Transcript Highlights:

• for non-discrimination at the University of Kentucky in its non-discrimination clause, including changing
• <00:13:57.320> the Clause including changing the Clause including changing the University's
• He said his comment is simply on the committee substitute and what changed.
• He said his comment is simply on the committee substitute and what changed.
• He said his comment is simply on the committee substitute and what changed.

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education met to consider House Bill 4, relating to postsecondary education. Before taking up the bill, the committee adopted a committee substitute. The substitute removed language creating a private right of action and immunity provisions, added a definition of “indoctrinate,” revised language tied to the Attorney General, and added a new section directing the Auditor of Public Accounts to review compliance every four years. If an institution is found out of compliance, it would have 180 days to cure the issue or become ineligible for formula funding increases in the following fiscal year, with an opportunity to petition the Attorney General. The substitute also added language barring licensing authorities from requiring diversity, equity, and inclusion training as a condition of initial or renewal licensure. Representative Decker presented the bill as an effort to end what she described as unconstitutional DEI practices in Kentucky’s postsecondary system and to refocus colleges on academic instruction, equal opportunity, and affordability. She argued that DEI offices and initiatives have cost taxpayers heavily and have not improved enrollment outcomes for low-income and underrepresented students. Michael Frasier, testifying in support, framed the bill as an equal-protection measure rather than simply an anti-DEI bill, saying it targets preferential treatment and discrimination while exempting traditional civil-rights compliance offices such as Title IX, disability, and other anti-discrimination functions. He also argued that the bill aligns with recent U.S. Supreme Court precedent and that Kentucky should shift toward socioeconomic-based approaches. Several members raised concerns about the bill’s assumptions and effects. Representative Willner questioned the claim that DEI initiatives caused enrollment declines and asked why the state would not make such programs more inclusive instead of eliminating them. Representative Stalker argued that the bill ignored decades of exclusion in higher education and asked what would replace DEI efforts aimed at closing achievement gaps and preventing brain drain. Supporters responded that the bill addresses unconstitutional preferences and that the state should move toward equal treatment and socioeconomic factors rather than race-based criteria. After discussion, the committee substitute was adopted, and the committee continued consideration of House Bill 4.

Transcript Highlights:

• be looked over by teachers and adults to help provide for their families or simply having pocket change
• I do completely agree with students and stuff understanding the laws, but shouldn't it be changed?
• So shouldn't it be changed to laws and skills?
• to be teaching these two courses, what it's going to cost the school, who's going to provide the curriculum
• , and whether the year it's implemented could be changed to the 2027-28 school year instead of the 2026

Summary: The meeting was a Girl State House session in which members received a brief orientation on chamber rules, decorum, voting procedures, and how to use the floor, followed by prayer, the pledge, and attendance. The parliamentarian and House leaders emphasized respectful conduct, recognition procedures, live microphones/cameras, and how motions such as immediate consideration work. After the rules overview, the chamber began considering bills in order. House Bill 1001, which would have prohibited over-the-counter diet pills from being sold or transferred to anyone under 18, drew debate over eating disorders, teen health, and whether parents or sellers would be affected. Supporters argued it would protect minors from harmful diet culture, while opponents raised concerns about medical exceptions and whether the age limit should be 21 instead. The bill failed, 42-55 with two present. House Bill 1002, allowing lottery winners to remain confidential, was amended during discussion to cover a $100,000 threshold and special rules for elected officials; supporters said it would protect winners from scams and harassment, while opponents raised transparency concerns. It passed 79-17 with one present. House Bill 1003, requiring schools to provide resources and courses on child labor/workplace laws, was debated as a workforce-readiness measure, but members questioned whether it should be a required course, an online option, or limited to older students. The bill failed 22-73 with three present. House Bill 1004, creating the Arkansas Head Injury Act and requiring helmets and face protection for motorized cycle operators and passengers, received strong support based on safety and personal testimony about motorcycle deaths; it passed 94-4. House Bill 1005, the Adult Preparedness Act, would have required a year-long personal finance course before graduation; members debated whether the material was already covered in existing classes and whether schools had time and staffing to implement it. It failed 35-60 with four present. House Bill 1006, increasing the teacher classroom investment tax deduction from $500 to $1,000, was broadly supported as a way to help teachers pay for classroom supplies and student needs, and it passed 97-0 with one present. House Bill 1008, aimed at encouraging entrepreneurial businesses by limiting national franchises in local economic zones, sparked debate over how to define zones, whether existing chains would be affected, and the impact on jobs and affordable shopping options; it failed 23-69 with six present. The session then moved to House Bill 1009, establishing a blue envelope program for people with intellectual disabilities during police interactions; the sponsor explained it would be optional and included in law-enforcement training, and supporters said it could reduce confusion and improve safety. The transcript cuts off before the bill’s final action.

Transcript Highlights:

• we get that information so families understand that they are receiving these trainings and the curriculum
• They are receiving these trainings and the curriculum and the classes.
• get that information so families understand that they are receiving these trainings and these the curriculum
• they are receiving these trainings and these the curriculum and the classes and so how can we better
• Much of what I'm going to talk about already existed, but again, what changed is how we're thinking about

Keywords: 995, all

Summary: The Employment Subcommittee of the Permit Commission on Status of Persons with Disabilities met on April 27 and approved the prior meeting minutes before hearing a presentation from the Lawrence Partnership for Transition to Employment (LPTE). Presenters from UMass Boston’s Institute for Community Inclusion, the Arc of Greater Haverhill-Newburyport, Northeast, and Lawrence Public Schools described LPTE as a five-year grant focused on improving transition outcomes for youth with intellectual and developmental disabilities in Lawrence through community partnerships, work groups, and family engagement. A major focus was a family survey designed to better understand barriers to transition planning and IEP participation. Presenters said the survey response rate increased sharply after Lawrence Public Schools helped distribute it, rising from about a dozen responses to more than 200. Survey findings showed common barriers such as scheduling conflicts, language access, childcare, transportation, and limited understanding of IEPs and transition planning. The data also suggested that many families expect college or employment outcomes for their children, but fewer reported access to pre-employment training, indicating a communication gap rather than a lack of services. Lawrence school staff explained that the district has a five-person transition team, bilingual resources, workshops, and a developing online transition hub, and that they are using the survey results to improve visibility and access to existing supports. Committee members discussed the need to start transition planning earlier, expand real-world work experiences, improve outreach to Latino families, and better connect students with college, trade, and employment pathways. Several members suggested partnerships with summer youth employment, volunteer programs, and college or alumni panels. The presenters said the grant ends in September, but the resource hub will continue through the Arc and they are exploring ways to sustain the consortium model. The meeting ended with thanks to the presenters, an update that committee members would meet with Seed on Massachusetts as a model employer, and notice that the next meeting would feature the Office of Veteran Affairs before adjournment.

Transcript Highlights:

• What drove the change? What was the previous policy or the existing policy?
• So what it sort of says is not much changed, but it's new.
• Uh, we've also made some changes already in our district. Our middle school next year...
• Um, does that mean that's a static thing that's going to change? No.
• We've never offered it before, and I get the opportunity to choose the curriculum.

Keywords: 916, all

Transcript Highlights:

• I changed that as things changed, because I was involved with all of this at one point.
• I changed that as things changed, because I was involved with all of this at one point.
• I mean, we have some changes coming up to, uh, that the other thing that we had changed, uh, put into
• <00:34:28.159> uh the other thing that we had changed uh the other thing that we had changed
• Z or the folks that are represented here to build out that curriculum, and it's going to be a big curriculum

Keywords: 928, house, all

Summary: The subcommittee work session focused on HB 153, a bill intended to improve law enforcement response to animal cruelty cases. The bill’s sponsor explained that the proposal would require one sheriff or deputy and one state trooper in each county to receive specific training in animal cruelty laws so they could serve as knowledgeable resources. The sponsor described real-world examples where agencies were unclear about jurisdiction, veterinary involvement, and response protocols, arguing that better training was needed because animal cruelty cases can require quick action and many towns do not have animal control officers. Jerry Sorenson, a retired UNH professor and longtime animal cruelty instructor, described the existing training structure at Police Standards and Training. He said recruits receive a required two-hour introductory block at the academy, while additional animal cruelty materials and a more comprehensive online resource library are available through the Benchmark system for certified officers. He noted that the older two-day in-service course he taught was more detailed and guided, but the current online materials are more of a self-study resource and are not mandated for in-service officers. He also said the committee could track usage through Benchmark analytics. Kurt Arenberg of the Humane Society of the United States and Rob Johnson of the Farm Bureau both supported the goal of ensuring a trained law enforcement contact is available statewide, but they questioned whether assigning one trained officer per county would be the best way to achieve it. They emphasized the need for a real-time response and for officers to know where to find help and guidance, rather than expecting one person per county to handle all cases. Vincent Greco of State Police said the agency is willing to help and has handled animal cruelty matters, but he said one trooper per county would not realistically meet the goal given coverage demands and vacancy rates; he suggested broader access to resources and training may be more effective. Representative Freeman asked how cases are handled now and was told State Police responses generally follow standard criminal investigation steps, with assistance from animal control, veterinarians, and other resources when available. No vote or final action was taken during the work session.

Transcript Highlights:

• So how is AI changing the entire workforce is something that we're doing?
• We can change the reading-level adjustments.
• And we're already revising them because AI keeps changing.
• That's what's changed, and that's not something to be afraid of.
• that curriculum for 30 years.

Summary: The Committee on Education Pre-K through 12 held a panel discussion on artificial intelligence in K-12 education. Dr. Maya Israel of the University of Florida gave an overview of AI literacy, emphasizing that AI can support personalized learning, school operations, and teacher efficiency, but also raises concerns about data privacy, overreliance, mental health, and the need for human oversight. She described the Florida K-12 AI Task Force, which has produced guidance on policy, ethics, privacy, cybersecurity, classroom integration, and professional development, and is now working on district surveys, webinars, case studies, and teacher/family resources. Superintendents Van Ayers of Hillsborough County and Kevin Hendrick of Pinellas County described district-level implementation. Hillsborough outlined a governance council, a district AI policy, and an implementation guide; it prohibits generative AI for students below eighth grade, allows limited use for older students with teacher permission and district-vetted tools, and uses models for classroom AI expectations. The district also reported growing student enrollment in AI courses, teacher training through summer academies and quick learns, and pilots with tools such as Magic School and Microsoft Copilot. Pinellas emphasized academic integrity, student data privacy, digital responsibility, and the importance of human interaction in learning; it said state assessments already limit technology use and that districts need clear governance and parent transparency. Committee members asked about whether AI improves academic performance, the risk of student dependence, the possibility of returning to more paper-based testing, and who should set guardrails. Witnesses said reliable achievement data is still limited because the technology is new, though districts reported anecdotal gains in tutoring and early literacy. They also said there is no established statewide baseline for teacher AI training yet, so districts are using professional development, stipends, and partnerships with universities to build capacity. The committee also heard from Drew Andrew of FSU’s Inspire program, who argued that industry is moving faster than schools and that education should focus on teaching how AI works, building teacher confidence, and aligning training with workforce needs. No bills were considered and the meeting ended with a motion to adjourn, which was adopted.

Transcript Highlights:

• I think we've made most of the changes, the majority of the changes, and clarified, so I'd like for him
• Yes, this immunity was It's a blanket pre changes in 1871.
• I'm not opposed to changing that.
• So we're not changing any of that. We're simply. changing how the amount is calculated.
• In addition, the word weather is changed to what in subsection B.

Bills: SB530, SB757, SB769, SB1085, SB1241, SB1242, SB1409, SB1878, SB2138, SB2314, SB2231, SB2361, SB2431, SJR59

Keywords: accreditation, postsecondary education, Texas Higher Education Coordinating Board, baccalaureate degrees, junior colleges, program delivery, faculty recruitment, higher education, performance standards, student loan debt, degree programs, funding, students with disabilities, accessibility, enrollment, report, SB 1085, Sul Ross State University, Rio Grande College, Del Rio

Transcript Highlights:

• HB 5170 by Letterback, relating to increasing the minimum term of imprisonment by changing the eligibility
• HB 5170 by Letterback, relating to increasing the minimum term of imprisonment by changing the eligibility
• HB 5170 by Letterback, relating to increasing the minimum term of imprisonment by changing the eligibility
• HB 5170 by Letterback, relating to increasing the minimum term of imprisonment by changing the eligibility
• and social studies curriculum, is also referred to the Committee on Public Education.

Keywords: 1184, house, all

Transcript Highlights:

• And what the Nuclear Uniform Curriculum Program does is it provides exactly what it says: a uniform curriculum
• Nuclear Uniform Curriculum Program does is it provides exactly what it says, a uniformed curriculum
• For the plant, it's also on equipment, so that changes.
• That's changing, and deployment structures are changing.
• You do have a lot of regulatory changes happening.

Summary: The Advanced Nuclear Energy Committee met to hear a series of presentations on the economics, financing, workforce, and community impacts of advanced nuclear deployment in North Dakota. William Bridge of Nucleon Energy presented the committee’s economic impacts and private-sector financing report, estimating construction and operating job impacts, local spending, and state/local tax effects for hypothetical SMR projects. He said the report assumes first-of-a-kind costs are still high, used a $6 million per megawatt nth-of-a-kind proxy, and estimated peak construction workforces of about 500 for a 200-MW plant and 1,000 for a larger facility, with roughly 100 operating jobs for a 200-MW plant. Committee members questioned security costs, capital cost assumptions, water and transmission siting constraints, and whether the model included fuel and waste; Bridge said the report included initial fuel in capital cost and that waste disposal is funded through existing federal mechanisms. Lori Brady of the Nuclear Energy Institute then outlined national nuclear workforce needs and NEI’s strategic workforce planning efforts. She described declining labor-force participation, retirements, and the need for a much larger future workforce, and said NEI has organized recommendations around career awareness, pipelines, training and qualification, policy support, retention, and nontraditional recruitment. She highlighted tools such as the Nuclear Works career website, the Nuclear Energy Academic Roadmap, the new federal Energy and Natural Resources career cluster, and the Nuclear Uniform Curriculum Program for community colleges. Members asked about AI, timing for training relative to plant development, and whether advanced manufacturing would reduce staffing needs; Brady said AI is not expected to replace workers and that training timelines depend on the specific project and staffing plan. The committee also heard from Gary Yaco, mayor of Red Wing, Minnesota, who described Prairie Island’s role in his community. He said the plant provides a large share of local property tax revenue, supports well-paid jobs, contributes to emergency preparedness funding and training, and is broadly supported by the city despite periodic protests and public concerns. He emphasized the plant’s security, regular drills with local and federal responders, and the absence of problems with dry cask storage. Later, Benton Arnett of NEI discussed the current financing landscape for advanced nuclear, explaining how tax credits, federal loan support, off-take agreements, and new business models are helping projects move forward. He said early projects face high upfront costs and long lead-time procurement, but that investor confidence is improving as federal policy and regulatory streamlining continue. The committee asked about waste funding, comparisons with natural gas, the effect of political shifts on investor confidence, and whether the market will narrow to a few winning technologies; Arnett said the industry is still sorting that out, but expects clearer winners in the late 2020s and early 2030s. The meeting concluded with an introductory presentation from Julie Kazeraki of DOE’s Office of Energy Dominance Financing, who said the office is focused on accelerating nuclear deployment through financing support.

Transcript Highlights:

• Our next step was to identify change ideas and prioritize based on value and risk.
• Our next step was to identify change ideas and prioritize based on value and risk.
• <00:45:09.119> or necessarily just about the curriculum or necessarily just about the curriculum
• The declining grades aren't making a change in our district.
• The declining grades aren't making a change in our district.

Keywords: 1187, senate, all

Transcript Highlights:

• Um, this is a bit of a change as we move into session.
• Uh, there has been amazingly no change in leadership in this committee.
• around curriculum and outcomes for our students.
• that we need lead and guide change that we need around<00:25:36.480> curriculum<00:25:37.039>
• "This bill does not change any of the previous regs related to any of that?

Keywords: Call to Order and Roll Call - 00:55 26RS SB 22 – 04:52 26RS SB 46 – 0:34:36, 958, all

Summary: The Senate Standing Committee on Education met with a quorum and opened the session by recognizing staff and an intern before taking up SB 22, relating to the dual credit scholarship program. Senator Jimmy Higdon presented the bill with Laura Arnold of Nelson County Schools, explaining that it is a narrower version of a prior proposal that had been too broad and had drawn an unfavorable fiscal note. The bill would create a Grow Your Own teacher apprenticeship scholarship for students in registered teacher apprenticeship programs, beginning in the 2027-2028 school year, allowing up to 20 dual credit courses total and no more than eight per year. It requires a district-approved commitment form, annual completion of at least one teaching-and-learning pathway course, and maintenance of a 2.75 GPA on scholarship-funded coursework. Students who withdraw or fail to meet academic requirements would lose eligibility and could be required to repay scholarship funds, though waivers for cause are included. The sponsor said the estimated costs were relatively modest at first and could grow over time, and described the program as a way to address the teacher shortage and help students earn an associate degree in high school and then complete teacher certification with less debt. Testimony from Nelson County Schools described the Lead Nelson model as a partnership among the district, Elizabethtown Community and Technical College, and Western Kentucky University, with students beginning education coursework in high school, earning dual credit, and receiving clinical hours in classrooms earlier than in traditional preparation programs. Witnesses said the model includes key assessments, university oversight, and collaboration on curriculum and outcomes, and that it has already produced at least one teacher who returned to Nelson County. Members asked about the GPA cutoff, possible reinstatement after academic recovery, federal funding opportunities, the amount and structure of apprentice pay, and the role of postsecondary partners. Mary Taylor of the Kentucky Department of Education said there appears to be federal support for similar apprenticeship efforts and noted a possible U.S. grant opportunity, while the presenters said high school apprentices are paid hourly and adult apprentices average about $24,000 annually. No vote or final committee action was taken in the portion of the meeting provided.

Transcript Highlights:

• practices and teacher exam beginning 8/1/2027, all approved teacher prep programs would align their curriculum
• These landmark changes were necessary precisely because of the stomach problems that existed and in some
• And that's the kind of change that we're making here and ask your favorable support of the bill stipulates
• requires the Department of Education to identify a No cost Human trafficking awareness, training curriculum
• spend significant time with children observing their behaviour building relationships and noticing changes

Keywords: 999, senate, all

Transcript Highlights:

• Slide 14 will give you some data on the aligned curriculum and which of the highly aligned curriculum
• You can definitely changed a little bit.
• governor's uh spreadsheet uh for changes governor's uh spreadsheet uh for changes and<00:35:32.320
• <00:35:36.000> a so some of these numbers have changed a so some of these numbers have changed
• It's just some of those numbers that changed.

Bills: HF2430, HF2433

Keywords: education finance, teacher training, Read Act, state aid, school funding, education funding, children with disabilities, transition aid, special education, school district consolidation, 1183, house

Transcript Highlights:

• How are we going to make sure they have the curriculum they have to learn?
• How are we going to make sure they have the curriculum they have to learn?
• How are we going to make sure they have the curriculum they have to learn?
• How are we going to make sure they have the curriculum they have to learn?
• to make sure they have the curriculum to make sure they have the curriculum they<00:03:34.159>

Keywords: 1187, senate, all

Summary: Minnesota Senate Democrats held an education finance press conference focused on concerns that the Trump administration may dismantle the U.S. Department of Education and freeze or reduce federal education funding. Speakers said such actions could jeopardize Title I, special education, English learner, school meal, transportation, and other programs, and noted that federal education aid is often reimbursed after districts have already spent the money. They argued that even a 10% cut would amount to roughly $1 billion and could leave districts unable to cover costs they have already incurred. Several speakers also raised concerns about broader federal actions, including school vouchers, curriculum restrictions, and access to student and Treasury data by Elon Musk and others, warning about privacy and the possible targeting of DEI, ethnic studies, truth-and-history curriculum, and efforts to recruit and retain teachers of color. They said the instability makes it impossible for districts to plan budgets and maintain staffing, and that the harm is already being felt through frozen aid and other disruptions. The speakers criticized Republican colleagues for downplaying the threat and said Republicans were inconsistent because they had recently highlighted teacher shortages and school infrastructure needs while now minimizing potential cuts. No votes or formal committee actions were taken in the press conference; the event was a call for public pressure on Republican lawmakers to oppose the federal changes and protect Minnesota schools and students.

Transcript Highlights:

• So it's not going to change unless we're able to work something out.
• Our Department of Public Instruction has come up with a curriculum.
• However, our Department of Public Instruction has developed that curriculum.
• change with the effects of those new rules.
• The treatment landscape has changed significantly since 1965, and the policy should too.

Summary: The committee met at Spirit Lake Tribe and heard an extended discussion with Spirit Lake tribal leaders and program directors about government-to-government relations with the state. Chairwoman Street and others outlined a number of concerns and requests, including taxation of tribal and trust lands, state school support for non-beneficiary students, homelessness services, Indian-managed health care, gaming/e-tabs, the Feather Alert system, industrial farming near waterways, tourism and cultural issues, and the need for more consistent tribal consultation. Committee members responded that many of these issues had previously been passed along without direct action, and several members emphasized the committee’s role in education, communication, and preparing possible legislation or resolutions for the next session. Tribal representatives also offered to provide training on treaties, IHS 638, and compact services to help legislators better understand tribal jurisdiction and billing issues. A major portion of the meeting focused on Spirit Lake Fish and Wildlife concerns, especially jurisdictional “gray areas” around hunting and fishing on the reservation, recognition of tribal licenses, and the boundary of the reservation around Spirit Lake/Devils Lake. Tribal officials said they wanted a co-stewardship agreement or MOU with the state to clarify jurisdiction, improve cooperation, and address invasive species and aquatic nuisance species. Committee members discussed whether to draft legislation or a resolution directing the executive branch and state agencies to negotiate such an agreement, and they asked for further input from the North Dakota Game and Fish Department at a future meeting. The committee also discussed county involvement in land status changes and trust land issues, with Spirit Lake leaders describing a past Benson County resolution that tried to block fee-to-trust transfers and saying it was later rescinded. The committee then heard from Benson County tax equalization director Randy Thompson, who explained how the county values land and handles tax-exempt, inundated, and fee-to-trust parcels. Members asked about the impact of tax-exempt lands on county services and discussed prior legislation that helped counties with large tax-exempt bases. The committee also received a presentation from Dr. Steven Smith of Sisseton Wahpeton College, who described the college’s programs, economic impact, and funding needs, including support for non-beneficiary students and workforce training. Members asked about expanding tribal college education into correctional settings, and Smith said the idea was worth exploring through the tribal college system. Finally, HHS interim medical services director Christoph Framing presented remotely on 1115 Medicaid waivers and the IMD exclusion, explaining current state funding mechanisms for inpatient and residential behavioral health services and the bill draft directing HHS to pursue a waiver for IMD payments.

Transcript Highlights:

• Those changes would future generations.
• moment due to the constantly changing moment due to the constantly changing policy<00:07:32.720>
• and allows us to make necessary changes and allows us to make necessary changes to<00:26:22.480>
• that curriculum.
• That is an that same curriculum.

Keywords: 1187, senate, all

Transcript Highlights:

• So things do change. The needs of our society do change.
• So things do change. The needs of our society do change.
• So things do change. The needs of our society do change.
• change.
• <04:30:50.080> and changes in the percentage changes and changes in the percentage changes

Keywords: 1189, house, all

Transcript Highlights:

• But we're adapting and pivoting as quickly as we can to meet their changing needs.
• Curriculum: we’re constantly revising this curriculum while we want to ensure that students understand
• Curriculum, we're constantly revising this curriculum while we want to ensure that students understand
• So, really being transformational and thinking about change in a way that is forward-thinking and not
• So really being transformational and thinking about change in a way that is forward thinking and not

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:

• And so it's not going to change unless we're able to work something out.
• Our Department of Public Instruction has come up with a curriculum.
• However, our Department of Public Instruction has developed that curriculum.
• change with the effects of those new rules.
• The treatment landscape has changed significantly since 1965, and the policy should too.

Summary: The committee met at Spirit Lake Tribe and first heard welcoming remarks and introductions from tribal leaders and program directors. Chairwoman Street and other tribal representatives outlined a range of concerns and requests for state action, including taxation of reservation lands, support for non-beneficiary students at the tribal school, homelessness funding, Indian-managed health care, gaming and e-tabs, Feather Alert improvements, industrial farming near waterways, tourism, and better state-tribal consultation. Committee members responded that the meeting was intended to improve understanding and communication, and several members suggested future legislation or resolutions could be used to advance some of the issues. The tribe also offered to provide training on treaties, IHS 638, and compact services to legislators and staff. A major portion of the discussion focused on Spirit Lake fish and wildlife jurisdiction and the lake boundary. Tribal representatives asked for an MOU or co-stewardship agreement with the state to clarify hunting and fishing rights, recognize tribal licenses, and reduce recurring disputes over “gray areas” on the reservation and lake. Committee members discussed whether to draft a bill or resolution directing the executive branch and state agencies to negotiate such an agreement, and asked that North Dakota Game and Fish be invited to a future meeting. Related concerns included aquatic nuisance species prevention, with both sides agreeing that more aggressive boat inspection and cleaning measures would be beneficial. The committee also discussed taxation and county relations. Tribal leaders raised concerns about county resistance to fee-to-trust transfers and about property and vehicle taxation affecting members living on or near reservation lands. Committee members and tribal counsel reviewed federal treaty principles and court cases, and one member noted that the committee had previously taken no formal action on similar issues. Later, Benson County’s tax equalization director explained how the county values taxable land, handles inundated land applications, and tracks land coming off the tax rolls when the tribe repurchases acreage. The discussion ended with a presentation from the president of Sisseton Wahpeton College, who described the college’s programs, economic impact, and funding needs, followed by an HHS presentation on 1115 Medicaid waivers and the IMD exclusion as the committee moved to its next topic.

Transcript Highlights:

• While the bill was in the Senate last year, there were some changes made that were inadvertently left
• and and it makes clear that changes and and it makes clear that computer<00:10:19.120> science
• going to work that in the curriculum going to work that in the curriculum when<00:13:04.399>
• She noted that technology is changing so fast, and even a simple light switch is not simple anymore.
• changing so fast. changing so fast.

Keywords: 1136, house, all