Transcript Highlights:

• They're empowered to remove learning barriers, differentiate instruction, and provide accommodations
• order to make timely referrals, and comorbidities that occur along with dyslexia, as well as the accommodations
• order to make timely referrals, and comorbidities that occur along with dyslexia, as well as the accommodations
• order to make timely referrals, and comorbidities that occur along with dyslexia, as well as the accommodations
• There is academic research that shows that these additional credits have not resulted in better prepared

Keywords: 1187, senate, all

Transcript Highlights:

• accommodating those. accommodating those.
• You you spell out the academic areas.
• > standards,<03:37:22.720> but talk about the academic standards, but talk about the academic
• <04:24:38.080> standards talking about these academic standards talking about these academic
• section of law and the the academic section of law and the the academic areas<04:31:29.600> in

Keywords: 1189, house, all

Transcript Highlights:

• My portfolios of responsibilities are in the areas of academic affairs and student affairs, student welfare
• The State Board of Higher Education Committee, called the Academic and Student Affairs Committee, which
• The Academic and Student Affairs Committee that I support in my role as a deputy commissioner at the
• You know, and again, in that 20, if you're short of 25, they're going to probably make some accommodation
• Chairman, in the past, you could have a base budget, but the academic enterprise isn't program-based,

Summary: The Higher Ed Funding Committee met to review how North Dakota might identify and address low-producing academic programs and to discuss draft funding formulas for the university system. Lisa Johnson of the NDUS explained that the State Board of Higher Education is already developing a system-wide policy, using models from other states such as Texas, Virginia, North Carolina, Colorado, Kentucky, Ohio, and Connecticut. She described how low-producing programs are typically flagged by multi-year enrollment or completion thresholds, then reviewed for workforce demand, mission fit, cost, accreditation, and regional need before any action is taken. Committee members asked about what counts as a program, how costs are analyzed, whether certificates are included, how exemptions work for mission-critical or high-demand fields, and whether the board or legislature should set the rules. Johnson said the board is the appropriate body to lead the process, but legislators could use funding leverage if they wanted to encourage action; the chair asked the board to bring a detailed proposal to the June meeting. The committee then heard a Legislative Council presentation on a draft formula for UND and NDSU. The proposal uses fall census FTE enrollment, with a placeholder undergraduate rate of $7,000 per FTE and a graduate/professional rate of $10,500, plus incentives for completions in in-demand fields and research productivity. Alex from Legislative Council walked through the projected funding effects, noting that the model would increase funding for NDSU and reduce it for UND in the current biennium, with different results in the next biennium as enrollment changes are recognized. Members questioned the use of the placeholder rates, the definition of in-demand programs, the treatment of research funding, and the exclusion of state-appropriated dollars from the external grants calculation. The chair emphasized that the numbers were illustrative and that appropriators would set the actual dollar amounts later. A second draft formula for the other nine institutions was also reviewed. That model uses fall census FTE without a weighted economic factor, applies a higher undergraduate rate, and adds completion incentives for in-demand credentials and all other completions. Members noted that the formula would benefit some institutions, such as Bismarck State College, while reducing funding for others, such as Mayville State, and discussed whether the nine institutions should be treated more uniformly or split into smaller groups because of their different missions and sizes. Committee members and staff repeatedly stressed that the formulas are still being refined and that some institutions would likely need hold-harmless adjustments or other transition measures. The meeting ended with the chair directing the committee to continue the discussion later and to expect further work on both the low-producing program policy and the funding formulas.

Transcript Highlights:

• And an academic institution that takes AP credits will determine...
• I'm the chief academic officer for Williston Schools.
• I'm the chief academic officer for Williston Schools.
• We have academic performance.
• There's many meaningful discussions and academic engagement.

Keywords: 908, all

Transcript Highlights:

• Do you have any idea how many students that would accommodate?
• The bill expands teachers' ability to maintain order to safeguard student safety and to uphold academic
• We know that repeated exclusionary discipline actually leads to worse academic outcomes, higher dropout
• When students fall behind academically during disciplinary periods, Alternative costs.
• When students fall behind academically during disciplinary periods, districts face substantially higher

Summary: The House convened with prayer, pledges, and several ceremonial recognitions, including Wilson County Day, San Antonio Mission Indian Descendants Day, and Blue Ribbon Lobby Day, along with acknowledgments of visiting groups and a birthday greeting. The chamber also announced committee meetings and then moved into floor business, including conference committee action on Senate Bill 1, the state budget. A series of motions to instruct House conferees on SB 1 were debated and voted on. One motion sought to restore salary for Attorney General Ken Paxton after his impeachment-related suspension; it passed 88-56. Another, from Rep. Olcott, directed conferees to support amendments requiring data collection on the costs of undocumented immigrants in hospitals and prisons; after extended debate and a failed amendment from Rep. Martinez Fischer to also study immigrants’ economic contributions, the motion passed 86-61. The House also adopted instructions to eliminate Texas Lottery Commission funding, to support amendments restricting public education institutions from affirming gender identities inconsistent with biological sex, and to seek an additional $4 billion in property tax relief, with each motion passing on recorded votes. The House then took up a supplemental calendar and passed several bills, including HB 39 on veteran death data, HB 102 on priority registration for certain students entering military service, HB 126 on student-athlete compensation and representation, HB 290 on tuition and fee assistance for members of the Texas military forces, HB 300 on Texas Armed Services Scholarship Program updates, and HB 2143 naming a highway in honor of Army Specialist Joey Lins. The chamber also postponed consideration of HJR 2 and HJR 6. Later, the House considered HB 120 on career and technology education pathways and HB 20 on applied science pathway programs for high school students. HB 120 received a perfecting amendment and was advanced after discussion about workforce preparation. HB 20 prompted extensive questioning about transportation, costs, and how students would access partner campuses such as community colleges and TSTC sites; debate continued as the transcript ended, with members examining how the program would operate and whether approval authority would rest with TEA.

Transcript Highlights:

• In the classrooms, we want to make sure that we're able to accommodate whatever outside LMS system they're
• But being able to focus not just on those academics but on the social-emotional learning aspect of it
• Next item is academic interventions and supports.
• really feel needs to be consistent in order to bring our students up to the levels that we need academically

Transcript Highlights:

• admissions program simply tells students that many of them don't realize, which is that based on their academic
• maintain the academic integrity of our<00:19:17.120> flagship<00:19:17.640> university
• First of all, academic freedom is really important. Freedom for students to learn.
• freedom in all of this, that academic freedom in all of this, that the<00:26:46.240> medical<
• detained by ICE this academic year. detained by ICE this academic year.

Keywords: 1187, senate, all

Transcript Highlights:

• The authority currently present in the committee room, unless other accommodations have been made ahead
• Finally, in this regard, in healthcare research, hospital districts also have partnerships with academic
• health science centers to support that kind of academic research and innovation in Texas.
• close, releases. vital staff like librarians, curtail bus service in some areas, and even shorten academic
• How would you think this bill could accommodate that type of effort, or does it accommodate it in its

Bills: HB26, HB73, SB 14, HB46

Keywords: HB26, law enforcement contracts, sheriff, constable, county commissioners court, commissioners court, private security, special law enforcement district, property owners association, POA, municipal utility district, school district, junior college district, local government, contract policing, supplemental police services, large counties, population over 3.3 million, Texas Local Government Code, Harris County

Transcript Highlights:

• and within forgery, false academic and within forgery, false academic documentation.
• Representative Cornell asked for an example of “false academic documentation.”
• <00:56:41.200> Um, academic falsification or whatever.
• Um, academic falsification or whatever.
• ><02:19:34.080> that<02:19:34.240> awesome academic success, but all that awesome academic

Keywords: 1189, house, all

Transcript Highlights:

• It is imperative that individuals are not discriminated against in places of public accommodation and
• to five percent of the total number of students registered for the same semester of the preceding academic
• It cannot accommodate expected savings until we realize those savings.
• "Accommodate those changes.
• It not only would accommodate justice faster, it would also alleviate concern. ...for those that might

Bills: SB111, SB128, SB203, SB205, SB261, SB317, SB393, SB397, SB466, SB510, SB582, SB705, SB731, SB748, SB801, SB867, SB876, SB913, SB1071, SB1086, SB1087, SB1250, SB1285, SB1310, SB1400, SB1444, SB1483, SB1553, SB1556, SB1581, SB1608, SB1698, SB1723, SB1730, SB1835, SB1858, SB1903, SB1946, SB1950, SB1986, SB2017, SB2043, SB2056, SB2058, SB2063, SB2082, SB2105, SB2133, SB2137, SB2177, SB2203, SB2260, SB2311, SB2334, SB2344, SB2403, SB2417, SB2446, SB2519, SB2522, SB2532, SB2600, SB2611, SB2619, SB2637, SB2688, SB2717, SB2764, SB2785, SB2790, SB2794, SB2841, SB2847, SB2857, SB2878, SB2891, SB2943, SB2955, SB2972, SB2995, SB3037, SB3057, SB3059, HJR2, HB26, HB206, HB334, HB451, HB517, HB554, HB1109, HB2081, HB2756, HB3204, HB3809, SJR3, SB5, SB72, SB509, SB616, SB963, SB985, SB1025, SB1080, SB1143, SB1172, SB1245, SB1267, SB1271, SB1273, SB1355, SB1422, SB1759, SB1786, SB2361, SB17, SB314, SB455, SB761, SB1023, SB1968, SB2122, SB2371, SB2420, SB2544, SB1, SB260, SB1506, SB1637, SJR36, SJR50, SJR63, SCR12, SCR39, SB2023, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1505, SB583, SB507, SB1434, SB1772, SB2016, SB1163, SB1122, SB731, SB397, SB508, SB1436, SB287, SB261, SB1882, SB393, SB1791, SB209, SB2429, SB511, SB2309, SB510, SB1085, SB1975, SB2717, SB1262, SB636, SB2056, SB884, SB1200, SB1845, SB2458, SB801, SB3014, SB3013, SB758, SB2797, SB2076, SB2876, SB1640, SB1449, SB1181, SB1359, SB1234, SB2926, SB2972, SB2841, SB1528, SB2891, SB1854, SB317, SB2532, SB1250, SB2082, SB2203, SB1285, SB1237, SB2819, SB629, SB2608, SB1602, SB1723, SB1858, SB1946, SB2009, SB2177, SB2460, SB2785, SB867, SB1608, SB640, SB1698, SB705, SB748, SB2680, SB2994, SB2747, SB1950, SB913, SB1071, SB1086, SB1087, SB1483, SB1444, SB1553, SB1556, SB1703, SB2133, SB2297, SB2298, SB2622, SB2955, SB3059, SB2637, SB2334, SB1861, SB2043, SB1367, SB2857, SB128, SB3058, SB2044, SB2363, SB2311, SB1986, SB2565, SB2943, SB1888, SB2417, SB3048, SB3052, SB3053, SB3036, SB3057, SB3056, SB3043, SB3037, SB3050, SB3063, SB3047, SB3035, SB2446, SB466, SB2611, SB2794, SB2105, SB2017, SB1790, SB1778, SB1730, SB2995, SB2847, SB205, SB2619, SB1903, SB203, SB3061, SB1581, SB2600, SB2799, SB2790, SB2688, SB2515, SB1230, SB876, SB2522, SB2639, SB2137, SB2519, SB2403, SB2459, SB3051, SB2655, SB2251, SB2764, SB2878, SB1884, SB111, SB582, SB2617, SB1835, SB2751, SB2063, SB1400, SB2058, SB2260, SB2928, SB1310, SB2566, SB2344, SB1897, SB1749, SB1361, SB2549, SB2553, HJR2, HJR1, HB1109, HB517, HB1130, HB1689, HB2884, HB1393, HB2559, HB26, HB2756, HB3204, HB3012, HB1327, HB451, HB109, HB206, HB1238, HB2890, HB9, HB2081, HB4215, HB2970, HB37, HB1899, HB3809, HB334, HB554, HB1593, HB2607, HB3526, HB3810, HB5092, HB388, HB2809, HB1151, HB913, SB2919, SB1782, SB1705, SB2696, SB1944, SB2215, SB644, HB3307, HB879, HB116, HB12, HB2703, HB1610, HB1615, HB1620, HB30, HB21, HCR7, HCR75, HCR86, HCR92, HCR93, HCR126

Keywords: special education, school districts, legal fees, reporting requirements, transparency, hospital reporting, child abuse, neglect, administrative penalty, medical ethics, child protection, student privacy, numerical class rank, education policy, academic programs, high school, fetal development, health curriculum, public schools, middle school health education

Transcript Highlights:

• The origin of this bill is from the U of M Academic Health Center task force that I was a part of in
• I appreciate the agenda accommodation as well.
• I appreciate the agenda accommodation as well.
• <01:14:19.199> as accommodation as accommodation as well<01:14:21.000> um<01:14:21.639>
• improving access DNR accommodations improving access DNR accommodations direct<01:54:51.800>

Keywords: 1187, senate, all

Transcript Highlights:

• terms of academic credentials.
• the<00:04:22.800> academic<00:04:23.320> director could not be the academic director
• qualifications in terms of academic qualifications in terms of academic credentials<00:04:32.320
• It's a discipline, and the academic with deans, chancellors, and vice president of academic strategy
• you and we value you but at the academic you and we value you but at the academic side<01:50:33.080

Keywords: 912, senate, all

Bills: SB888, SB2479, SB2489, SB2519, SB2521, SB2527, SB2575, SB2591, SB2611, SB2665, SB2667, SB2695, SB2697, SB2713, SB2730, SB2751, SB2765, SB2795, SB2797, SB2806, SB2812, SB2818, SB2835, SB2849, SB2851, SB2896, SB2922, SB2970, SB2972, SB2973

Keywords: SB888, Hawaii, consumer protection, smart home security, smart household security device, home security camera, video doorbell, Ring, Nest, connected devices, internet of things, IoT, privacy, data privacy, law enforcement access, police requests, search warrant, judicial warrant, subpoena, emergency disclosure

Summary: The Judiciary Committee met in decision-making only session and took up a long list of Senate bills, mostly advancing them with either no amendments or committee amendments. Early measures included SB 888, which bars smart household security device operators from sharing user data with law enforcement without consent or a warrant, and SB 2479, which allows certain defendants to seek reduced sentences based on family violence, dating violence, or child abuse history; both were adopted, with SB 2479 amended for technical and procedural changes. The committee also adopted SB 2489 on invasive species provisions in Department of Agriculture and Biosecurity leases, SB 2519 on Law Enforcement Standards Board deadlines, SB 2521 and SB 2527 on CDL-related exemptions and training/policies for emergency personnel, and SB 2575 on firearm-related mandatory minimum penalties, which was amended to clarify scope and set a far-future effective date. Several transportation and public safety bills were also approved. SB 2591 created a Waikiki refuse-collection pilot program; SB 2611 expanded criminal trespass rules for school premises to weekends and holidays, though one member raised concerns about use of school property as a park; SB 2665 required driver-license renewal applicants with recent citations to complete a road-safety course, later narrowed to moving violations only; SB 2667 restricted towing vehicles from far-left lanes; SB 2695 clarified crosswalk duties; SB 2697 prohibited driving on shoulders except in limited cases; and SB 2812 required driver testing on dangers posed by larger vehicles, with court-ordered timing for re-examination. Most of these measures passed unanimously or with one or more members recording no votes or reservations, but they were still adopted. The committee also advanced SB 2713 on restricting certain pesticide use near elderly care facilities, SB 2730 on warrantless arrest and detention factors for petty misdemeanors and violations, SB 2765 on condominium foreclosure rental income, SB 2795 on flag display rights in housing associations with health and safety carve-outs, SB 2797 on gift card fraud, SB 2806 on real estate listing restrictions, SB 2818 on boating and ocean recreation penalties, SB 2835 on liquor licensing and education funding, SB 2849 on public meeting notice requirements, SB 2851 on a deafness designation for vehicle registration, SB 2896 lowering the commercial driving age to 18, SB 2922 on cooperative association definitions, SB 2970 on state contracting conflicts involving relatives, SB 2972 on temporary Oahu spearing restrictions for certain fish, and SB 2973 on banning jug-line fishing. A few bills drew objections over breadth or penalties, especially the boating and fishing measures, but the committee still adopted the recommendations. SB 2751 on workers’ compensation prescription drug rules was deferred indefinitely, and the meeting ended with the chair noting upcoming joint and committee meetings for the next day.

Transcript Highlights:

• We've also seen a lot of barriers to education, where Latinos face academic performance gaps, particularly
• over 65% of students reported that their institutions provided no statement, no support, and no accommodations
• , and this is something that came up for really for the first time, but we know about it in more academic

Summary: The Select Committee on Hate, Racism, and Xenophobia met to examine the scope of hate activity in California and hear from state agencies, commissions, and community organizations. The chair opened by framing hate as a persistent crisis affecting many protected groups, and Assembly Member Gonzalez briefly joined the committee. The first panel included the California Department of Justice and the California Commission on the State of Hate, both of which presented recent data and policy recommendations. The Department of Justice reported that in 2024 California saw 2,023 reported hate crime events, 2,568 hate crime offenses, and 2,491 victims, with anti-Black bias remaining the most common category, followed by anti-Jewish and anti-Latino bias. DOJ also said referrals for prosecution increased, and it described its hate-crimes guidance, rapid response protocol, and multilingual resources. The Commission on the State of Hate said hate is undercounted in law enforcement data and cited a survey suggesting about 2.6 million Californians experienced at least one hate act in a year, including more than half a million potentially criminal incidents. It recommended permanent data infrastructure, mandatory law enforcement training, and continued funding for community-based prevention and victim support. The committee then heard testimony from representatives of the NAACP, LULAC, Jewish Public Affairs Committee of California, CHIRLA, Asian Americans Advancing Justice Southern California, CARE, Equality California, and the Racial Equity Commission. Witnesses described systemic racism, anti-immigrant enforcement, antisemitism, Islamophobia, anti-Asian bias, and anti-LGBTQ+ hate, often linking these harms to political rhetoric, social media, and federal actions. They urged the Legislature to fund programs such as California vs. Hate, Stop the Hate, nonprofit security grants, language access, school and mental health supports, and legal assistance, while also protecting civil rights, due process, and free speech. No formal votes or committee actions were taken during the hearing, but members indicated they would request additional recommendations and continue the discussion in future hearings.

Transcript Highlights:

• they work, who travel two and three hours each way to get to work, is a threat to our economy and academic
• If we can find ways to offload that pressure, we think this is a tremendous benefit from an academic
• If funding declines in the future, the state can accommodate that simply by allowing those one-time expenditures

Keywords: 988, house, all

Transcript Highlights:

• has even just one Black teacher in their early elementary years, they perform at a higher rate academically
• of protected categories in the housing space, but also in the employment space and in public accommodations
• of racial discrimination and disability status as well—people who are not getting reasonable accommodations
• The academic career that followed was punctuated by a PhD from Indiana University, peer-reviewed publications
• At a time when educators are doing all that they can to close literacy disparities and narrow academic

Keywords: 995, all

Summary: The Joint Committee on Racial Equity, Civil Rights, and Inclusion held an informational hearing on diversity, equity, and inclusion in Massachusetts; no bills were heard or voted on. Chairs Bud Williams and Liz Miranda opened by framing the hearing as a response to recent federal actions they said threatened DEI efforts, funding, and civil rights protections in education and other sectors. They said the committee would hear from experts, agencies, advocates, and businesses about the legality and benefits of DEI and the impact of federal actions on the Commonwealth. Secretary of Education Patrick Tutwiler testified virtually that Massachusetts is pushing back against federal efforts to restrict DEI, including guidance and certification demands directed at schools. He highlighted state investments in early education, child care, early college, career and technical education, and educator diversity, arguing these efforts help close opportunity gaps for Black and brown students, students with disabilities, English learners, and other underserved groups. In response to member questions, he said federal education dollars are core to services for students and that the state is prepared to fight funding cuts while monitoring impacts across K-12, early education, and higher education. Elizabeth Matos of the Attorney General’s Office said DEIA programs remain legal under state and federal law and described AG guidance issued to help institutions navigate federal confusion. She reviewed litigation the office has joined or won, including efforts involving withheld school funds, museums and libraries, the Minority Business Development Agency, Head Start, AmeriCorps, and other federal actions. Members asked about immigration-related fear and profiling, and Matos pointed to existing Know Your Rights guidance, said complaints to the Civil Rights Division have increased, and noted the office is seeing issues involving housing discrimination, employment, public accommodations, and threats to call ICE. She also said the office is open to further legislative ideas but did not discuss specifics. Evelyn Carter, a social psychologist, testified that diversity, equity, and inclusion are often misunderstood and defined the terms plainly, emphasizing that diversity is a group characteristic, equity addresses unequal starting points, and inclusion is about belonging and access. She argued that DEI matters because it creates guardrails against bias, helps make environments accessible, and addresses ongoing inequities. In response to questions, she suggested practical strategies such as using clear criteria and written records in decision-making, broadening who is considered part of one’s in-group, and pairing bias awareness with concrete behavior-change tools. The hearing also included testimony from Meredith Tewitt of the Massachusetts Commission on the Status of Women, who spoke about the importance of DEI for women, veterans, and people who rely on federal institutions, and urged lawmakers to continue supporting inclusion and access.

Transcript Highlights:

• And our budget can only accommodate 4.6 million in awards. Dr.
• the field and currently we had requests. of about 9.6 million for grants, and our budget could accommodate
• We constantly are working on the balance between academic or university primary research, basic research
• as a vehicle for children to learn valuable tools of teamwork, self-confidence, leadership, and academic
• Research conducted by the Texas Cultural Trust shows Gabriela Cain: that academic achievement, school

Transcript Highlights:

• receive about $85 million. million in request each year for these grants, and our budget can only. accommodate
• the field, and currently we had requests of about $9.6 million. for grants and our budget could accommodate
• We constantly are working on the balance between academic or university. diversity, primary research,
• as a vehicle for children to learn valuable tools of teamwork, self-confidence, leadership. and academic
• Research conducted by the Texas Cultural Trust shows that academic achievement, school attendance, college

Keywords: 1184, house, all

Transcript Highlights:

• This is really important when we are evaluating the performance frameworks or academic, financial, and
• <01:50:25.880> every that you guys going to accommodate every that you guys going to accommodate
• We develop the academic character development and social-emotional well-being of our students.
• We develop the academic, character development, and social-emotional well-being of our students.
• has profound implications for academic has profound implications for academic success<02:45:29.920

Keywords: 912, senate, all

Transcript Highlights:

• Over what we would consider a typical academic class that we might be looking at.
• So with that, I want to turn it over to my chief academic officer, Darla Ratzak.
• I'm the chief academic officer for Williston Schools.
• We have academic performance.
• , reflection—there's many meaningful discussions and academic engagement.

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.