Transcript Highlights:

• <00:05:06.560> environments<00:05:07.280> were and learning environments were and learning
• created program set up in the early created program set up in the early 1990s<00:05:20.400> with
• Our final request learning environments.
• It is our most the early 1990s.
• <00:52:43.119> warning range and serves as an early warning range and serves as an early warning

Keywords: 1183, house

Transcript Highlights:

• It's impossible to learn and succeed in It's impossible to learn and succeed in such<00:02:18.720>
• <00:02:34.840> the can they possibly focus on learning the can they possibly focus on learning
• . learn. learn.
• withdraw early in the term. withdraw early in the term.
• you've got a safe space to learn. you've got a safe space to learn.

Keywords: 1183, house

Summary: The committee adopted the minutes from its February 24, 2026 meeting after a motion by Vice Chair Coulter. The hearing then focused on the impact of federal immigration enforcement, referred to throughout as Operation Metro Surge, on Minnesota college campuses. The chair said the purpose was to document alleged abuses, campus fear, and racial discrimination, and to hear from testifiers about effects on students, faculty, and staff. Representative Novotny briefly objected to the framing, saying the committee should be finding facts rather than making a predetermined presentation, and the chair responded that members should remain respectful and that questions would be held until after all presenters testified. Augsburg University President Paul Pribbenow described what he called relentless and unprecedented disruption, including student stops and interrogations, family separations, and an ICE operation on campus in which armed masked agents allegedly detained a student without a warrant and pointed weapons at students and staff. He said the campus received bomb threats afterward, increased virtual learning options, and saw spikes in student support needs, housing assistance, and leaves of absence. Jenna Chernega of the Inter Faculty Organization said faculty across Minnesota State universities reported widespread student and colleague stress, increased workload, disappearing students, and a need for clearer sensitive-location protections and academic freedom guidance. Mark Grant of Minnesota State College Faculty said community conditions inevitably affect classrooms, that campuses have not yet had an ICE incident but are bracing for one, and that faculty want to support students and may need financial help if enrollment declines. Jennifer Irwin of AFSCME said fear from ICE activity extends beyond campus boundaries and is affecting attendance, work, and daily life for staff and students; she cited a member detained in St. Paul while trying to prove legal status. Student testifiers Brendan Frazier of Concordia University, St. Paul, Jonathan Fitzgerald of Minnesota State Mankato, Sudi Adow of Lead MN, and Will Luther of the University of Minnesota Twin Cities described panic, reduced attendance, food insecurity, disrupted classes, and fear of leaving home or commuting to campus. They urged stronger student privacy protections, support for international and immigrant students, emergency aid, and policies to keep campuses safe. No further committee action or votes were taken after the minutes approval.

Transcript Highlights:

• Madam Chair, we're hoping for early 2026.
• I think we could learn from these things."
• And I learned a couple of things.
• So, I had to learn how to do that myself.
• We talk about ECHO as an all-teach, all-learn model.

Transcript Highlights:

• I've learned the trick, Assembly Member. I see you. Yeah. Thank you.
• These developments encourage early detection and diagnosis.
• Treatment is the natural next step for an early intervention strategy.
• These developments encourage early detection and diagnoses.
• Treatment is the natural next step for an early intervention strategy.

Keywords: 988, house, all

Transcript Highlights:

• And so Southeastern University came on board very early on.
• There's not been that expectation since early on with them to go to post-secondary education.
• So we have a very regular cadence around technical assistance and professional learning.
• You look at robust set of interventions for students starting very early in their schooling.
• And so we were interested in learning more about our inclusive Education Services program.

Transcript Highlights:

• One thing I learned yesterday, by the way.
• And so we have learned over the years, and to Tom's credit, to Tom's team's credit, we have learned how
• And I knew I needed to learn from that. There's things that I did learn from that.
• I knew I needed to learn from that.
• I knew I needed to learn from that.

Keywords: 908, all

Summary: The Energy Development and Transmission Committee met in interim session and approved the November 6 minutes. Chair Novak outlined the committee’s study agenda, including large energy users such as data centers, geothermal, landowner relations, wind and solar, and other energy topics across the state. The meeting was framed as informational only, with no bills or formal legislative action taken beyond the minutes approval. Testimony focused first on landowner relations. Oliver County Commissioner Dave Berger described the county’s energy history and local support for coal and related development. North Dakota Farmers Union President Matt Perdue emphasized proactive, face-to-face communication with landowners, respect for property rights, and the need for developers to be transparent about tradeoffs; he also discussed insurance and liability concerns tied to easements. Committee members asked about eminent domain, local versus state authority, and how communities can better understand the revenue and infrastructure implications of energy development. Department of Agriculture Deputy Commissioner Tom Bodine then described the department’s ombudsman programs for pipeline restoration and reclamation, wind restoration, and royalty oversight. He said the programs provide confidential, third-party assistance on reclamation and royalty disputes, but do not provide legal advice. Senators raised concerns about post-production deductions in royalty leases and whether the ombudsman can explain them; Bodine said the program can clarify statements and deductions but cannot resolve legal disputes. He also said the department has not received requests related to fiber lines. Representatives from Grid United and One Oak described their project development and landowner engagement practices. Grid United’s Brent Johnson discussed the North Plains Connector transmission project, its route selection process, voluntary acquisition approach, and efforts to avoid eminent domain by working closely with regulators, counties, townships, and landowners. One Oak’s Danette Welsh and Tom Giltner described the company’s midstream operations, extensive North Dakota footprint, and emphasis on direct landowner communication, consistent local regulation, careful construction practices, and post-construction reclamation. Members asked about setbacks, zoning consistency, invasive species prevention, outside advocacy groups, and eminent domain use; One Oak said it has not used eminent domain on its North Dakota projects, largely because most gathering lines are negotiated easements.

Transcript Highlights:

• , noted, um AI is changing how we learn, noted, um AI is changing how we learn, work,<00:09:39.120
• <00:10:10.080> from mockups and early prototypes. from mockups and early prototypes. from
• learn, increasing both the pace and need for continuous education.
• And the other thing that we're learning And the other thing that we're learning is<00:43:26.880>
• 70s, early 80s when Japan was uh use 70s, early 80s when Japan was uh use starting<01:04:00.960> to

Bills: HF1316, HF4369

Keywords: HF1316, child support, new hire reporting, centralized work reporting system, independent contractors, payors, employers, payor of funds, withholding orders, income withholding, child support enforcement, Minnesota Department of Children, Youth, and Families, gig economy, rideshare drivers, delivery drivers, 1099, W-9, W-4, newly hired workers, rehired employees

Transcript Highlights:

• <00:39:32.880> to us are still learning to us are still learning to appreciate.<00:39:34.640
• And then the other thing I learned, she would get to the state office building very early and she would
• ,<00:54:21.200> um, And then the other thing I learned, um, And then the other thing I learned
• So those early days and and thank her.
• She also promote lifelong learning.

Keywords: 1183, house

Transcript Highlights:

• Those two incredible supports for early literacy.
• And so in HB2, we've included the early learning bill, SB 2252, is that correct? Your SB 2252?
• Early learning, that's included as well, right? That's correct.
• This is a powerful learning experience for our kids.
• learning.

Bills: HB2

Keywords: public education, teacher compensation, certification, funding, school finance, educator rights, education funding, charter schools, staff compensation, state aid, retention allotment, 1185, senate, all

Transcript Highlights:

• early today? early today?
• Learning to read and reading to learn. And they support this work in several ways.
• , remote learning.
• learning.
• The Germans used to call, or still do, learn, fry, bite. Freedom to learn. Freedom to learn.

Keywords: 1187, senate, all

Transcript Highlights:

• And funding shall be used to support relational learning environments, small learning communities, implementation
• Its intent was to expand the state's dyslexia and specific learning disabilities early identification
• disabilities early identification.
• Early Rosenberger were the debate. I'm clear.
• , recognizing that expanded learning is a pillar of community schools. ...recognizing that expanded learning

Keywords: 988, house, all

Summary: The committee first took up the May Revision update on Proposition 98 and the school rainy-day fund. The Department of Finance said the minimum guarantee rises by $6.4 billion over the Governor’s Budget across the three-year window, with lower average daily attendance projections offsetting some of the revenue gains. Finance also described a reduced $3.9 billion settle-up proposal, increased deposits into the Public School System Stabilization Account, and an ending reserve balance of about $10.3 billion. The LAO said the revenue and LCFF adjustments were reasonable, but urged the Legislature to be cautious about delaying settle-up payments and to consider more budget resiliency, including larger cushions or other tools to protect ongoing programs. Members then questioned the administration and LAO about the size of the settle-up, the rationale for the reserve deposit, declining enrollment, and how lower attendance is creating savings that can be redirected to other school priorities. The LAO said the May Revision’s mix of one-time and ongoing spending was generally reasonable but recommended keeping a strong cushion and considering alternatives such as advance payments or pension-related savings. Questions also focused on how the May Revision’s funding mix affects districts if revenues weaken, and on the treatment of special education, discretionary block grants, and paid family leave costs for LEAs and community colleges. The committee next heard the community colleges portion of the budget. Finance described a higher SCFF COLA, increased apportionment costs, a student support block grant, deferred maintenance, Common Cloud, Calbright, credit for prior learning, and a one-time adult learner demonstration project. The Chancellor’s Office supported the core investments but asked for more funding for enrollment growth, changes to the SCFF growth formula, and a COLA for Student Equity and Achievement. The LAO recommended funding the statutory COLA increase, noted a $52 million current-year apportionment shortfall not yet included in the May Revision, and suggested the Legislature could instead direct some funds to enrollment growth, categorical COLAs, or one-time uses. Members also clarified how COLA and hold-harmless rules apply to different community college districts. Finally, the committee reviewed the proposed state implementation of the federal Workforce Pell program. Finance proposed one-time funding for the Student Aid Commission and Cradle to Career data work, plus trailer bill changes to set up state approval of eligible programs. CSAC said the program is promising but highly complex, with new federal rules just released and significant data, regulatory, and systems work still needed; it said the state will not be ready by July 1 and that ongoing funding will likely be necessary. The LAO agreed that implementation will require careful trailer bill language and noted that ongoing administrative costs remain unresolved. Members asked about other states’ approaches and the practical effect on short-term workforce programs in California.

Transcript Highlights:

• Connie, I think you learned a lot about egg and farming this year.
• I think you learned a lot about egg and farming this year.
• Um now these are hands-on learning.
• crucial to detecting uh and early crucial to detecting uh and early prevention<00:19:27.679>
• <00:20:47.440> uh the opportunity to continue learning uh the opportunity to continue learning

Keywords: 1183, house

Transcript Highlights:

• <00:10:07.120> signs<00:10:07.480> of identify the early signs of identify the early
• He said he is constantly learning as he goes, and there is a steep learning curve to this business and
• we'll update stakeholders so to learn we'll update stakeholders so to learn more<00:20:17.919>
• we're doing some early we're doing some early retirements<00:31:45.559> uh<00:31:45.679><
• state will either have to have early state will either have to have early retirements<00:57:32.079

Bills: HF1538, HF1965, HF2251, HF2838

Keywords: teacher apprenticeship, registered apprenticeship, teacher licensure, teacher shortage, workforce development, education finance, K-12 education, higher education, Professional Educator Licensing and Standards Board, PELSB, Tier 3 license, teacher preparation, mentor teacher, school district, cooperative unit, teacher pipeline, alternative licensure, apprenticeship program, labor and industry, union representation

Transcript Highlights:

• Anyone that is wishing to learn ASL can Anyone that is wishing to learn ASL can learn ASL through their
• And parents oftentimes will wonder how they learn And parents oftentimes will wonder how they learn the
• Glad we got you up early.
• These peer groups are a tremendous opportunity to learn about the different services and learn about
• Thank you for being here so early and a two-hour drive just to get here so early.

Keywords: 995, all

Summary: The hearing was a FY27 budget session on Health and Human Services held in Mattapan, hosted by the Joint Committee on Ways and Means. Opening remarks from Senator Lydia Edwards, Representative Brandy Fluker-Reed, Representative Russell Holmes, and Boston Public Library President David Leonard emphasized the significance of holding the first Ways and Means hearing in Mattapan, the importance of community access, and the role of libraries as human services institutions. Committee members and attendees introduced themselves before agency testimony began. MassAbility testified first, describing its mission to support people with disabilities through employment, independent living, and disability determination services. The agency highlighted federal funding uncertainty, a modest FY27 budget reduction, and a proposed reworking of its home care program, which it said is outdated and should better target those most in need. Members questioned the home care cut, staffing reductions, and federal coordination. MassAbility also shared a participant story about recovery and community support to illustrate the impact of its services. The Massachusetts Commission for the Deaf and Hard of Hearing then presented its FY27 request, focusing on interpreter and captioning access, workforce development, emergency communication, aging-related hearing loss, and transition services for deaf and hard-of-hearing youth. Members asked about interpreter shortages, after-hours emergency coverage, ASL education, and community training; the commission said it is expanding mentorship and referral systems but still faces staffing and vendor challenges. The Massachusetts Commission for the Blind followed with a $30.8 million request, describing services for nearly 9,000 consumers, peer support groups, vocational rehabilitation, and Turning 22 services, while noting federal funding uncertainty and a 7% budget cut. Members raised concerns about maintaining services with fewer resources, and the commissioner said the agency had trimmed overhead and could manage the proposal. The Office for Refugees and Immigrants closed the segment, outlining expanded legal, housing, workforce, citizenship, and financial literacy supports for immigrants and refugees, including Know Your Rights trainings, legal defense initiatives, and the Massachusetts Access to Counsel Initiative. Members discussed the effects of federal policy changes, the loss of refugee resettlement funding, and the need for state support to fill gaps. No votes were taken in the portion provided; the hearing consisted of agency presentations and committee questioning.

Transcript Highlights:

• Early literacy, you know, it's phonics, wind back phonics. Thank you.
• First of all, thank you to the Speaker for making early literacy a priority this session.
• It was boring our kids, and the key to learning is making reading exciting.
• Students learned how to guess, to memorize, but they didn't learn how to read.
• This evidence-based learning essentially is phonics, enhanced phonics... ...learning.

Keywords: 995, all

Summary: The House opened with the Pledge of Allegiance and welcomed several student and community guests, including ambassadors from Robinson Middle School in Lowell, visitors honoring the Gaudet family and Patricia Rappucci, Scottish visitors celebrating Scotland’s World Cup appearance, Top-Notch Scholars students from Lawrence, and the King Philip Regional High School baseball team after its first state championship. The chamber also adopted several routine resolutions and orders, including extending the reporting deadline for the Health Care Financing Committee and suspending Joint Rule 12 for a condominium-related petition. The House then rejected concurrence with the Senate on the Massachusetts Data Privacy Act and instead voted to appoint a committee of conference. The major policy action was on Senate Bill 3064, the Mass Ready Act, a large climate resilience and environmental bond bill. Members speaking in support emphasized flood protection, clean water, PFAS remediation, municipal vulnerability preparedness, coastal resilience, parks, trails, housing, and agricultural and food-system investments. The bill was described as authorizing roughly $3.8 billion in general obligation bonds, with discussion of specific funding for the Clean Water Trust, PFAS remediation, coastal infrastructure, biodiversity, healthy homes, and farmland preservation. A consolidated amendment was adopted, and after debate the House passed the bill to be engrossed by a roll call vote. The House also took up the conference report on H. 5511, the early literacy and teacher preparation bill. Supporters said the measure would require evidence-based reading instruction, move away from three-cueing approaches, support educator training and apprenticeships, and improve student literacy outcomes statewide. The conference report was accepted on a roll call vote of 152-0. Later, the House considered amendments to the Mass Ready Act, including one proposal to increase PFAS remediation funding that was ultimately withdrawn, and adopted another consolidated amendment before passing the bill to be engrossed by a roll call vote of 151-0. The House then adopted an order to meet the next day at 11 a.m. and adjourned to an informal session.

Transcript Highlights:

• leave with short certificates by the time they graduate from high school, therefore giving them an early
• want to filter further and further down, eventually get to the elementary school level to give kids early
• And our centers do an amazing job of giving our students opportunity for work-based learning.
• So what we're trying to do with these work-based learning experiences is, again, accommodate students
• He was like, 'Well, I got out of that one so I could do work-based learning where you work.'

Keywords: 924, joint, all

Transcript Highlights:

• the learning?
• and that treatment can be given early to help prevent that.
• And I know somebody mentioned this early.
• Early-stage companies.
• Early stage private investors.

Keywords: 1184, house, all

Transcript Highlights:

• We also have Good Prints, where they learn how to do shirts for, like, they have a contract with the
• We also have good prints where they learn how to do shirts for like the of catering.
• We also have good prints where they learn how to do shirts for like the, they have a contract with the
• Our main concern was keeping the kid, student, in class and learning. And so I'll be honest.
• It's important that is also part of the learning process of being a child and being a student in learning

Summary: The Pre-K through 12 Budget Subcommittee met during Budget Week and first considered three member bills. House Bill 1111, by Rep. Valdes, would eliminate the option for students to leave high school with a certificate of completion instead of a standard diploma. Valdes said the bill was inspired by students who met credit requirements but could not pass a required assessment, and argued the certificate does not provide access to college, trade school, or military service. The bill passed unanimously, 15-0. CS for House Bill 127, by Rep. Kendall, would support students with disabilities by using existing Florida Department of Education curriculum to create micro-credentials and coordinating with the Florida Center for Students with Unique Abilities and OSHA on workplace safety. Goodwill, the Florida Developmental Disabilities Council, Florida PTA, and others supported the bill, which also passed unanimously, 15-0. House Bill 1367, by Rep. Booth, addressed chronic absenteeism by requiring statewide definitions and more uniform attendance reporting, along with rules for excused and unexcused absences and early identification of chronically absent students. Testimony emphasized inconsistent district policies and the need for clearer data and interventions. The bill passed 13-0, with some members noting concerns about implementation details and future rulemaking. The committee then took up PCB-P-PKB-2501, the proposed conforming bill for the fiscal year 2025-2026 Pre-K through 12 budget. The chair said the bill was designed to align statutes with budget and scholarship funding procedures, especially around the Florida Education Finance Program and scholarship payments. The PCB would require Florida student ID numbers for scholarship students, standardize cross-checking against FTE survey data, set quarterly payment dates, and use one data source for both reporting and withholding scholarship-related FFP amounts. It also would reduce certain add-on weights by 50%, remove the budget stabilization program, and repeal the educational enrollment stabilization program. Several members raised concerns that the add-on weight reductions could hurt career and technical education, AICE, IB, and CAPE programs, while the sponsor argued the data showed too much spending in an “other” category and that the reductions were aimed at aligning funding with actual program costs. Public testimony was mixed: some supported tighter accountability and clearer payment rules, while others warned against undermining expensive career-readiness programs. The PCB passed 11-2. After the conforming bill, the chair presented the proposed fiscal year 2025-2026 Pre-K through 12 budget, totaling just under $21 billion, about $400 million below the current year. She said the budget reflects a need to slow spending growth and includes $20 million for New Worlds Scholarship Accounts, $7 million for security grants at Jewish day schools and preschools, $14 million for public school transportation stipends, an overall FEFP increase of about $747.7 million, $100 million for teacher salary increases, and increases in the base student allocation and funds per student. The committee did not vote on the budget recommendation at this meeting; it was distributed for review and will move to the Budget Committee next week.

Transcript Highlights:

• And so we're owning teaching and learning.
• So they learn different. You know, boys learn differently from girls. I have four boys.
• If we're doing a good job with our early learning environments and voluntary pre-kindergarten, sometimes
• We have a 3,000-child waiting list for early childhood education to help some of our struggling early
• Some are learning programs. Some are doing high-impact tutoring now.

Summary: The committee first approved the March 9 and 10 minutes, then heard a presentation from the Arkansas Excellence in Teaching Fellowship Program featuring three third-grade teachers from Poyen, Drew Central, and Cabot, along with Department of Education Secretary Jacob Oliva. The teachers described the fellowship as a year-long collaboration among 23 merit-pay recipients from across the state, focused on sharing classroom strategies, data use, and professional support. Members asked about teacher experience, how the fellowship information is shared locally, the role of merit pay, and how teachers are addressing third-grade reading and retention concerns under the ATLAS assessment system. The teachers emphasized early intervention, relationships with students, small-group instruction, progress monitoring, and communication with families; they also described community supports such as churches, food backpacks, and local donations. Several members raised broader questions about poverty, trauma, social services, DHS involvement, and whether similar professional learning should be expanded to more teachers. Secretary Oliva said the fellowship is a small subset of a larger merit-pay program, that participation was voluntary, and that the state is working to improve literacy supports, clarity, and alignment across grades. He also said ATLAS results are now available to schools and families much faster than in the past, often within 24 to 72 hours, and that the state is using the data to identify at-risk students earlier and support intervention before retention decisions are made. The committee then moved to the adequacy/resource allocation presentation from the Bureau of Legislative Research. Staff explained that the report is part of the statutory adequacy review and focuses on state funding sources beyond foundation aid, including categorical and supplemental funds. They noted that districts and charters spent more than $7 billion in the 2025 school year, with roughly 49% from foundation funding and 51% from other sources over the last three years. The presentation outlined the four categorical funds—Alternative Learning Environment, English Learners, Enhanced Student Achievement, and Professional Development—describing their restricted uses, student-based funding formulas, and the ability of districts to transfer some money among categoricals while keeping it within allowable purposes. Staff said categorical funds account for about 4% of total spending, or less than $300 million, and reviewed superintendent feedback on whether those funds met district needs, with responses varying by category and district.

Transcript Highlights:

• But this is an innovative delivery method allowing us to hire a construction contractor early in the
• But this is an innovative delivery method allowing us to hire a construction contractor early in the
• But this is an innovative delivery method allowing us to hire a construction contractor early in the
• But this is an innovative delivery method allowing us to hire a construction contractor early in the
• transparent in how we're trying to learn transparent in how we're trying to learn from<01:18:39.440

Keywords: 1187, senate, all