Transcript Highlights:

• On page 10, I'm wondering Next to last paragraph, you referenced a federally funded five-year program
• Move away for three years and you'll learn a lot, and then come back and you can share with us.
• It has been developed through years of learning and success, shaped by the experiences that brought me
• I'm also honored to be one of the participants in the Summit Leadership program this year.
• Chair, we didn't bring the list of participants for each of those organized programs this year, but I

Keywords: 996, all

Transcript Highlights:

• Expanded learning increased the amount of funding for before-and-after-school programs by like eight-fold
• Expanded Learning Opportunities Program, or ELOP, funding is a good example.
• So we've been creating programs that have long spending tails, like seven- to ten-year tails for the
• And in the Governor's budget proposal for this year is the integration of the successful program now
• Last year, the Legislature authorized the design of an integrated support to teacher support programs

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• We have seen participation in CCAP programs in particular increase significantly in recent years.
• So is that something that we now, through learning about this program, could build in? Absolutely.
• feedback we've gotten and things we've learned to help improve the program.
• I mean, other programs like our CSAP program is a 30-year loan program.
• support to... ...to another and every year request support from this grant program.

Keywords: 988, house, all

Summary: The committee began with public comment and then heard an informational update on the administration’s Career Education Master Plan and the California Education Interagency Council. State agencies described efforts to better align workforce, higher education, and TK-12 systems through data sharing, dual enrollment, e-transcripts, career passports, and regional partnerships. Members asked about the council’s timeline, strategic plan, reporting requirements, and whether it would have authority to act; administration staff said the council is being stood up, its first meeting is due by the end of June, and a strategic plan is due by the end of November. Members also raised broader questions about the relationship of this work to the Master Plan for Higher Education and common course numbering. The committee then took up the Governor’s proposed $100 million one-time expansion of dual enrollment grants. Finance said the proposal would extend grants for middle college, early college, and CCAP programs, add eligibility for regional occupational centers, provide extra support for justice-involved youth, prioritize high-need LEAs, and allow funds for teacher professional development. The proposal would also reduce the minimum instructional day for certain dual enrollment students from 240 to 180 minutes to better align schedules and remove barriers. The LAO recommended rejecting the funding, arguing that dual enrollment is already growing and that the proposal does not address major fiscal barriers. The Chancellor’s Office and CDE supported the investment, emphasizing access, equity, and technical assistance, especially for rural and small districts. Members questioned instructional-minute changes, reporting on outcomes, adult learner access, and whether the funds would support ongoing or one-time costs. Next, the committee 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 using a seven-year definition for LTELs and a six-year definition for students at risk of becoming LTELs, matching the dashboard and research on the typical time needed to reach English proficiency. Some members expressed concern that the proposal could delay intervention for students who have been English learners for four or five years and questioned why the issue was being handled through budget trailer bill language rather than policy legislation. After discussion, the committee voted on a motion to reject the proposal and refer it to the policy committee; the motion received two aye votes and the item was held open. Finally, the committee heard a proposal to extend the Supporting Inclusive Practices Project by one year, from June 30, 2026 to June 30, 2027. Finance said the extension would continue the existing project, while CDE raised concerns about the project’s contract structure, fiscal management, and scalability. A Marysville Joint Unified School District representative testified that SIP had helped the district bring preschool services back into district schools, expand inclusive practices, and reduce reliance on more restrictive placements. Members questioned why funds had not been fully encumbered and whether the project was best positioned to support statewide preschool inclusion goals, with CDE suggesting that existing infrastructure may already be better suited for that work.

Transcript Highlights:

• It eliminates the 10% restriction on enrollment in full-time distance learning programs.
• that those distance learning programs are meeting state laws and all requirements.
• There is a provision here that if the department determines that a full-time distance learning program
• if more than 70% of their students were participating in a virtual learning program.
• if their students were in a full-time distance learning program.

Bills: SB23, SB73, SB210, SB234, SB243, SB244, SM16

Keywords: student use, wireless devices, public schools, policy implementation, education technology funding, driver education, driver's ed, driving school, motorcycle safety, traffic safety, vulnerable road users, pedestrian safety, bicycle safety, cyclist, bike lane, micromobility, scooter, moped, motorcycle training, DWI prevention

Transcript Highlights:

• For the first time in what we believe is 20 years, we now have seven students in our FFA program that
• Those employees have all been there for 25 to 30 years. What do they do? We can learn from this.
• learning programs are structured, building and aligned to students' interests and career goals.
• before selecting a CTE program, which allows students to learn about each pathway before selecting one
• But just to be mindful about sunsetting or pivoting in program offerings on a five-year rotational basis

Transcript Highlights:

• as a CTP program, and that application must be completed within one year of becoming an approved program
• It’s typically a two-year program, but we debuted an employment-based third year this year to really
• He did our program. He is just a superstar of a human, and he came for the third year.
• Members, do we have questions for any of our presenters to learn more about the program?
• And so we have some 30- and 40-year-old individuals in our program as well. So I just wanted to...

Summary: The committee held its first meeting of the session and received an overview of the Higher Education Appropriations budget from staff director Tim Elwell. He explained the committee’s broad jurisdiction over universities, state colleges, district workforce programs, vocational rehabilitation, blind services, student financial aid, private colleges, and the Board of Governors, and reviewed key budget concepts such as local funds, funds per FTE, performance funding, and the distinction between the total appropriation and the recurring base budget. He noted that higher education is funded largely through state and local sources, with substantial flexibility compared with other state budgets, and that the base budget is heavily weighted toward lump-sum allocations to the public systems. The committee then heard a presentation from the University of South Florida’s Florida Center for Cybersecurity (Cyber Florida), led by retired Marine Gen. Frank McKenzie and USF representative Mark Walsh. They described Cyber Florida as a statewide cybersecurity platform created by the Legislature in 2014 to support education, research, workforce development, public policy, and community engagement. McKenzie emphasized the growing cyber threat environment, Florida’s leadership role, and several funded initiatives, including K-12 outreach, workforce training, a cyber range for county governments, critical infrastructure assessments, grant development, and public conferences and outreach. Members asked about public cyber awareness, the lack of a national cyber defense strategy, school district participation in Cyber Launch, and which counties are most at risk; McKenzie said smaller counties with limited cybersecurity staffing are generally more vulnerable and offered to provide follow-up information. Finally, the committee heard from the Florida Center for Students with Unique Abilities at the University of Central Florida, led by Dr. Drew Andrews, along with program and parent representatives from participating institutions. Andrews explained the center’s role in coordinating Florida’s postsecondary comprehensive transition programs for students with intellectual disabilities, supporting program development, distributing grants and scholarships, and monitoring outcomes. He reported that the state now has 33 approved programs at 35 institutions, including universities, state colleges, and technical colleges, and that scholarship and grant funding has grown significantly. He said student retention is about 88 percent, many graduates are employed, and median hourly earnings have increased over time. A representative from Southeastern University described how the center’s support helped build and sustain SEU Link, including a new third-year employment-focused option for students.

Transcript Highlights:

• So from 20% was their suspension rate two years ago to 10% last year.
• So from 20% was their suspension rate two years ago to 10% last year.
• Challenges and lessons learned. Challenges and lessons learned.
• This is her second year in the program. And she says it sort of better than I ever could.
• This is our second year with our current peer mentor program.

Keywords: 988, house, all

Summary: The hearing focused on youth mental health and treatment access, with the chair framing the issue around California’s Children and Youth Behavioral Health Initiative (CYBHI), school-based supports, and the need to coordinate education, health, and community systems. The first panel featured PPIC researcher Shalini Mostala, who said teen mental health remains a serious concern but recent California Healthy Kids Survey data show improvement in chronic sadness and suicidal thoughts since the pandemic peak. Youth advocate Ella Cruz described her own struggles, emphasized stigma reduction, peer support, and the importance of youth voices in shaping policy and outreach. Members asked about phone use, cultural stigma, and how to encourage young people to seek help and connect with trusted adults and peers. The second panel, led by CYBHI director Dr. Sohill Sood and DHCS Deputy Director Autumn Boylan, provided implementation updates. Dr. Sood said recent data show more students receiving counseling, lower stigma, and a drop in reported suicidal ideation, while also highlighting growth in certified wellness coaches and the CYBHI fee schedule. He said the program has generated more than 230,000 claims and over $11 million in new revenue for participating entities, though implementation is still early and technical assistance remains important. Fresno County’s Trina Frazier described a multi-tiered system of care with wellness centers, mobile therapy units, and strong outcomes in attendance, suspensions, and academic performance, while Rachel Kroberniski of the James Morehouse Project described a long-running school wellness center and a peer-to-peer model that helps students feel connected and supported. Members pressed witnesses on rural staffing, billing coordination, higher education participation, and how to sustain services after one-time grants expire. In the final panel, WestEd’s Lisa Eisenberg discussed what makes the fee schedule work best, saying schools are most successful when they build on existing staff, relationships with health plans, and data-sharing agreements rather than creating entirely new systems. Across the hearing, witnesses and members repeatedly returned to themes of flexibility, sustainability, youth-led and peer-based supports, and the need to reduce stigma while improving coordination across schools, counties, providers, and colleges. No formal votes or legislative actions were taken during the hearing.

Transcript Highlights:

• Early learning you have 2 primary programs, School readiness program which the ages birth basically the
• And then you have course your state funded constitutional four-year-old program.
• I know in year years pass.
• I was learning any parent know you learn it's lifelong journey.
• years going forward.

Keywords: 999, senate, all

Transcript Highlights:

• The issue that this tries to accomplish is those major program courses and learning outcomes in those
• They're actually getting those learning outcomes in the programs, right?
• The issue that this tries to accomplish is those major program courses and learning outcomes in those
• The issue that this tries to accomplish is those major program courses and learning outcomes in those
• The issue that this tries to accomplish is those major program courses and learning outcomes in those

Keywords: Call to Order and Roll Call - 0:00:00 Approval of Minutes – 0:03:50 Robotics Education – 0:04:18 Canopy KY – 0:14:15 Comprehensive Support and Improvement – 0:23:20 Postsecondary Credit Alignment – 0:53:15 Diversity, Equity, and Inclusion in K-12 Settings – 1:21:25 Consideration of Referred Administrative Regulations – 2:05:15 Adjournment 2:05:41, 958, all

Summary: The committee opened with a roll call, confirmed a quorum, approved the minutes by voice vote, and recognized a guest of Senator Hickden, retired judge Dan Kelly. The chair then moved through a tight agenda and limited public presentations and questions. The first presentation was on robotics education in Kentucky, led by Representative Chris Lewis, Kentucky FIRST Robotics executive director Kelly Gowen, and students from Whitfield Academy. They argued that robotics should be expanded in high schools as a workforce pipeline for engineering, manufacturing, and advanced technology jobs. The presentation emphasized hands-on learning, industry certifications, teacher development, and a proposed framework to fund robotics education programs statewide. Committee members were not allowed to ask questions because of time constraints. The second presentation was from Canopy Kentucky, led by Adam Watson and founder Scott Collins. They described Canopy’s business and entrepreneurship education programs for fifth graders and high school students, including the NextGen Good Biz initiative and an eight-classroom high school unit. Canopy requested a one-time $750,000 appropriation for fiscal year 2026, matched by private funds, to expand into more schools and rural areas, train educators, and report outcomes. Members asked a brief question about how the programs fit into school schedules and the difference between the elementary and high school offerings. The final presentation, from KDE’s Kelly Foster and Todd Allen, reviewed the state’s school improvement classifications. Foster explained CSI, TSI, and ATSI status, the federal and state legal framework, and how House Bill 298 returned CSI identification to an annual cycle. She reported that Kentucky identified 50 CSI schools on the most recent release, with 53 CSI schools statewide, along with 39 TSI schools and 102 ATSI schools. She also outlined KDE’s support process, including education recovery staff, diagnostic reviews, turnaround plans, and required professional learning for CSI schools.

Transcript Highlights:

• This program has taken me from, you know, possibly becoming a teacher four or five years from now to
• This program has taken me from, you know, possibly becoming a teacher four or five years from now to
• Last year, the IT track program popped up, and it said that it would pay for my schooling.
• <00:31:53.440> ninth program anyways one year this ninth program anyways one year this ninth
• , and still have teachers learn through their program online, but all over the state.

Keywords: 1187, senate, all

Transcript Highlights:

• > I to one and two-year tech programs and I to one and two-year tech programs and I think<00:21:28.200
• This is the standard they expect of all students entering a four-year program.
• This is the standard they expect of all students entering a four-year program.
• This program helps students explore what works best for them, whether it's a two-year program, a technical
• program a technical it's a two-year program a technical education<01:18:05.600> or<01:18:05.760

Keywords: 1187, senate, all

Transcript Highlights:

• EEL is very happy to also support family-child interaction learning programs.
• > have<00:24:21.799> um learning programs we currently have um learning programs we currently
• their program and where they go 20 years their program and where they go 20 years 30<00:36:32.480
• Family child interaction learning programs are multigenerational programs that include a caregiver.
• Just a post-baccalaureate LURE program, it can range from a year to a year and a half.

Keywords: 910, house, all

Transcript Highlights:

• The transmission inspection program is every year: a visual inspection happens, and then on wood poles
• On the distribution side, our distribution inspection program is an eight-year cycle, so we look at about
• We've also got our distribution vegetation management program that is a three-year cycle on feeders and
• Every year in our dry run, we identify additional lessons learned.
• We do lessons learned after each event and implement those into the following year.

Summary: The committee met to hear invited presentations on storm recovery and storm protection from the Florida Public Service Commission, Florida Power & Light, Duke Energy, Tampa Electric, Chesapeake Utilities, and the Office of Public Counsel. The PSC reviewed the history of storm restoration financing and utility hardening efforts after major storms such as Hurricane Andrew, the 2004-05 hurricane seasons, Irma, and Michael, explaining storm reserve funds, storm recovery bonds, and the current three-year storm protection plan process. The commission’s role in approving plans and later reviewing prudence of actual costs was emphasized, along with the types of work included in the plans such as vegetation management, pole replacement, undergrounding, feeder hardening, and substation flood protection. The utilities described their own storm-hardening investments and recent storm performance. FPL said it has spent about $4.9 billion on storm protection and recovery-related efforts, highlighted improved restoration times during Helene and Milton, and said it is expanding undergrounding, feeder hardening, and smart-grid technology. Duke Energy reported more than 40,000 hardened poles and structures since 2021, major gains from self-healing grid technology, and faster restoration during recent storms. Tampa Electric described a roughly $200 million annual storm protection effort, including vegetation management, undergrounding, substation hardening, and new storm surge protections, and Chesapeake Utilities discussed its smaller-scale hardening program, vegetation work, pole replacement, and rapid restoration after Helene in Nassau County. Committee members asked about how utilities prioritize neighborhoods for lateral hardening, whether maps of planned projects could be shared, how much each utility has spent on undergrounding and hardening, and how reliability comparisons are normalized against the national average. Public Counsel Walt Trierweiler argued that storm recovery and hardening costs fall too heavily on investor-owned utility customers, said the current framework lacks a meaningful cost-benefit or prudence check at the planning stage, and urged broader sharing of storm costs because the benefits extend to the whole state. Senators also discussed whether the commission can review the reasonableness of approved programs and whether future reports or recommendations from Public Counsel would be helpful. No votes or formal actions were taken.

Transcript Highlights:

• A test alone cannot make up for years of interrupted learning, and for many that simply isn't a realistic
• It complements GED programs, serving Arkansans who need a different learning model, more support, and
• A test alone cannot make up for years of interrupted learning, and for many, it's simply not a realistic
• So they covered two years of funding in one year in FY24.
• all prior year.

Keywords: 1204, all

Summary: The House and Senate Education Committee first approved minutes from February 2 and 3, then heard an interim study proposal on Arkansas adult education, presented by Goodwill Industries of Arkansas and the Excel Center network. Witnesses described the state’s adult diploma gap, arguing that roughly 300,000 Arkansans over age 19 lack a high school diploma or GED and that the Excel Center provides a supported, diploma-based alternative with child care, transportation help, tutoring, and career services. Goodwill officials said the Arkansas campuses are the state’s only public adult charter high schools, are not state-funded, and have produced strong enrollment growth and graduation outcomes. A University of Notre Dame researcher testified that a study of Excel Center graduates found higher employment and earnings, more credential and college-credit attainment, and lower criminal justice involvement, with a high estimated return on public investment. Some members questioned the framing of Arkansas’s adult education challenges and whether the state was being portrayed too negatively, while others asked about wraparound services and the role of nonprofit providers. The committee ultimately adopted the interim study proposal, though there was some procedural confusion and debate about whether questions should have come before the vote. The committee then received a detailed Bureau of Legislative Research presentation on Arkansas K-12 education funding as part of the adequacy study. Staff reviewed national funding principles and Arkansas’s funding structure, including state, local, and other revenues; the Public School Fund; Department of Education operations; and the Facilities Partnership Program. They explained that 2025 K-12 state and local revenues totaled about $6.6 billion, with foundation funding, categorical funding, supplemental funding, and additional funding distributed to districts and charters. The presentation covered the matrix used to calculate foundation funding, the role of the uniform rate of tax, the Educational Excellence Trust Fund, the Educational Adequacy Fund, and how charter schools are funded differently from traditional districts. Staff also discussed categorical programs such as alternative learning environments, English learner funding, enhanced student achievement, and professional development, as well as supplemental categories including transportation, special education high-cost occurrences, teacher salary equalization, declining enrollment, and student growth. Members asked numerous questions about the funding formulas, the meaning of specific staffing categories, how categorical funds are used, and the number of districts receiving teacher salary equalization or ALE funding. One member noted that the Excel Center’s funding appeared in the broader state-local totals and asked for clarification. Staff said some of the more detailed spending questions would be addressed in the next day’s presentation and offered to provide follow-up information, including district lists and historical changes. The meeting ended after the chair noted that the department was present mainly to answer questions, not to deliver a separate update, and no further business was taken up before adjournment.

Transcript Highlights:

• And through their leadership program and through their training, I also learned skills such as building
• , I've learned a As part of the program, I've learned a lot<00:04:39.120> of<00:04:39.440>
• Please invest in us youth this year by making this investment in the Minnesota Youth Program.
• Please invest in us youth this year by making this investment in the Minnesota Youth Program.
• Thank you. employed through this program last year. employed through this program last year. 40,000<00

Keywords: 1183, house

Transcript Highlights:

• We've expanded access to expanded learning opportunities programs.
• So in 2018-19, the same year when CTE was made a permanent ongoing program, or at least there was ongoing
• As we learn more, we will continue to find ways to improve the program.
• We have created efficiencies and the cost per student has been reduced since year one when the program
• As we learn more we will continue to find ways to improve the program.

Summary: The Assembly Budget Subcommittee on Education Finance heard an overview of the governor’s new Career Education Master Plan and related budget items. Labor Secretary Knox described the plan as an effort to reduce fragmentation across K-12, community colleges, workforce boards, and other systems by improving statewide and regional coordination, data sharing, skills-based hiring, career pathways, and wraparound supports such as child care, housing, food, and transportation. Members asked how success would be measured, how the plan would serve disconnected youth and adults, and whether the proposed data integration would rely on Cradle to Career; the secretary said it would. The Department of Finance said it was available to answer questions on the education side. The committee then reviewed existing CTE funding and oversight. The LAO, CDE, and Community Colleges Chancellor’s Office described the major ongoing programs, including CTIG, Perkins, K-12 Strong Workforce, and Community College Strong Workforce, and noted that many programs overlap in purpose and administration. Members repeatedly raised concerns about duplication, annual applications and reporting burdens, lack of clear outcome metrics, and whether funding incentives should be better aligned to regional collaboration. CDE and the Chancellor’s Office said they support alignment and dual enrollment, and Finance and CDE said LCFF/local match dollars are part of the funding structure. The committee also discussed child care as a barrier to participation and the need for better tracking of enrollment, completion, and job outcomes. On the consolidated application proposal, Finance proposed a study directing CDE to examine whether three long-standing CTE grant programs—Specialized Secondary Programs, CTIG, and California Partnership Academies—could be streamlined into a single application and reporting process. The LAO supported reducing administrative burden but noted that the largest programs, CTIG and K-12 Strong Workforce, were excluded from the proposal even though districts most often cite them as burdensome. CDE said it did not oppose the study but warned that statutory differences may limit consolidation. Members said the proposal should better address regional coordination, multi-year funding stability, and outcome measures rather than only simplifying paperwork. Finally, the committee heard a proposal for a $5 million ongoing California Education Interagency Council. GovOps said the council would provide a neutral venue for statewide coordination across education and workforce systems. The LAO opposed the proposal, arguing that existing bodies already provide coordination, the proposal does not change agency incentives, and the council would lack authority to implement decisions. Members expressed mixed views, with some supporting a coordinating body and others questioning whether it would differ from past efforts. No votes were taken during the portions summarized here, and the committee indicated it would hold some items open for further discussion.

Transcript Highlights:

• Discussions and expeditionary learning.
• We have learned a lot through this last year, just engaging, but as Assembly Member Lowenthal mentioned
• schools to offer work-based learning programs, removing academic program references to work-based learning
• schools to offer work-based learning programs, removing academic program references to work-based learning
• education program.

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:

• Calls to our first-year students.
• So these RAs plan social programs. They plan educational programs.
• programs, and an 11th program is in the approval process.
• year.
• This time next year. So Rep.

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

Transcript Highlights:

• It was a three-year program that got started, and it ended three years ago, the pilot aspect of it.
• For the past six years, I have been an assistant at the Southern Boone Learning Garden.
• Our program focuses on garden-based learning, nutrition education, agriculture, environmental science
• And then each of those lessons is accompanied by a hands-on learning component, and the program is completely
• It's not much different than what we did with the fine arts programs many, many years ago.

Keywords: 959, house, all

Transcript Highlights:

• four-year-olds, but three- and four-year-olds.
• home-based and center-based programs, especially if we're taking three- and four-year-olds out and there's
• programs.
• Two million a year?
• And so do you see the HIPPY program or programs like the home visiting ...see the HIPPY program or programs

Keywords: 1204, all

Summary: The committee met in a workshop-style discussion with Arkansas Department of Education early childhood officials to review the state’s early learning programs, especially ABC and SRA/CCDF, and to consider long-term sustainability, access, and quality. Officials said ABC funding was flat at $11 million from 2009-2010 until a $3 million increase in 2018, while CCDF/SRA funding is about $137 million. They reported ABC serves about 23,000 children, SRA about 14,871, and the SRA wait list has grown to 2,971 children, with breakdowns by age provided during the meeting. They also said the current ABC per-child cost is about $5,105, compared with roughly $8,000 in K-12, and that a new market-rate/cost-of-care study is due because the last one was about three years ago. Members raised concerns about rural and urban access, provider deserts, school-based versus community-based slots, and whether the state should expand or rebalance funding to better support infant-toddler care and mixed delivery. Officials said they are working on identifying gaps, moving slots where possible, and using local leads and quality measures such as CLASS observations to improve kindergarten readiness. They also discussed the transition of federal pre-K funding ending at the end of June, with children either moving into ABC or requalifying for SRA, but without grandfathering beyond bypassing the wait list if already enrolled. A major topic was the impact of new co-pays and funding reductions on families and providers. Officials said the state had to make changes to preserve the programs, and that paying based on enrollment rather than allocated slots saved about $576,000. They also said eight providers cited funding as the reason for closing, while 26 new providers were added under the new rates. Members questioned dual enrollment in home visiting/HIPPY and ABC, and officials said about 1,200 children are dually enrolled, with a possible savings of about $2.4 million if that practice were limited, though members cautioned about unintended consequences for children with developmental needs. The meeting ended with agreement to continue regular updates and further work on simplifying and stabilizing the early childhood system.