Transcript Highlights:

• worked with MSHSAA and other stakeholders to arrive at this version of the bill and appreciate their feedback

Keywords: 959, house, all

Transcript Highlights:

• worked with MSHSAA and other stakeholders to arrive at this version of the bill and appreciate their feedback

Summary: The Committee on Corrections and Public Institutions held a public hearing and executive session on Senate Substitute No. 2 for Senate Bill 863. Senator Jason Bean presented the bill, which would create an Interscholastic Athletic Oversight Commission appointed by the Governor to hear certain appeals involving MSHSAA decisions, limited to eligibility matters such as athletic-transfer eligibility and contest procedures. He said the commission would provide an independent appeal avenue for parents, students, coaches, and school districts, could recommend rule changes, and would submit an annual report to legislative committees. Bean noted the bill had been worked on with MSHSAA and stakeholders and had passed the Senate 20-8. Jim Foley of the School Administrators' Council testified in support, saying the group had worked through contentious issues and supported the bill because it focuses on appeals rather than operational control. No witnesses testified in opposition or for information only, and no committee questions were raised after the sponsor's presentation. The committee then moved the bill do pass. The roll call vote was unanimous, 12 yeas and 0 nays, and Senate Substitute No. 2 for Senate Bill 863 was reported do pass. The committee then adjourned.

Transcript Highlights:

• The committee substitute reflects feedback to strengthen the bill make sure that pregnant women that

Keywords: 1185, senate, all

Transcript Highlights:

• And I'd love your feedback on if you have any data on that of what we're seeing for different size areas
• Cloud or Duluth or outstate, but love your feedback on what you're seeing from data. really critical
• c><01:26:42.639><c> I'd</c><01:26:42.880><c> love</c><01:26:42.960><c> your</c><01:26:43.199><c> feedback
• </c> of that and And I'd love your feedback of that and And I'd love your feedback on<01:26:43.679><c
• </c><01:26:54.560><c> on</c> or outstate, but love your feedback on or outstate, but love your feedback

Bills: HF4862, HF4598

Keywords: apprenticeship, education, teacher training, grant program, labor and industry, workers' compensation, Minnesota workers' compensation, Workers' Compensation Advisory Council, reinsurance association, Workers' Compensation Reinsurance Association, WCRA, occupational disease, presumption, first responders, firefighter cancer, PTSD, post-traumatic stress disorder, police officer, paramedic, emergency medical technician

Transcript Highlights:

• And the office looks forward to hearing your feedback on this bill.
• </c><01:19:31.679><c> Thank</c><01:19:31.840><c> you</c> your feedback on this bill.
• Thank you your feedback on this bill.
• </c><01:23:18.320><c> from</c><01:23:18.560><c> states</c><01:23:19.120><c> where</c> heard the feedback
• from states where heard the feedback from states where they<01:23:19.760><c> made</c><01:23:19.920><

Bills: HF4348, HF4186, HF4202, HF4455, HF3884, HF3883, HF3882, HF3881, HF2688, HF3295, HF3862, HF3362, HF4242, HF3798

Keywords: HF4186, Minnesota local government finance, housing and redevelopment authority, HRA, public investment authority, qualifying government, State Board of Investment, SBI, index mutual fund, multifamily housing development, long-term equity investment, investment-grade fixed income, federally insured securities, government-sponsored entities, municipal investing, local government investments, housing finance, public funds, investment policy, risk of loss

Transcript Highlights:

• note that we're in conversation with our school partners to work on incorporating some of their feedback
• note that we're in conversation with our school partners to work on incorporating some of their feedback
• note that we're in conversation with our school partners to work on incorporating some of their feedback
• note that we're in conversation with our school partners to work on incorporating some of their feedback
• note that we're in conversation with our school partners to work on incorporating some of their feedback

Bills: HF3698, HF3067, HF3730

Keywords: libraries, electronic books, digital audiobooks, licensing agreements, public access, paraprofessional, paraprofessional qualifications, education support staff, teacher aide, teacher assistant, special education, Title I, federal personnel qualifications, Minnesota Department of Education, school district, charter school, cooperative unit, Read Act, reading instruction, math instruction

Transcript Highlights:

• you don't have the information, but I'm really curious about the World Junior Hockey Tournament feedback
• But anyway, just any initial feedback about our investment in that in the last couple months.
• Tournament</c> about the World Junior Hockey Tournament about the World Junior Hockey Tournament feedback
• Um uh again, was able to uh feedback.
• </c><01:10:22.000><c> uh</c> anyway, just any initial feedback uh anyway, just any initial feedback uh

Bills: HF3004, HF3663

Keywords: workforce development, youth employment, internships, mentoring, job opportunities, digital platform, online portal, career pathways, youth workforce, employment and economic development, DEED, general fund appropriation, nonprofit grant, social media outreach, digital outreach, workforce opportunities, teen jobs, young adults, career exploration, Minnesota youth

Transcript Highlights:

• But at this point right now, if anybody reaches out to Hennepin County to provide feedback on the new
• <01:03:41.039><c> with</c> everybody that's provided you with everybody that's provided you with feedback
• on um your newest seasonal feedback on um your newest seasonal drink<01:03:45.119><c> and</c><01:03:
• </c><01:03:54.960><c> on</c><01:03:55.200><c> the</c><01:03:55.359><c> new</c> to provide feedback on
• the new to provide feedback on the new Southellale<01:03:56.240><c> Library</c><01:03:57.119><c> and

Keywords: 919, house, all

Summary: The committee approved the October 15, 2025 minutes and then held a broader discussion on current challenges with data retention and government transparency. Judy Randall of the Office of the Legislative Auditor said historical data is essential for post-audits, which often look back three to five years, and that retention decisions must balance audit needs with the burden of separating public and nonpublic data. She described the records-retention panel process as informal and largely based on individual judgment, noting she had objected to a proposed 60-day email retention period and generally uses a three-year guideline, though she said that standard is not grounded in a formal rule. Members discussed whether auditing standards should set retention periods, with Randall saying auditing is a good starting point but other offices, including the attorney general, also have needs, and that some agency discretion is unavoidable because of the gray area between official records and non-records. Representative Elkins raised the related principle of data minimization, arguing that government should not keep data longer than needed and citing a University of Minnesota legacy data warehouse breach as an example of the risks of retaining unnecessary sensitive information. Randall agreed that data no longer needed is a liability and said her office purges workpapers after five years. Representative Scott pressed whether three years is enough for fraud investigations and financial records; Randall responded that a reasonableness standard is needed and that longer retention can produce diminishing returns, though she said she would follow up on whether financial records should be treated differently. Tanya Tacker of the Rum River Special Education Cooperative testified in support of updating Minnesota’s data-retention laws for schools. She said districts want to protect student information and maintain transparency, but the current general retention schedule dates to 1985 and 2000 and does not reflect digital records, modern systems, or the volume of special education data. She urged modernizing the schedule, clarifying what must be kept in paper versus digitized form, aligning state rules with IDEA and other federal requirements, and providing practical guidance and tools. Members praised the specificity of her recommendations. Dr. BB Newman testified that retention failures in St. Anthony Village have made it difficult to obtain routine municipal and police data, with records delayed, missing, or inconsistently produced and no clear explanation of what systems were searched or whether records were destroyed. Newman argued these gaps undermine statutory access rights and force residents into costly litigation, and recommended stronger retention auditing, documentation of destruction, mandatory disclosure of systems searched, and consequences for noncompliance. In response to questions, Senate counsel said there is generally no direct penalty, but affected parties may seek mandamus, Data Practices Act claims, or informal mediation/opinions from the Data Practices Office. The discussion closed with calls for clearer standards and possible legislative updates to improve compliance and transparency.

Transcript Highlights:

• I supported our teachers in implementing phonemic awareness lessons, observed and provided feedback to
• </c><00:22:51.679><c> to</c><00:22:51.840><c> a</c> observed and provided feedback to a observed and
• provided feedback to a teacher<00:22:52.400><c> instructing</c><00:22:52.960><c> students</c><00:22:53.280
• think there are things that have shared responsibilities that the SAU will need to seek principal feedback
• </c> SAU will need to seek principal feedback SAU will need to seek principal feedback on.<00:26:08.480

Keywords: 928, house, all

Summary: The committee met to hear from the New Hampshire Association of School Principals as part of its review of a proposal involving statewide administrative consolidation and changes to school governance. Members first discussed how school board witnesses would be selected, with the chair saying the committee would seek a mix of district sizes and structures and would also accept emailed input. The principals’ association said it represents more than 550 principals and assistant principals and urged caution about any mandatory consolidation, arguing that successful consolidations are gradual and voluntary. Association leaders and principals testified that principals already handle a wide range of responsibilities, including instructional leadership, student discipline, safety, staff supervision and evaluation, family and community engagement, and day-to-day crisis response. They argued that shifting more legal, budgetary, and administrative duties onto principals would reduce time for coaching teachers and supporting students, increase burnout and turnover, and create legal and training risks, especially in areas such as special education, privacy, and labor issues. They also said the roles of superintendents, principals, and school board members are distinct and require different training and expertise. Members asked detailed questions about how responsibilities are divided between principals and SAUs, whether principals recruit and evaluate staff, and how much time principals work. One principal said she works about 60 to 70 hours a week and that additional duties would be difficult to absorb. Another principal described his school’s structure, the importance of community building, and the need to preserve district-wide alignment if consolidation moves forward. No votes were taken during this portion of the meeting.

Transcript Highlights:

• to look at that briefly and are running that through the rest of our committee to get some more feedback
• of our committee to uh get<00:21:55.039><c> some</c><00:21:55.200><c> more</c><00:21:55.559><c> feedback
• </c><00:21:56.000><c> on</c><00:21:56.200><c> but</c><00:21:56.320><c> we</c> We get some more feedback
• you're continuing to have discussions about, where the cost would be borne, and do you have any feedback
• on that no um do you have any feedback on that no conversations<01:25:33.400><c> we</c><01:25:33.520

Keywords: 1187, senate, all

Transcript Highlights:

• If it's all right with the chair, can I provide my feedback for both this bill and Representative Mueller
• for</c><00:12:10.279><c> both</c><00:12:10.440><c> this</c><00:12:10.560><c> bill</c> provide my feedback
• for both this bill provide my feedback for both this bill and<00:12:10.880><c> representative</c><00
• /c> classroom give coaching for that classroom give coaching for that immediate<01:09:35.159><c> feedback
• and so it is a immediate feedback and so it is a collaborative<01:09:38.159><c> event</c><01:09:38.759

Bills: HF846, HF1538, HF1959

Keywords: education, special education, apprenticeship, funding, grants, intermediate school districts, teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district

Transcript Highlights:

• I think the agencies need to provide more feedback on that part of the language, and then, as Senator
• the agencies need to provide<01:49:14.239><c> more</c><01:49:15.159><c> uh</c><01:49:15.280><c> feedback
• on that that provide more uh feedback on that that part<01:49:17.920><c> of</c><01:49:18.199><c> the
• We received feedback in the letter that's posted from DHS about concerns about the interagency agreement
• We received feedback in the letter that's posted from DHS about concerns about the interagency agreement

Keywords: 1187, senate, all

Transcript Highlights:

• It was helpful to hear the impetus for the bill, Chair Quam, because I think part of our feedback is
• So I think the first piece of feedback is that the DVS and the Social Security Administration databases
• is that uh those checks um that feedback is that uh those checks um that you're<01:03:23.400><c> talking
• the first afterwards um so I think the the first piece<01:04:32.520><c> of</c><01:04:32.720><c> feedback
• is that the the DBS piece of feedback is that the the DBS and<01:04:34.839><c> the</c><01:04:34.960>

Bills: HF484, HF483, HF1447, HF1496, HF554

Keywords: natural gas, gas hookups, residential construction, energy policy, local control, state preemption, municipal regulation, county ordinance, electrification, climate policy, housing development, building codes, energy source, utility infrastructure, Minnesota Statutes chapter 326B, propane, utility service, building permits, local government, energy choice

Transcript Highlights:

• The revisions needed stakeholder feedback and anticipated hearings at OAH.
• :35:56.960><c> stakeholder</c> the revisions needed stakeholder the revisions needed stakeholder feedback
• > anticipated</c><00:35:58.800><c> hearings</c><00:35:59.119><c> at</c><00:35:59.280><c> oah</c> feedback
• and anticipated hearings at oah feedback and anticipated hearings at oah the<00:36:00.280><c> board<
• </c> provide or to receive rather feedback provide or to receive rather feedback from<01:43:55.599><c

Keywords: 1187, senate, all

Transcript Highlights:

• It probably will continue to change because we will continue to be open to feedback.
• It probably will continue to change because we will continue to be open to feedback.
• </c> the committee have provided feedback the committee have provided feedback that<04:08:58.560><c>
• I read the original, but now I'm trying to place where the amendments are and get feedback.
• I read the original, but now I'm trying to place where the amendments are and get feedback.

Keywords: 981, all

Transcript Highlights:

• We get the feedback from our stakeholders just like we did when we wrote the guidance.
• We get the feedback from our stakeholders just like we did when we wrote the guidance.
• We get the feedback from our stakeholders just like we did when we wrote the guidance.
• We get the feedback from our stakeholders just like we did when we wrote the guidance.
• We get the feedback from our stakeholders just like we did when we wrote the guidance.

Keywords: 916, all

Transcript Highlights:

• You know, perhaps the local districts could provide feedback to the State Advisory Council, and maybe
• You know, perhaps the local districts could provide feedback to the State Advisory Council, and maybe
• Thank you for that feedback.
• Thank you for that feedback.
• I appreciate that feedback.

Keywords: 928, house, all

Summary: The committee opened with the Pledge of Allegiance and noted weather-related absences and a large number of new bills. The chair said a subcommittee would be formed to review three cell phone bills, and a full committee work session on bullying would be scheduled for the week after next. The committee then began a hearing on House Bill 121, which would create local special education advisory councils in school districts. Representative Glenn Cordelli, the sponsor, said the councils would be parent-driven, with parents of children with disabilities advising districts on education, safety, program development, evaluation, planning, policies, and communication with administrators. He said the bill would require at least quarterly meetings with district administration, an annual parent workshop, and a year-end report to the school board. He also cited federal guidance from the U.S. Department of Education on parent advisory councils and said the goal was to improve collaboration between parents and schools. Members raised questions about the use of “shall,” how councils would be formed in districts without PTAs/PTOs, whether the councils could function in very small districts, privacy concerns about parents disclosing their children’s disabilities, whether the councils should include guardians or educational professionals, and whether the councils would have any direct tie to the state advisory council. The sponsor said the requirement was intended to make the councils mandatory, that local districts could organize them organically if needed, that participation would be voluntary, that parents would not be required to disclose private information, and that the councils would remain advisory rather than determinative. He also said costs should be minimal. Testimony then began from Nicole Sheath, a pediatric occupational therapist and parent of four children with disabilities, who described her experience balancing advocacy, school collaboration, and the demands of her children’s therapies and education.

Transcript Highlights:

• In continuing conversations with the industry and TCEQ and listening to stakeholder feedback, we made

Keywords: 1185, senate, all

Transcript Highlights:

• In continuing conversations with the industry and TCQ and listening to stakeholder feedback, we made

Transcript Highlights:

• On behalf of Senator Sparks, the committee substitute for Senate Bill 855 incorporates feedback from

Keywords: 1185, senate, all