Transcript Highlights:

• Today, I share this lesson that I learned well.
• It is a year-long learning program designed to engage students and prepare them for professional roles
• So Leah, I hope you're ready to have fun and to learn a lot.
• Where our students are supposed to be there to learn.
• And bring significant benefits to students and their learning experiences.

Keywords: 988, house, all

Transcript Highlights:

• As we look at how workers learn today, it's very different than how people were learning 10, 15, 20 years
• So there is an effort now in the industry to try to learn. Models.
• The early movers of that will be higher.
• That's going to bring people from all over the world to learn what we've learned from our innovation
• And happy to continue to share those lessons learned and opportunities.

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:

• <01:19:51.560> is think one thing we have learned is think one thing we have learned is the
• services and early Counseling services and early intervention<01:22:29.160> help<01:22:29.400
• to school to learn. to school to learn.
• <01:34:29.280> Early to our youngest learners. Early to our youngest learners.
• <01:41:29.920> healthier, their later years of learning healthier, their later years of learning

Keywords: 1187, senate, all

Transcript Highlights:

• <00:04:53.000> becomes their interests, learning becomes their interests, learning becomes
• Minnesota can have as much fun learning Minnesota can have as much fun learning STEM<00:07:26.640
• learn more about EMS. learn more about EMS.
• classrooms remain spaces for learning. classrooms remain spaces for learning.
• lost learning per year. lost learning per year.

Keywords: 1187, senate, 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:

• 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:

• <00:03:34.879> opportunities leadership and learning opportunities leadership and learning
• they can showcase their skills and learn they can showcase their skills and learn from<00:09:48.040
• <00:14:11.600> in bright but he just wasn't learning in bright but he just wasn't learning
• implementing Real World Learning implementing Real World Learning assignments<00:20:57.880> and
• environment where student learning environment where student learning continues<00:36:41.480>

Bills: HF1966, HF54, HF2043, HF1171, HF2741

Keywords: HF1966, Minnesota Association of Alternative Programs, STARS program, alternative education, alternative programs, education finance, general fund appropriation, student support services, career readiness, employment skills, academic skills, social skills, student conferences, training grants, Minnesota Department of Education, specialized education, at-risk students, nontraditional education, HF54, Silver Lake

Transcript Highlights:

• It's difficult to isolate the independent effect of early adversity.
• As a child, our family participated in Early Head Start home visiting, and I learned a few years ago
• Early Head Start also has seven counties here that they offer home visiting also as part of their Early
• what they’re learning, the kids could or should or need to learn this on those days instead of sitting
• So they learn about that.

Summary: The committee met to approve prior minutes and then heard a presentation from Dr. Ramona Danielson on adverse childhood experiences (ACEs), focusing on the economic and public-system impacts in North Dakota. She explained that ACEs are a population-level measure, not a diagnostic tool for individuals, and said higher ACE exposure is consistently associated with more chronic illness, mental health challenges, child welfare involvement, justice-system contact, and reduced workforce participation. She emphasized that precise dollar estimates are difficult because of the many interacting factors across a person’s life course, but said the direction of the impact is clear and that evidence-based prevention and protective factors can reduce harm. Members asked about definitions of a “healthy family,” same-sex couples, divorce, substance abuse, historical trends in ACEs, and the role of positive childhood experiences and home visiting. The committee then heard from Allison Mahoney and Missy Barranco about evidence-based home visiting programs in North Dakota, including Healthy Families, Early Head Start, Nurse-Family Partnership, and Parents as Teachers. They described home visiting as voluntary, relationship-based, and tailored to family needs, with referrals coming from hospitals, WIC, human service zones, pregnancy navigators, self-referrals, and other community sources. A parent, Abby, shared that home visiting helped her family after premature births and NICU stays by providing support with postpartum mental health, breastfeeding, developmental screenings, referrals, and parenting guidance. The presenters said the programs are funded through a mix of federal MIECHV/Title IV-E dollars, Medicaid targeted case management, state and tribal funds, philanthropy, charitable gaming, and grants, and they noted that current funding is fragmented and insufficient to serve all eligible families statewide. Members discussed whether the state should expand or better fund these services and how to improve outreach and referrals. Later, the committee received a memorandum on artificial intelligence and sexual exploitation, followed by a presentation from a BCI special agent on how AI is already affecting child exploitation investigations in North Dakota. The memo and testimony described AI-generated child sexual abuse material, deepfakes, sextortion, and risks posed by chatbots, along with relevant federal and state law and recent executive orders. The agent said North Dakota saw 2,698 cyber tips in 2025, the highest on record, and that investigators are increasingly encountering AI-assisted exploitation that is harder to detect and verify. Members discussed the need for child-safety protections, the limits of executive orders, and broader concerns about AI undermining critical thinking and spreading misinformation. No votes were taken on the AI materials during the portion provided, and the committee recessed briefly after the report.

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:

• Instruction grants, which ensures students have the nutrition they need to learn and thrive.
• Let's talk a little bit about the expanded learning opportunities.
• And then the last one, Credit for Prior Learning, there's two components to this.
• childhood learning system.
• I'm still learning what we're supposed to ask and not.

Keywords: 988, house, all

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:

• 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:

• <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:

• Part 2: Early Learning Access and Quality. Personal services: 36.5 FTE.
• quality 1 3 early learning access and quality 1 3 early learning access and quality 11238,661,784
• Childhood Partnerships and Collaborations, Early Learning Access and Quality, Community and Family Support
• Public Information Campaign, 16, 0.5 FTE. 1 B early Early Literacy 2 early 1 B early Early Literacy 2
• Learning Supports Intervention Learning Learning Supports Intervention and<04:47:01.680> Planning

Keywords: 981, all

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:

• 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:

• 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:

• 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:

• <00:39:32.880> 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:

• , 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