new high school health and human performance pathway, AP and science course expansion, a planned gymnasium redesign, and partnerships with Santa Fe College and UF. FAMU DRS reported growing dual enrollment, partnerships with FAMU, Tallahassee State, and Lively, and a goal of serving at least 100 students and 40 staff through health career exposure, certifications, and AA/AS pathways. FAU Lab School described a more advanced model that integrates elementary through high school research and health science experiences, including biotechnology, bioengineering, and partnerships with health and research institutions. The school reported 87 peer-reviewed student publications, more than $350,000 in student grants, six patents, and pipelines into FAU’s medical and nursing programs, including a Med Direct pathway and a National Merit Scholar pipeline. Committee members asked about student readiness for nursing programs, dual enrollment, articulation with state colleges, and how the lab school models could be disseminated statewide. The meeting concluded with praise for the programs and a motion by Senator Fine to adjourn, which was adopted without objection.

Transcript Highlights:

• The department administers several critical programs that directly support native students and fulfill
• The cornerstone, it provides flexible community driven parent directed support for native students in
• Impact aid offsets the loss of tax revenue on tribal lands supporting over 100,000 native students.
• Without Title VI, our students are at risk of continuing to be left behind. Supporting the success.
• So again, I urge you to hear our stories and our words in support of our Indian students.

Keywords: Native education, Department of Education, federal funding, testimony, treaty obligations, public schools, educational policies, Indigenous students

Summary: The meeting focused on the responsibilities of the U.S. Department of Education towards Native students, highlighting the importance of federal education programs that satisfy treaty obligations to Native communities. Various witnesses testified about the impact of educational policies designed to support Native students who primarily attend public schools. Concerns were voiced over recent proposals that could potentially undermine these programs, citing the role of federal funding in ensuring successful educational outcomes for Native youth. The chair of the committee emphasized the need for continued federal support and attention to the unique educational challenges faced by Indigenous populations.

Transcript Highlights:

• Spending from foundation funding was lowest on student support staff at 28% and nurses at 44%.
• , student support staff, and principals.
• I don't want to go too deep on this student support, but just a quick question.
• Sounds like student support staff could be included in that.”
• They may be spending some of that money on student support staff.

Summary: The joint education committee continued its adequacy study with a detailed Bureau of Legislative Research presentation on resource allocation, covering how Arkansas school districts and charters spend foundation and other funds on matrix and non-matrix items. Staff explained the methodology for mapping expenditures, the district and school categories used in the analysis, and key findings showing that districts spend more per student from all fund sources than the foundation amount alone. The presentation highlighted that classroom teachers account for the largest share of matrix spending, while operations and maintenance, student support staff, nurses, and other lines also drew significant attention. Members asked for additional breakdowns by district type, size, rural/urban status, and trend data, and several questions focused on how waivers affect funding and spending, especially for library media specialists and other positions. The committee then discussed non-matrix spending, including instructional aids, non-technology-related facilities, school safety, mental health services, dyslexia support, food service, gifted and talented, career and technical education, and other items not explicitly defined in the matrix. Staff reported that non-matrix spending exceeded $2 billion in 2025, with most of it coming from other fund sources, and that the top superintendent-identified unmet needs over recent surveys were mental health services, school safety, and dyslexia support. Members raised concerns about dyslexia identification and funding, possible over-identification, and whether some support costs are being coded in ways that obscure the true spending picture. There was also discussion of facilities funding, the building fund, and the Department of Education’s partnership program for school construction and maintenance, with staff agreeing to provide more information and potentially bring department officials back for a future meeting. Throughout the meeting, members repeatedly requested more granular data and clarifications, including waiver counts and funding impacts, trend lines for superintendent-reported needs, district-by-district spending spreadsheets, and definitions for certain matrix and accounting terms such as salary enhancement, LEA indebtedness, and other employee health insurance. The chair noted that the committee would continue the adequacy process over the coming months and use the worksheet in the binder to develop recommendations for the next biennium. No votes were taken during this portion of the meeting; instead, the committee received the report, asked for follow-up data, and agreed to continue the discussion at future meetings.

Transcript Highlights:

• students?
• , and to offer foods that are palatable and acceptable to the students, but also supporting local economies
• These are areas of need for low-income students of color, and support with these foundational skills
• that evaluates the language development needs and supports for our TK students, so that we can then
• We're in support of the Governor's proposals related to screeners, both the $40 million for students

Summary: The committee heard a series of budget proposals focused on education finance, with repeated questions about whether the state’s investments are coordinated, targeted to the highest-need students, and likely to produce measurable results. On the first item, the administration proposed $1 million for a study of California’s curriculum framework, standards, and instructional materials process, plus $250,000 for supplemental ELA/ELD guidance. CDE and Finance said the study would examine how other states organize standards, frameworks, and adoptions, while the chair and members questioned why California has gone so long without updating some standards, what the study would actually accomplish, and whether the proposal was too vague to justify the cost. The issue was held open. The committee then took up a proposed $25 million statewide literacy network within the system of support. CCEE and CDE said the network would coordinate multiple existing literacy leads, create a clearinghouse of evidence-based resources, and improve coherence across the state’s many literacy initiatives. Members pressed on how a one-time, five-year allocation could support a long-term system, how the work would reach distressed and rural districts, and whether the proposal would translate into classroom change rather than just another layer of coordination. The issue was also held open. Next, the committee reviewed a $500 million proposal to expand literacy coaches and reading specialists and to create a math coaches program. CDE described the existing literacy coach cohorts as producing positive reports from participating LEAs, while the LAO recommended modifications, especially for the math coach portion, including limiting eligibility to elementary schools, setting minimum grant amounts, directing funds to eligible school sites, and making eligibility automatic rather than application-based. Members focused on whether coaches were actually being placed at the schools with the greatest need and whether the state has a coherent long-term strategy for literacy and math investments. The committee also heard a $40 million proposal for training and implementation of K-2 reading difficulty screeners, which the LAO said was reasonable but could be reduced because $25 million had already been provided for training; CDE said the new funds were needed for full implementation, procurement, and sustainability. Finally, the committee heard a $10 million proposal for a developmentally appropriate TK multilingual learner screener, with CDE explaining why the preschool language-identification process is different from K-12 EL assessment and the chair asking staff to explore whether a single, more consistent approach could be developed. The meeting concluded with a presentation on universal school meals and kitchen infrastructure, including a $31.5 million backfill, an $84.1 million increase for projected meal growth, a COLA adjustment, and $150 million for kitchen upgrades and training to support freshly prepared meals.

Transcript Highlights:

• About support services to students.
• It is a major program that does support our students and has measurable outcomes that we are happy to
• no one would lose revenues to support those students as a result of the student enrollment in dual enrollment
• It will cripple our support services for our students, including tutoring and our centers in these small
• to create service opportunities for students, and to support students' career development.

Keywords: 988, house, all

Transcript Highlights:

• is in classrooms today for teachers to support students' diverse identities and sense of belonging through
• Let's teach students history. Thank you. Let's teach students history, all of it. Thank you.
• That's why I urge you to support H. 604, so that all students, Asian and non-Asian alike, can learn about
• You heard from students who are for this bill. Students all over the state want this bill.
• Girls, students of color, and students with disabilities are all especially underrepresented.

Keywords: 995, all

Summary: The Joint Committee on Education heard testimony on a wide range of bills, with the largest portions focused on the Healthy Youth Act (S.340/H.656), comprehensive and inclusive curriculum bills (H.655/S.371 and related measures), climate literacy education (H.560/S.391), computer science coursework (H.534/S.362), arts education funding and STEM-to-STEAM proposals (H.561 and H.4297), and a homeschooling reporting bill (H.518). Supporters of the Healthy Youth Act argued it would preserve local control while requiring medically accurate, age-appropriate, LGBTQ-inclusive sex education and regular updates to state health frameworks; opponents raised parental rights, age-appropriateness, and opt-out concerns, with some calling for fetal development content. Supporters of inclusive curriculum bills said they would improve representation, belonging, and civic understanding, while opponents argued they could undermine parental authority or promote ideological content. Climate, computer science, and arts advocates emphasized workforce readiness, student engagement, and the need for state support and funding to expand access and teacher training. Testimony on the climate literacy bill described increasing climate impacts in Massachusetts and argued that interdisciplinary instruction would prepare students for science, policy, and green careers; witnesses said the bill was not a mandate but a support and funding measure. Computer science supporters said access remains uneven, especially for girls, students of color, and students with disabilities, and urged stronger statewide requirements and AI-related standards. Arts advocates backed both the STEM-to-STEAM bill and the Lowell Mason arts funding proposal, citing research on student achievement, attendance, creativity, and the economic importance of the arts sector. The homeschool bill was supported by a homeschool advocacy group as a modernization of reporting requirements. The committee closed testimony on numerous bills where no one remained signed up or testimony had concluded, including several education, curriculum, and commission proposals. No votes were taken during the hearing itself. At the end of the session, the committee closed out the remaining testimony and adjourned after a motion and second.

Transcript Highlights:

• Not only in our district to support those fire agencies. Talk about a lot of students.
• Throughout our program, we have supported dozens of students completing their degrees and university
• Finally, we support formerly incarcerated students through our annual prison graduation initiative, career
• More support to train professors for the special needs of this student group is important.
• Your student support services and your instructional components have to be wedded.

Summary: The hearing opened the Select Committee on Effective Postsecondary Career, Technical Education, and Workforce Development Programs at Santa Ana College, with Assemblymember Mike Fong emphasizing the need for affordable, accelerated pathways into high-demand careers and noting his bill AB 1098 creating the California Interagency Education Council. Chancellor Marvin Martinez welcomed the committee and urged changes to AB 927 to remove the “duplication” barrier for community college bachelor’s degrees, arguing that applied baccalaureate programs can lead to high-wage jobs and expand access for low- and middle-income students. The first panel focused on statewide workforce trends and policy. California Community Colleges Vice Chancellor Anthony Cordova highlighted credit for prior learning, Strong Workforce funding, dual enrollment, and apprenticeship growth, asking the Legislature to restore and increase Strong Workforce funding and expand applied baccalaureate degrees. LAEDC’s Josep Bilayo described regional labor market data showing growth in health care, education, construction, bioscience, and clean energy, while stressing the need for employer-led, data-driven programs, wraparound supports, and flexible funding. Andrew Gonzalez of the Building and Construction Trades Council argued that registered apprenticeship must be paid, combine classroom and on-the-job training, and end in a portable credential; he also promoted apprenticeship readiness programs, community workforce agreements, and stronger exposure to trades starting in K-12. Eric Morrison Smith of the Alliance for Boys and Men of Color discussed the California Opportunity Youth Apprenticeship Grant Program and related youth apprenticeship recommendations, including bridge programs, intermediary infrastructure, reduced employer barriers, and better coordination of state funding. A later panel highlighted Santa Ana College’s fire technology and firefighting academy programs. President Annabelle Neri and Vice President Jeffrey Lamb said the college is one of the state’s largest fire training providers, with strong partnerships with local fire agencies, law enforcement, and the U.S. Forest Service, and with high job placement and six-figure starting salaries for some graduates. They also described related certificates, advanced officer training, wellness services, and workforce preparation such as mock interviews and sponsorships. Throughout the hearing, members and panelists repeatedly stressed the importance of aligning education with labor market demand, expanding apprenticeships and work-based learning, and using regional collaboration to connect students to living-wage careers.

Transcript Highlights:

• It's a broad front approached to let students under K through 12 students mainly course high school students
• scholarships have supported scholarships to students who are enrolled in an approved Florida post-secondary
• Some of our students, all students, all of the students have intellectual disabilities.
• We have a job coaching apprenticeship through that program to support students with disabilities, to
• A lot of that has to do with some really awesome partners that really want to support the students and

Keywords: 999, senate, all

Transcript Highlights:

• Ensuring that students receive support before they leave high school, not after they leave, is essential
• This student did this. This student took my stuff. This student threw something at me.
• K-3 and K-4 students.
• student council.
• students thrive.

Keywords: 974, senate, all

Transcript Highlights:

• What about our ESE students?
• This is what I rise to support. Thank you. This is what I rise to support.
• You have my full support, and thank you for doing this for our students. Appreciate it.
• And by supporting this bill, we're that much closer to ensuring that our students have every opportunity
• I am waving in support. I'm going to support this bill. Members, any further debate?

Summary: The Student Academic Success Subcommittee met with a quorum and heard four bills, all of which were reported favorably by unanimous votes. The chair opened with remarks about student performance and assessment, then the committee took up House Bill 1111 by Rep. Valdes, which would eliminate the certificate of completion for students who do not meet standard high school graduation requirements. Supporters argued the certificate is a meaningless “participation trophy” that can mislead students and families, while the sponsor said students would instead be pushed toward additional support, concordance testing, or other pathways to a standard diploma. Members raised questions about effects on ESE students, timing, and alternative pathways; the bill passed 17-0. The committee next approved House Bill 921 by Rep. Overdorf, which adds cursive writing instruction for grades 2 through 5 and defines cursive proficiency. The sponsor and supporters said cursive has historical, cognitive, and fine-motor benefits and helps students read signatures and historical documents. The bill also passed 17-0. After a brief recognition of visiting students, the committee heard House Bill 423 by Rep. Bartleman, which requires private schools participating in the Family Empowerment Scholarship Program to give parents written notice about which services in an IEP, 504 plan, ELL plan, or similar plan will be honored. Supporters framed it as a transparency and consumer-protection measure for families, especially those with children with disabilities; the sponsor emphasized it does not require private schools to provide specific services, only to disclose them. The bill passed 17-0. Finally, the committee heard House Bill 251 by Rep. Tendrich, which would recognize January 27 as International Holocaust Remembrance Day in Florida. The sponsor and public witnesses described rising antisemitism, the importance of remembrance, and the need for education about the Holocaust. Members from both parties shared personal reflections and support, and a survivor’s letter was read into the record. The bill passed 16-0. At the end of the meeting, the chair noted the committee had gone four-for-four on unanimous support and adjourned.

Transcript Highlights:

• This framework replaced a previous RTI model and now allows intensive support for any student who needs
• to support these changes.
• all of our students.
• student understanding.
• , students and then.

Transcript Highlights:

• It supports students, it supports families, and it supports schools by keeping students healthy, present
• It supports students, it supports families, and it supports schools by keeping students healthy, present
• And what we're asking for, essentially, is just to support the open access of allowing students to come
• These are the students who often struggle in the traditional classroom, but thrive in smaller supportive
• We have consistent communication and collaboration that allows us to adjust and support each student

Summary: The committee first heard SB 206, which would require cardiovascular pre-screening and blood pressure testing for student athletes beginning in the 2026-2027 school year. Chairman Miller said the bill was prompted by concerns about undiagnosed hypertension and sudden cardiac arrest in young athletes, and Coach Marcus Scott testified about his own kidney transplant after years of untreated high blood pressure. Members asked about who would perform the screenings and how follow-up would work; the American Heart Association said existing athletic physical processes and referral networks could handle it. An amendment was adopted, and the committee reported SB 206 favorably as amended. The committee then took up SB 305, which would require a publicly available statewide career-alignment dashboard showing how degree programs connect to workforce outcomes, including completion, employment, wages, and high-demand jobs. Chairman Edmonds and student task force member Cruz Cassard said the goal was to help students understand job opportunities in Louisiana and reduce the number leaving the state after graduation. Workforce and higher education stakeholders supported the measure as a transparency and workforce-planning tool. The committee reported SB 305 favorably. Next, the committee considered HB 624, a school safety cleanup bill updating references from crisis management plans to emergency operations plans and aligning school emergency language with national standards. Representative Johnson and the Louisiana Center for Safe Schools said the bill would not create new mandates or costs, but would clarify existing requirements. The committee reported HB 624 favorably. The committee then heard HB 1022, as substituted, concerning school-based health care services. Representative Jackson said the bill was intended to clarify that medical decisions in school-based health centers should be made by licensed health professionals, not school staff, while preserving parental consent. Testimony from school-based health center providers supported the bill, but several members raised concerns about consent, parental authority, and whether the language shifted too much responsibility away from schools; the Charter School Association suggested adding more collaborative language. After discussion, the committee adopted the substitute and reported HB 1022 favorably by a 10-4 vote.

Transcript Highlights:

• We support this bill, especially as it affects student health, as it does strike a balance, ensuring
• Erica Craven, waving in support. Ron Watson. Raven, waving in support.
• Andrea Dumala, waving in support. Andrea Dumala, waving in support.
• I support students who are gifted, English language learners, and exceptional students and students with
• And so if that student is allowed to, if that student transfers to Ely, as you mentioned, then that student

Summary: The Pre-K-12 Education Committee took up a series of education, school safety, health, and student access bills. SB 754 on International Baccalaureate bonus funds was amended to clarify the theory of knowledge course and then reported favorably. SB 370 would allow routine non-invasive school health screenings, such as vision, hearing, and dental checks, to proceed with written notice and an opt-out process rather than active parental consent; supporters said it would improve participation and access, while opponents argued it was too broad and weakened parental rights. After debate over scope, funding, and consent, the bill was reported favorably. The committee also advanced SB 1070, which would require ECG screenings for student athletes under a phased rollout beginning in 2026, with religious and medical opt-outs. The bill was renamed the Second Chance Act in honor of Chance Gainer. Supporters described it as a life-saving measure to detect hidden cardiac conditions, while some members raised cost and implementation concerns. SB 508, the Family Empowerment Scholarship bill, would require private schools to disclose in writing what accommodations and services they will provide to students with IEPs, 504 plans, or ELL plans before enrollment; it was supported by parents, advocacy groups, and some school representatives and was reported favorably. School safety measures were also considered. SB 1470 would refine campus locking and supervision rules, create clearer exceptions, expand training and security options for school safety personnel, and allow district-employed law enforcement officers to use canines for threat detection. Witnesses from school safety and Parkland-related advocacy groups supported the bill but urged caution on exemptions and implementation details. SB 1472 would extend a public records exemption to certified school security guards, matching the protection already given to school guardians, and it was reported favorably. Finally, SB 248 would expand participation in FHSAA sports for private school and home education students at public schools when their own schools do not offer the sport, and SB 1618 made broad changes to VPK through grade 12 policy, including reading instruction, financial literacy, school funds restrictions, teacher certification, and advisory council rules; both bills were reported favorably. Several members later recorded votes in support of specific tabs before the committee adjourned.

Transcript Highlights:

• I urge you to continue supporting and expanding the TIA program. so that more teachers and students can
• practices and support, as well as developing the student with a focus. on progress.
• More importantly, they work side-by-side with teachers to support the learning and growth of students
• Our students need help, and our school counselors are a vital resource on a campus, providing support
• . ...how to best support students struggling academically and emotionally.

Bills: SB26, SB 26

Keywords: teacher compensation, education funding, public school educators, teacher retention, teacher designation, SB 26, Texas Property Code, colonia, colonias, Spanish translation, bilingual contract, real estate contract, executory contract, residential property, border county, international border, economically distressed area, consumer protection, language access, translator certified in Spanish

Transcript Highlights:

• I have to spend $20,000 to support a given student, but I receive only $10,000 to support that student
• Per the state performance plan annual report, 4.94% of students are educated with IDEA supports.
• I respectfully ask for your support of our students, teachers, and community.
• In 2025, students receive support on their home campuses or at specialized district campuses, but the
• best support students struggling academically or emotionally.

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:

• No student should be invisible in a system that's meant to support their mental health and educational
• Our independent study program grounded in academic rigor and personal support helps students succeed
• I am serving students in 14 counties in Northern California and I support SB 414. I am Marcy Boyd.
• We are in support. I am in support.
• Department of Education, they support low-income students through the Title I funding program.

Keywords: 988, house, all

Transcript Highlights:

• supports.
• We also have a competitive grant that supports student loan debt counseling in the state.
• <00:08:45.800> student<00:08:46.080> loan<00:08:46.320> debt that supports student
• loan debt that supports student loan debt Counseling<00:08:47.399> in<00:08:47.560> the
• support services for students strengthen support services for students who've<00:17:43.440> been

Keywords: 1183, house

Transcript Highlights:

• that support that support student<00:04:16.720> literacy<00:04:17.160> and<00:04:17.320
• which students need extra support long which students need extra support long before<00:10:55.839>
• helping to support students to be able helping to support students to be able to<00:43:19.040>
• students not yet resources to support students not yet reading<00:45:25.320> at<00:45:25.400>
• grade level, we will continue to see students reading at grade level have more support and students

Keywords: 1187, senate, all

Transcript Highlights:

• We also need to focus on what the state needs to do to support all schools in helping our students recover
• So to the extent that they are not spent on staffing, any allowable use to support those students that
• So it could be a mixing of any of those funding sources to support those students.
• When we look at what school districts expend in providing services and supports for our students with
• Are we seeing any synergy with the same students receiving special support services from the Learning

Keywords: 988, house, all