Transcript Highlights:

• They're in the classroom. Kids put the phone in there when they enter the classroom.
• Kids put the phone in there classroom.
• Um and when they enter the classroom.
• We do know of many teachers who already do that in their classrooms. >> Yes.
• that um in their classrooms. that um in their classrooms.

Bills: HB1559, HB2012, HB2297, HB2122, HB2345, HB2398, HB2534, HB2621

Keywords: telecommunication devices, student use, public schools, student engagement, educational outcomes, confiscation policy, mental health, statewide policy, community literacy, education, Title I funding, reading proficiency, underserved communities, family engagement, tutoring, literacy support, adult education, community education, literacy programs, workforce development

Transcript Highlights:

• getting<00:04:03.439> rid<00:04:03.599> of<00:04:03.760> bus of the classroom
• or getting rid of bus of the classroom or getting rid of bus routes<00:04:04.640> altogether<
• and student classroom instruction and student services<00:13:24.880> we<00:13:25.079> also
• <00:39:42.319> on classrooms on classrooms on board<00:39:44.800> 77<00:39:45.800> capacity
• to be able to outside of the classroom to be able to get<01:27:03.960> that<01:27:04.159>

Bills: HF6, HF52, HF53

Keywords: education, literacy, science of reading, school performance, funding flexibility, innovation zones, equity and inclusion, HF52, New Germany, wastewater treatment, wastewater facility, sewer infrastructure, capital investment, bonding bill, state bonds, Public Facilities Authority, municipal infrastructure, water quality, sanitation, sewage treatment

Transcript Highlights:

• We added $150,000 for an outdoor classroom for the Alabama Wildlife Federation.
• six for career tech center for $3 million for... tech center for $3 million for construction of a classroom
• It also will allow for the creation of 30 more pre-K classrooms statewide.
• talked with some of the Montgomery delegation about how we can utilize that in some of the PreK classrooms
• on a smaller scale. classrooms on a smaller scale, some more target area, but we've left $400,000 in

Bills: SB113, SB114, SB305, SB111, HB600, SB112, SB150, SB109, SB122

Keywords: education funding, appropriations, local education boards, school safety, workforce development, Alabama, technology, higher education, career technology centers, public institutions, grants, local education agencies, RAISE Act, student outcomes, public schools, accountability, weighted allocations, special education, English language learners, gifted students

Transcript Highlights:

• , curtains from our elementary classrooms, curtains from our elementary classrooms, leaving<00:33
• Like if I'm in a classroom and teachers.
• he hated all the noise in my classroom.
• <01:15:49.440> Uh hated all the noise in my classroom.
• Uh hated all the noise in my classroom.

Keywords: 1187, senate, all

Transcript Highlights:

• I didn’t know until recently that there are video monitors in the classroom.
• I didn’t know until recently that there are video monitors in the classroom.
• I didn’t know until recently that there are video monitors in the classroom.
• Again, you referenced a scenario in a kindergarten classroom.
• learning and seeing in their classroom learning and seeing in their classroom that's<01:24:31.360

Bills: HF22, HF45

Keywords: parent's bill of rights, parental rights, minor consent, minors, parents, guardians, education rights, school records, home schooling, charter school, private school, health care consent, medical privacy, patient records, exam room access, biometric data, DNA samples, blood samples, mental health, physical health

Transcript Highlights:

• <00:05:01.160> that<00:05:01.280> need $600,000 rent has classrooms that need $600,000
• rent has classrooms that need to<00:05:01.560> be<00:05:01.759> transitioned<00:05:02.320
• together so I think two a classroom together so I think two a two-section<00:16:16.639> school
• pulled directly from the classroom pulled directly from the classroom budgets<00:59:52.480> short
• and away from out of the classroom and away from students<01:25:25.719> any<01:25:26.000>

Bills: HF827, HF1258, HF2387, HF2388, HF2534, HF2016

Keywords: education, school funding, consolidation aid, financial support, Minnesota Statutes, education finance, ice arena, school districts, cooperation agreement, equal sports opportunities, school milk program, nutrition, food waste, kindergarten, public schools, supplemental revenue, charter schools, funding, state appropriations, general education funding

Transcript Highlights:

• So there's a lot of commonalities, yes, in the classroom, but also outside of the... ...time as well.
• So there's a lot of commonalities, yes, in the classroom, but also outside of the classroom, things that
• three classrooms in Memorial Hall to have the capacity of 32 students.
• Currently, our classrooms in Memorial Hall really only hold 24 students.
• So open classroom for both of them.

Summary: The Higher Education Institutions Committee met on the Minot State University campus for presentations on campus operations, enrollment, and new academic initiatives. President Shirley reviewed recent audits, noting mostly clean results with only minor technical findings, and highlighted MSU’s broad academic offerings, specialized accreditations, athletics, and partnerships with Minot Air Force Base and the MSU Development Foundation. Members asked about declining interest in teacher education, tuition waivers for athletes, dual credit incentives, and how MSU decides when to launch new programs and avoid duplication within the university system. Shirley also discussed several workforce-focused initiatives supported by the Legislature’s Workforce Education Innovation Funds, including the purchase of the Trinity Health Center West building for a downtown health sciences hub, a new daycare/preschool partnership near campus, the Aspire program to recruit rural students into teaching, and a paraprofessional-to-special-education degree pathway. Enrollment data showed overall headcount was flat at just under 2,750, but full-time equivalent enrollment rose slightly and new student numbers increased, including the largest freshman class in 15 years. The committee also discussed Minot State’s in-state tuition rate for all students, its dual credit “Emerging Scholars” scholarship, and concerns about the share of high school graduates who do not immediately pursue postsecondary education. Faculty then presented two new programs funded in part by WEAF: an Innovation Engineering degree and a master’s program in counseling with an integrated addiction studies focus. The engineering program was described as industry-driven, designed with broad early coursework, hands-on learning, and local employer input to prepare students for western North Dakota workforce needs; officials said it had already drawn more applicants than expected and would use renovated library space and donated or grant-funded equipment. The counseling program will be mostly face-to-face with hybrid options, aims to address shortages in mental health and substance use providers, and is structured to help students meet licensure requirements. Committee members asked about startup costs, licensure supervision hours, and whether the programs would be on campus rather than online, and presenters said both programs had recently received required approvals and were moving forward.

Transcript Highlights:

• And off the top of my head, I believe we have four classrooms for early childhood students.
• And we continue to add classrooms each year.
• So next year we'll go for a fifth classroom, looking for a fifth teacher.
• So next year we'll go for a fifth classroom looking for a fifth teacher.
• So that 80% of these learners are in their classroom, but still getting their support.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• what you're away from my classroom what you're away from my classroom what you're saying is we're trying
• my hope now it's not required classroom my hope now it's not required classroom my hope now it's not
• and incidents happened in the classroom and incidents happened in the classroom and also in the also
• whether be the teacher in the classroom whether be the teacher in the classroom whether it be the custodian
• their offic and make their classroom their offic and make their classroom their offic and make their

Keywords: 1136, house, all

Transcript Highlights:

• It's up to them to give a certain number for every classroom, or if they gave for my child's classroom
• In my child's classroom, I'm giving the school one to go in that particular classroom, that's what would
• Would it go in a pre-K classroom or a classroom where students aren't yet able to read?
• Yes, as those are classrooms where classes take place.
• So it could go even in a Spanish classroom, the English version. Yes.

Bills: SB835, SB3070, SB22, SJR59, SB926, SB1494, SB251, SB456, SB500, SB1307, SB2615, SB2995, SB2321, SB973, SB974, SB865, SB506, SB781, SB1522, SB1558, SB510, SB667, SB763, SB2073, SB1858, SB1660, SB505, SB2900, SB1433, SB1540, SB1964, SB1300, SB1644, SB2217, SB2373, SB2431, SB1758, SB2480, SB3039, SB3047, SB3073, SB2920, SB2781, SB826, SB766, SB2460, SB527, SB1946, SB2885, SB1243, SB2610, SB2595, SB857, SB37, SB8, SB10, SB227, SB261, SB12, SB15, SJR27, SB552, SB835, SB3070, SB22, SJR59, SB25, SB57, SB127, SB293, SB441, SB3059, SB512, SB241, SB1718, SB140, SB2055, SB2075, SB2018, SB1534, SB1567, SB785, SB1233, SB1580, SB1663, SB413, SB447, SB519, SB467, SB1579, SB1191, SB1021, SB1838, SB2807, SB2835, SB546, SB2121, SB2167, SB2035, SB2024, SB1032, SB1049, SB1266, SB1400, SB1302, SB401, SB1596, SB1281, SB1242, SB1343, SB310, SB1346, SB2753, SB2703, SB2221, SB1719, SB2177, SB800, SB790, SB748, SB571, SB1957, SB1923, SB1896, SB1760, SB1335, SB2368, SB2477, SB2587, SB2972, SB2986, SB2965, SB1563, SB1467, SB1164, SB1137, SB614, SB705, SB961, SB918, SB955, SB869, SB850, SB863, SB1610, SB1055, SB2206, SB457, SB2337, SB1362, SB926, SB1494, SB251, SB456, SB500, SB1307, SB2615, SB2995, SB2321, SB973, SB974, SB865, SB506, SB781, SB1522, SB1558, SB510, SB667, SB763, SB2073, SB1858, SB1660, SB505, SB2900, SB1433, SB1540, SB1964, SB1300, SB1644, SB2217, SB2373, SB2431, SB1758, SB2480, SB3039, SB3047, SB3073, SB2920, SB2781, SB826, SB766, SB2460, SB527, SB1946, SB2885, SB1243, SB2610, SB2595, SB857, SCR9, HB5560, HB762, HB 107, HB 114, HB300, HB138, HB4386, HB2495, HB581, HB3348, HB5323

Keywords: sexual abuse, nondisclosure agreements, confidentiality agreements, public policy, victim rights, lottery, bingo, regulation, Texas Lottery Commission, Department of Licensing and Regulation, criminal offenses, state administration, audits, transfers, Texas, moving image industry, incentive program, film production, grant funding, job creation

Transcript Highlights:

• Senate Bill 2928 offers support for students in development beyond the classroom.
• They have not increased time in the classrooms, and it has not led to improved test scores.
• Yes, the classroom does provide a lot of good qualities, but so does the work experience we provide.
• As an education provider, the zoo also acts as an education facilitator, providing a living classroom
• They deserve the right to sit in a classroom with the rest of their classmates so that they can learn

Bills: SB1798, SB1835, SB1319, SB2942, SB2928, SB784, SB1049

Keywords: higher education, tuition rates, financial support, immigration status, Texas law, SB 1835, resident tuition, nonresident students, scholarship students, public higher education, Texas Higher Education Coordinating Board, Education Code Section 54.213, tuition waiver, in-state tuition, out-of-state students, higher education finance, enrollment cap, capacity limit, workforce development area, nonimmigrant visa

Transcript Highlights:

• instructional pace of the school is impacted when teachers have a shifting set of students in their classroom
• instructional pace of the school is impacted when teachers have a shifting set of students in their classroom
• They just didn't because there was a belief that what was happening in the classroom was vital to my
• They just didn't because there was a belief that what was happening in the classroom was vital to my
• They just didn't because there was a belief that what was happening in the classroom was vital to my

Keywords: 1187, senate, all

Transcript Highlights:

• Every child is different, every classroom is different, every school culture is different.
• My career has been devoted to them as a classroom teacher, an assistant principal, a curriculum writer
• Think about the parent who wants smaller classrooms.
• She was able to be followed into the classroom by a tech from her ABA facility, and she received the
• Providers have stretched every dollar, every classroom, and every ounce of capacity to keep families

Summary: The committee met for public testimony on the Finance budget, with the main discussion focused first on funding for disability services and then on the LA GATOR scholarship program. Several individuals testified in support of fully funding Families Helping Families and Louisiana Rehabilitation Services (LRS), describing how advocacy, transition services, and direct support workers help people with disabilities access education, employment, and independent living. Witnesses urged the committee to preserve or increase state general funds to draw down federal matching dollars, and provider groups said current reimbursement rates and staffing shortages are leaving agencies in deficit, creating waitlists, overtime costs, and difficulty retaining workers. Committee members thanked the speakers and noted that the testimony would be used to compare the governor’s, House, and remaining budget requests. The committee then heard extensive testimony in support of increasing funding for the LA GATOR scholarship program. Supporters included policy groups, school leaders, parents, and students who argued that the program expands educational choice, helps low-income and special-needs students find schools that fit their needs, and should be fully funded at the level of demonstrated demand. Speakers from Catholic and Christian schools said GATOR funding had helped students thrive academically and spiritually, but that shortfalls left many eligible students without awards, hurt kindergarten enrollment, and forced schools to raise private donations to cover gaps. Several witnesses emphasized that the program is not a zero-sum attack on public schools, but a way to let education dollars follow students. A few committee questions focused on the fiscal impact and on whether choice programs improve outcomes without harming public schools. Testimony cited enrollment growth, parent demand, and data from other states to argue that school choice can improve student and parent outcomes and may also strengthen traditional public schools through competition. No votes or formal actions were taken during the public testimony portion of the meeting.

Transcript Highlights:

• And we're going to give the rationale ancillary and administrative phases before classroom phases.
• I mean, for example, we have Whittier going on now, and that's a classroom block.
• The next phase is going to be a classroom block.
• It has not been constructed yet, but it is a classroom block.
• This adjustment essentially halves our participation in the non-traditional classroom space.

Transcript Highlights:

• instruction that was added on the floor I Removes the House definition of classroom instruction that
• , that improve classroom discipline, that support our teachers, and really work around the framework
• It's about erasing families, banning truth, and turning our classrooms into closets.
• It's about erasing families, banning truth, and turning our classrooms into closets.
• It bans classroom conversations about gender identity and sexual orientation.

Summary: The House met in a late-session floor session that began with prayer, pledges, quorum, and a series of excused absences and Senate messages reporting action on numerous bills, conference committee appointments, and conference reports. Members also adopted a memorial resolution honoring Mark James Hanna, a Capitol lobbyist and advocate for nurses, and a congratulatory resolution for Rishi Tarumalasetti, an eighth-grade civics bee winner from Katy. The chamber also received and recorded a parliamentary colloquy about an unusual Senate request on SB 293, with the Chair stating the House could not recede from only part of its amendments and could not suspend the rules because the bill had not been returned from the Senate. The bulk of the session was devoted to taking up conference committee reports and related procedural resolutions, especially the state budget. The House adopted a resolution allowing the SB 1 conferees to go outside the normal bounds, then adopted the SB 1 conference report on a 107-21 vote. Debate on the budget centered on public education funding, tax relief, health care, corrections pay, and judicial compensation, with supporters calling it a responsible compromise and opponents arguing it was overly expansive and insufficient on property tax relief. The House also adopted a technical correction resolution tying judicial pay increases in SB 1 to the House version of SB 293, and members discussed at length the relationship between judicial salaries and legislative pensions. The chamber then adopted a long series of conference reports on measures covering topics such as school library review and book challenges (SB 13), SNAP restrictions on sweetened drinks and candy (SB 379), hospital price transparency (SB 331), nursing home accountability (SB 457), school district personnel compensation conflicts (HB 3372), property notice rules (HB 2011), research and development tax credits (SB 2018), and several other bills affecting elections, permits, education, and criminal justice. Most reports passed by wide margins, though some drew significant opposition, especially SB 13 and SB 379. The House also granted several Senate requests for conference committees and introduced additional resolutions to suspend conferee limits on various bills as the session moved toward adjournment.

Transcript Highlights:

• build a new building and increase the number of students enrolled in the program, which included 10 classrooms
• So does that mean that a in the classroom while on duty can end up praying?
• If it were in a classroom... it would be different, but because they were out in a field, at a ballgame
• It specifically stated that teachers while on duty in a classroom could not not pray to children because
• Look, we're not trying to micromanage the teacher, the classroom, but the school district and the teacher

Keywords: HCR65, HCR19, Senate resolutions, memorial, community impact, legislative proceedings

Summary: The recent Senate meeting primarily covered two resolutions, HCR65 and HCR19, both of which were passed unanimously with little to no opposition. HCR65 was introduced in memory of Tracy Lee Vincent of Longview, while HCR19 was presented to honor the late Terrell Lynn Roberts of Angleton. The meeting included brief addresses from several senators, who shared personal reflections on the impacts of the individuals being honored and expressed gratitude for their contributions to the community. This collaborative atmosphere showcased the members' capacity for camaraderie and respect, emphasizing the importance of human connection in legislative proceedings.

Transcript Highlights:

• committee sub we had noticed that there was a word that was added repeatedly interferes with the classroom
• They're just consistently right breaking into the classroom instruction that day. That could be an.
• We're leaving kids sometimes too long in the classroom, but in the event a kid is removed from that classroom
• We're moving them to an environment where the other... kids left in the classroom have an opportunity
• Instead of relegating them outside the classroom, we should work toward guiding them to better behavior

Keywords: legislation, Senate Joint Resolution 40, Senate Bill 871, constitutional amendment, emergency powers, governor authority, legislative oversight

Summary: The meeting focused on several crucial pieces of legislation, notably Senate Joint Resolution 40, which proposed a constitutional amendment to clarify the powers of the governor, the legislature, and the Supreme Court during emergencies. Senator Birdwell presented the resolution, emphasizing the need for legislative involvement during prolonged crises. It garnered broad support, passing with 29 votes in favor and only 1 against. Following this, Senate Bill 871, considered the enabling legislation, was also moved for discussion, with the aim of reinforcing the legislature's authority during emergencies while establishing clear guidelines for the governor's powers.

Transcript Highlights:

• In addition, the classrooms.
• Our classrooms are not as modern as we would like them to be for health care education.
• We're engaged in the classroom. The PowerPoint lecture, that's not what we do.
• We're bringing the lab and the simulation environment into that classroom.
• So it's great that these folks are coming into those classrooms.

Summary: The committee reconvened at North Dakota State College of Science for a presentation from President Dr. Flanagan and college leaders about NDSCS’s mission, enrollment growth, workforce training, and facilities needs. Flanagan highlighted student success in national competitions, strong placement and retention, growing enrollment, and new or expanding programs in aviation maintenance, fire science, dental hygiene, community health worker training, surgical technology, HVAC/plumbing, and precision agriculture. He also emphasized the college’s partnerships with industry, including John Deere, Fargo Jet Center, Sanford, and Comdel Innovation, and said NDSCS plans to seek approval next session for a revenue bond to build a new dorm and to remodel the library into academic and allied health space. Allied health dean Deb Smith testified that her division is at capacity and needs a simulation center, more lab and classroom space, and expanded dental and OTA facilities to meet demand and accreditation needs. Committee members questioned Flanagan and staff about workforce shortages, especially faculty pay, and whether the college can staff additional growth. Flanagan said the biggest challenge is recruiting instructors because industry pays more, but noted some health care and adjunct hiring is possible because of schedule flexibility and benefits. He also discussed shifting resources away from lower-demand programs like power sports toward higher-demand areas such as automotive and aviation maintenance. Members also asked about the college’s identity as a technical institution, with Flanagan arguing North Dakota would benefit from a more defined tech-school system. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit. Wilkie explained the methodology used to allocate direct and overhead costs across subsidized and unsubsidized dual credit, noting that dual credit and early entry account for about 5.9% of total credit hours and 2.7% of formula funding. The analysis showed subsidized dual credit tuition revenue of about $5.5 million and unsubsidized revenue of about $2.9 million, with some institutions showing margins and others losses depending on the model. Members discussed whether K-12 funding should also be reflected, how payments to high schools and teachers are structured, and whether tuition-free dual credit would require replacing both tuition revenue and the current dual credit scholarship. No votes were taken; the committee simply received the presentations and discussed the findings.

Transcript Highlights:

• In addition, the classrooms.
• Our classrooms are not as modern as we would like them to be for health care education.
• We're engaged in the classroom. The PowerPoint lecture, that's not what we do.
• We're bringing the lab and the simulation environment into that classroom.
• So it's great that these folks are coming into those classrooms.

Summary: The committee met at North Dakota State College of Science for a presentation from President Flanagan and campus leaders on the college’s mission, enrollment growth, workforce programs, facilities needs, and industry partnerships. Flanagan highlighted student success in national competitions, strong placement and retention, the college’s strategic plan, and new or expanding programs such as aviation maintenance, fire science, dental hygiene, community health worker, surgical technology, HVAC/plumbing, and precision agriculture. He also described the need for a new dorm and a remodel of the library into academic and allied health space, including a simulation center, to address capacity limits and support growth. Several committee members asked about program demand, faculty recruitment, pay competitiveness, and how the college shifts resources from lower-demand programs to high-demand ones. Industry partner Jim Albright of Comdell testified that the college has been essential to the local manufacturing workforce and that many employees and interns come from NDSCS. A major topic was dual credit. Flanagan said dual credit is important but financially challenging, noting that only a small share of dual credit students ultimately matriculate to NDSCS and that the college’s dual credit model is close to break-even. He explained that many dual credit credits are general education rather than CTE, and that the college pays instructors, supports high schools, and absorbs indirect costs. Williston State College President Bernal Herning added that his institution loses money on the front end but has shifted toward helping students complete associate degrees before high school graduation because many go directly to work after high school. Committee members questioned how dual credit is delivered, how instructors are qualified, and whether students are truly doing college-level work. The committee then received a University System presentation from Jamie Wilkie on the cost of delivering dual credit statewide. Wilkie explained the methodology used to allocate direct and overhead costs and said the analysis shows dual credit is not profitable at several institutions once tuition, instructor payments, and overhead are included. Members asked how much of the cost is borne by students, families, and the state, and whether K-12 funding should also be considered. Discussion also covered the difference between subsidized and unsubsidized dual credit, payments to high school teachers or schools, and the possibility of waiving tuition in the future. No votes were taken, and the committee mainly gathered information for the ongoing dual credit cost study.

Transcript Highlights:

• And this is when he got that opportunity to work with teachers and to go into the classrooms.
• Beyond the classroom, she serves as a CTE department chair, supports grant writing, leads work-based
• In her classroom, she emphasizes hands-on, inquiry-based learning, and she integrates the science of
• In her classroom, she emphasizes hands-on, inquiry-based learning, and she integrates the science of
• Then the third component is the actual classroom instruction. It's great.

Keywords: 996, all