Transcript Highlights:

• Does TEA have access as a proxy data set of individuals who are from non-English-speaking households?
• districts and charter schools that need to have those programs for students that require assistance with English
• Does Health and Human Services maintain any proxy data with regard to non-English-speaking households

Bills: SB825

Keywords: illegal immigration, economic impact, environmental impact, financial impact, annual study, Texas, government report

Summary: The Senate Committee on Border Security heard testimony on Senate Bill 825 by Senator Middleton, as substituted, which would require an annual or biennial study of the economic, environmental, and financial impacts of illegal immigration in Texas. Middleton said the bill is intended to provide lawmakers with comprehensive data on costs to law enforcement, health care, education, infrastructure, and taxpayers, and to support possible federal reimbursement claims. Several senators, including Hinojosa and Eckhardt, agreed that a study is needed but raised concerns about bias, the scope of the study, and whether the Comptroller’s Office rather than the governor’s office should conduct it. Middleton argued the governor’s office was the best coordinating entity because it could direct multiple agencies to provide data, while Hinojosa and others emphasized the Comptroller’s expertise and prior 2006 study. Public testimony was generally supportive of the idea of a study but critical of the bill’s framing. Sarah Cruz of the ACLU of Texas said the study should be a full cost-benefit analysis and warned that focusing only on costs could create an anti-immigrant narrative. Danny Woodward of the Texas Civil Rights Project also supported the concept but recommended moving the study to the Comptroller or, alternatively, creating a neutral commission. Jaime Pointe of Every Texan likewise supported updating the 2006 analysis and said state agencies should be able to cooperate with a governor-led study. Resource witnesses from the governor’s office, HHSC, TEA, OCA, TDCJ, and DPS explained that data collection would be uneven across agencies. HHSC and TEA said they often do not collect immigration status and, in TEA’s case, federal law limits schools from requesting such information; OCA and TDCJ said they could provide only partial or indirect data unless new reporting requirements were added. DPS said it already has Operation Lone Star data but would need to collect additional information if tasked with the broader study. The chair asked the governor’s office to provide a follow-up answer on separation-of-powers and related authority questions by the following Tuesday, and the committee recessed subject to the call of the chair without taking a vote on the bill.

Transcript Highlights:

• As the only English speaker in my family, I became the one responsible for navigating a complex system
• of adverse events or harms due to medical error because their parents speak a language other than English
• mission is to improve health care for everyone, and I'm also a former interpreter for Spanish and English
• You already know why I'm here. ...for Spanish and English, and I was born and raised in El Salvador.
• want to improve health care for everyone, but especially for patients who use a language other than English

Keywords: 995, all

Summary: The Joint Committee on Health Care Financing held a public hearing on a large docket of bills focused on MassHealth benefits and reimbursement, health equity, behavioral health, public health, dental access, 340B drug pricing, tobacco cessation, and coverage for children. The chairs emphasized rising health care costs, provider shortages, administrative burdens, and persistent inequities by income, race, geography, and immigration status. Much of the testimony centered on H.1416/S.901, an act to advance health equity, with legislators and members of the Health Equity Compact arguing for statewide benchmarks, stronger health equity leadership, reimbursement for interpreter services, community health workers and patient navigation, Medicaid graduate medical education support, and a health equity zone trust fund. Witnesses described disparities in life expectancy, maternal mortality, access to primary care, and the impact of federal Medicaid and social service cuts, and urged the committee to report the bill favorably. The committee also heard strong support for H.1368/S.847 on rapid whole genome sequencing for critically ill MassHealth children. Testifiers from industry, academia, hospitals, and families said early sequencing can end long diagnostic odysseys, improve treatment decisions, shorten hospital stays, and save money, while also providing emotional relief and information for families. The hearing then moved to H.1407 on MassHealth rate parity for inpatient behavioral health providers, where Rep. Scanlan and the Massachusetts Association of Behavioral Health Systems said the bill would codify existing administrative parity so managed care plans cannot pay less than the MassHealth fee-for-service rate. On H.1392/S.853 to preserve and protect public health, witnesses supported higher vaccine administration fees to improve provider participation and immunization rates. The committee also heard testimony on H.770/845 to protect 340B providers in MassHealth, and on S.848 to require reporting and transparency around 340B revenues and outside administrative costs. Additional bills drew testimony on tobacco cessation coverage for MassHealth members, with advocates supporting broader access to counseling and medications through medical, behavioral health, and dental providers. On H.1409, a nursing home operator asked for more flexibility in a MassHealth staffing-related penalty tied to patient days per resident. On H.1401/S.888, supporters of the “Take 10” dental access proposal said adult MassHealth dental coverage is underused because too few dentists accept MassHealth, leading to long travel times and avoidable emergency room visits; they urged incentive payments for dentists serving new adult MassHealth patients. Finally, on H.1403/S.855, “Cover All Kids,” advocates and immigrant community members urged removal of immigration status as a barrier to full MassHealth coverage for children, while also backing a related bill to ensure 12 months of continuous coverage for children. No votes were taken during the hearing; the committee primarily received testimony and asked questions on costs, reimbursement levels, and implementation details.

Transcript Highlights:

• We teach English. We teach civics. We also offer immigration legal services.
• were others, I'd say typically seniors who were of different ethnicities that maybe didn't speak English
• were others, I'd say typically seniors who were of different ethnicities that maybe didn't speak English
• And in a household where English was not my first language, I had to serve as the unofficial translator
• And in a household where English was not my first language, I had to serve as the unofficial translator

Keywords: 995, all

Summary: The Senate Committee on the Census held an early planning hearing on how Massachusetts can maximize participation in the 2030 census, with Chair Will Brownsberger and Vice Chair Rebecca Rausch emphasizing the need to start well in advance. The first panel, made up of leaders from the Massachusetts Voter Table, MassVOTE, MIRA, and MESA, stressed that grassroots community organizations are trusted messengers and should be funded early to do multilingual outreach, training, and direct assistance in hard-to-count communities. They described lessons from 2020, including the shift to internet response, reduced federal census infrastructure, the importance of coordinated statewide networks, and the need to begin messaging several years before Census Day because building trust and staffing outreach takes time. Panelists repeatedly warned that immigrant communities are facing heightened fear because of federal immigration enforcement and the possibility of a citizenship question or other federal changes, making census participation more difficult. They said 2020 funding arrived too late to fully staff and train outreach teams before the pandemic, and argued that future resources should be deployed earlier and more flexibly. In response to committee questions, they estimated Massachusetts should invest roughly $8 million to $10 million or more in state census outreach, with one proposed model of about $3 million to $5 million at the start, additional funding in the middle years, and a larger final push closer to 2030. They also suggested that funding should support communications infrastructure, translation, social media and ethnic media outreach, and possibly a permanent complete count structure or trust fund to preserve institutional knowledge. A second panel from Common Cause Massachusetts and the ACLU of Massachusetts echoed the call for stronger, earlier investment and stronger privacy protections. They urged the legislature to expand existing census line items, consider a trust fund or other dedicated funding stream, and coordinate census outreach with other state programs that already work through trusted community messengers. The ACLU testimony focused on racial inequities in census counts and warned that federal efforts to exclude non-citizens or add a citizenship question would deepen distrust and undercount immigrant communities. Committee members asked about the 2020 overcount/undercount results, funding levels, timing of grant distribution, and whether census outreach should be routed through the Secretary of the Commonwealth or other state mechanisms; no votes were taken, and the hearing moved on to a later panel on immigrant-community outreach.

Transcript Highlights:

• And we’re also a district that has 50% unduplicated students and 23% English learners.
• night on the impact it has had on reducing our EL students and having them actually classified as English
• In our fifth report, analyzing LCAPs through the lens of English learners conducted in collaboration
• In our fifth report, analyzing LCAPs through the lens of English learners, conducted in collaboration
• In our fifth report, analyzing LCAPs through the lens of English learners, conducted in collaboration

Summary: The joint hearing focused on coherence in California’s education planning and reporting systems, especially the Local Control and Accountability Plan (LCAP) and related grant plans. Committee chairs and members described widespread frustration with duplicative, lengthy, and sometimes conflicting reporting requirements, while emphasizing that the goal was not to reduce accountability but to make planning more useful, stable, and student-centered. State Superintendent Tony Thurmond also previewed the Governor’s education budget priorities, including expanded learning, community schools, universal transitional kindergarten, literacy supports, and concerns about the proposed Prop. 98 deferral. Panelists from the State Board of Education, Fresno County Superintendent of Schools, and the Legislative Analyst’s Office said the LCAP was intended to balance local flexibility with statewide transparency, but has become overloaded by repeated revisions and additional requirements. They argued for fewer core reporting elements, more stability over time, better alignment of planning cycles, and integrated systems that reduce duplication. Fresno County staff described a multi-year calendar and support tools that help districts manage timelines, but said these tools only ease the burden rather than solve the underlying problem. The LAO noted that some newer plans, such as expanded learning and transportation plans, are narrative-heavy and often less informative than separate reporting requirements. Local district leaders and county officials described the practical effects of the current system: staff time diverted from instruction, multiple portals and forms, audit risk aversion, and planning documents that can exceed 100 pages. Several superintendents said coherent systems work best when districts have clear priorities, stable governance, and aligned budgets, and when state requirements are predictable and tied to outcomes like literacy, attendance, and student achievement. The California Federation of Teachers added that coherence also depends on meaningful collaboration with educators, classified staff, parents, and communities. Committee members repeatedly asked whether the state should streamline reporting, create a uniform portal, or develop a more unified grant-reporting structure, and Thurmond said the department was piloting a simplified common form and was willing to work with the Legislature and districts on broader solutions.

Transcript Highlights:

• 00:09:34.720> reading<00:09:35.120> skills<00:09:35.440> in<00:09:35.760> English
• foundational reading skills in English foundational reading skills in English um<00:09:36.959>
• Uh, when I first started teaching, I taught English for 2 hours a day, at which time I went home and
• Uh, when I first started teaching, I taught English for 2 hours a day, at which time I went home and
• Uh, when I first started teaching, I taught English for 2 hours a day, at which time I went home and

Bills: HF1049

Keywords: school library aid, education finance, school districts, charter schools, funding eligibility, 1183, house

Transcript Highlights:

• Grant A allocates $3.5 million to schools offering DLI programs in California's top five English learner
• Seventy percent of my district speaks a primary language other than English, and our schools offer DLI
• Substitutes don't have any pedagogical training to teach English learners, not even teach the subject
• matter they're teaching, much less the special students like English learners who have additional needs
• Substitutes don't have any pedagogical training to teach English learners, not even the subject matter

Summary: The Assembly Education Committee heard several education bills, with AB 887 by Assemblymember Berman proposing that every school district and charter school adopt a plan so all high schools offer at least one computer science course by 2029-30. Supporters, including a teacher and student, argued California is falling behind other states and that computer science is essential for student opportunity and workforce readiness. ACSA opposed the bill, citing the shortage of qualified computer science teachers and administrative burden. The bill passed the committee on a 6-0 vote and was sent to Appropriations. The committee also heard AB 1390 by Assemblymember Solache, which would allow local and county school boards to raise trustee compensation above long-standing statutory minimums that have not changed in decades. Supporters said the current stipends are too low to make board service accessible to working families and younger community members. There was no opposition testimony, and the bill passed with five votes, with the roll left open for additional members. AB 865 by Assemblymember Gonzalez would create a $5 million, three-year grant program for dual-language immersion instructional materials, split between high-demand languages and other languages. Supporters said districts often lack standards-aligned materials in languages beyond Spanish, forcing teachers to create their own. The bill passed 7-0 to Appropriations. AB 857 by Assemblymember Gibson, requiring annual cultural competency training for K-12 staff, also passed 5-1 after supporters linked it to the state reparations task force report and argued it would improve trust and student outcomes. The committee additionally approved AB 677 by Assemblymember Bryan, which would make it easier for unhoused students to access school-based vision and dental screenings by allowing directory information to be used for that purpose with an opt-out process; it passed 8-0. AB 903 by Assemblymember Avila Farias, directing the Department of Education to develop best practices on education technology and digital equity, passed after amendments and with some opponents indicating they would remove opposition once the amendments were in print. Finally, AB 917 by Assemblymember Avila Farias, extending permanent-status protections to certain educators in small districts and county programs, drew significant opposition from small districts and regional occupational programs over flexibility and funding concerns; the bill still passed 5-2 with the roll held open for additional votes.

Transcript Highlights:

• By language, 75% spoke English, 21% Spanish, and 4% were consisted of Chinese, Vietnamese, and other
• speakers accessing respite, it is critical that that trust. or non-English speakers accessing respite
• 'Lo trigo' is written in English. Good afternoon, Assemblymember Dr.
• I don't speak English, but I'm going to try my best, okay?
• I don't speak English, but I'm going to try my best, okay? Yes, or you can speak in Spanish.

Summary: The Assembly Budget Subcommittee on Human Services held a hearing on developmental services, rehabilitation, and related supports, with no votes taken. The first major topic was the Master Plan for Developmental Services. Administration officials described a year-long, community-driven process that included a steering committee, work groups, and statewide engagement sessions, and said the final draft would be released that Friday with about 170 recommendations. The Department of Developmental Services said the plan would inform future work, but did not offer a detailed implementation roadmap. The LAO said the plan contains significant policy and budget implications, may require statutory changes, and needs further analysis to turn recommendations into actionable proposals. Advocates and regional center representatives urged the Legislature and administration to avoid letting the plan sit on a shelf, called for prioritization and ongoing stakeholder oversight, and emphasized the need to address equity, workforce, service coordination, and cross-system collaboration. The chair said he wanted to work with the LAO on trailer bill language and future reporting to create a clearer path forward. The second topic was the Office of Employment First and competitive integrated employment. Administration witnesses said California has ended subminimum wage under SB 639, but that moving people into competitive integrated employment remains a major priority. They described existing efforts such as DDS’s coordinated career pathways pilot, paid internships, job development services, benefits counseling, and DOR’s career counseling and referral services, along with pilot projects in San Diego and Orange County. The State Council on Developmental Disabilities and advocates argued that employment outcomes have remained stuck at roughly 15% and that a dedicated Employment First Office is needed to coordinate across agencies, align goals, and improve outcomes. The LAO recommended regular legislative oversight on people transitioning out of subminimum wage and asked for technical assistance on coordinated career pathways. The chair criticized the administration’s decision to effectively eliminate funding for the office, requested a detailed implementation timeline and quarterly transition reports, and said the committee would continue pressing for the office to be implemented. The final issue was respite services, utilization trends, and access. DDS reported that in-home respite use and spending have risen sharply over several years, with about 150,000 people using respite in 2023-24 and expenditures reaching about $1 billion. Officials said access depends on families knowing the service exists, service coordinators identifying need, and having enough providers, especially in rural and linguistically diverse communities. The San Diego Regional Center said utilization generally mirrors statewide trends, but access is stronger in some areas, such as Imperial County, where families often prefer family-directed or agency-supported models that allow them to hire trusted workers. Committee members emphasized the importance of respite for family health and caregiver well-being, asked whether service coordinators are asking practical questions about sleep and stress, and discussed the need for better identification of complex behavioral and medical needs. DDS said a standardized family support tool and updated IPP process are intended to improve consistency, transparency, and person-centered assessment for respite and related services.

Transcript Highlights:

• Only credit unions with a CAMELS composite rating of 1 or 2 will be permitted to meet at this less frequent
• credit union is assessed in each of the six categories under that acronym, and they're assigned a composite
• :16:01.400> they're<05:16:01.558> assigned<05:16:01.878> a<05:16:02.120> composite
• acronym and they're assigned a composite acronym and they're assigned a composite rating<05:16:02.958

Keywords: U.S. House of Representatives Floor Proceedings on Monday, February 10, 2025, 1012, house, all

Transcript Highlights:

• It just includes English proficiency. Okay. And the original fines $1,000, $3,000, I think.
• I'm sorry, a commercial driver who's not proficient in English?
• They're the ones that are authorized to do an English proficiency test.
• Yeah, and they tested the driver and he did not pass the English proficiency test.
• And the lack of English proficiency was... okay. I really think you just proved my point.

Keywords: 959, house, all

Transcript Highlights:

• It just includes English proficiency. Okay. And the original fines—$1,000, $3,000, I think.
• I'm sorry, a commercial driver who's not proficient in English.
• They're the ones that are authorized to do an English proficiency test.
• Yeah, and they tested the driver and he did not pass the English proficiency test. Correct.
• And the lack of English proficiency was—okay. I really think you just proved my point.

Summary: The House met with prayer, the Pledge of Allegiance, and approval of the previous day’s journal by a 133-0 vote. Members then spent much of the morning introducing interns, special guests, pages, and a doctor of the day, along with a recognition of Teacher Appreciation Day and a brief announcement about a Missouri contestant on American Idol. The chamber then took up a long series of Senate bills and House amendments, largely on crime, public safety, corrections, and related issues. Measures discussed included drone enforcement authority for law enforcement, a Missouri Ranger/school safety proposal and school bus stop-arm penalties, automatic expungement for certain drug offenses, Alzheimer’s and dementia training for law enforcement and adult protective services, fire hydrant testing, pseudoephedrine access, prison cell phone contraband, hands-free cell phone law fixes, critical infrastructure/copper theft, a parent-accountability bill involving minors, fentanyl trafficking, Attorney General staff carrying firearms, and a domestic violence registry. Several members raised concerns about school safety, privacy, criminal justice policy, and whether some proposals were too broad or punitive, while others emphasized public safety, victim support, and administrative clarity. The most extended debate centered on a death-penalty post-conviction relief amendment, with supporters arguing it would align Missouri law with federal procedures and speed up lengthy appeals, and opponents warning it could reduce safeguards in capital cases. After a roll call vote, that amendment was adopted 75-68. Another notable debate involved a first-responder buffer zone amendment, where supporters said it would protect officers and others during tense encounters, while opponents argued it could chill public recording of police activity. The House also adopted amendments on domestic violence protections, child abuse interview recording and camp background checks, inmate reentry documents and job preparation, and several technical fixes to previously passed bills. A point of order was sustained on one untimely distributed amendment, but most other amendments were adopted by voice vote or roll call.

Transcript Highlights:

• provider to meet certain notification requirements whenever the population of consumers with limited English
• consumers whenever the population of consumers with<00:08:48.720> limited<00:08:49.120> English
• <00:08:49.600> proficiency<00:08:50.320> exceeds with limited English proficiency exceeds
• with limited English proficiency exceeds 20%. 20%. 20%.
• is a muddy >> The only I say is English is a muddy language. language. language.

Keywords: 928, house, all

Summary: The committee opened with routine business, including the Pledge of Allegiance, seating alternates, and approval of the minutes and consent calendar. Both were approved without opposition. The committee then moved to the regular calendar, beginning with Department of Environmental Services drinking water rules (2532). Staff noted that the final proposal deleted requirements that had been in the initial proposal, making the published notice technically inaccurate because it said there were no substantive changes. The agency responded that the requirements still exist in other rules, that regulated entities and the Water Council were notified, and that the public had notice through related hearings. After discussion about whether a new noticed hearing was needed, the committee approved the rule. The next item was Department of Administrative Services personnel rule 2510 on seniority and employee performance evaluation. Staff raised informational comments and one unclear comment about language that appeared to require a checkbox even though no form exists, and about evaluation categories that could overlap. The agency said the checkbox language should be removed, but defended the overlapping categories as part of a long-standing template used by agencies for the past 10 years. Members discussed whether the language was too ambiguous or could lead to inconsistent application, but the committee ultimately approved the rule with a condition striking the checkbox language in the affected sections. The committee then considered personnel rule 25109 on investigations, discipline, non-disciplinary communications, and non-disciplinary removal. Staff recommended clarifying language distinguishing license suspension from termination for cause, and questioned whether the sexual-harassment discipline language was too broad because the same conduct could fit multiple discipline levels. The agency agreed to add the suggested clarification for the license-suspension provision, but argued the sexual-harassment language should remain because another rule already provides the factors for determining the appropriate discipline and the agency needs discretion for fact-specific cases. The discussion included concerns about how non-verbal conduct might be treated, but the committee moved toward conditional approval with the agreed clarification and approval of the rest of the rule as written.

Transcript Highlights:

• and it has like a microphone for the teacher and a way that students who are not quite up on their English
• , they're learning English, they could listen in their Chromebook and it automatically translates what
• who are not quite up on their English who are not quite up on their English they're<00:14:37.720
• > learning<00:14:38.120> English<00:14:38.560> they<00:14:38.720> could they're
• learning English they could they're learning English they could listen<00:14:39.199> in<00:14

Keywords: 958, all

Summary: The House Primary and Secondary Education Committee met and first took up House Bill 14, which would establish Alyssa’s Law in Kentucky public schools. The bill, as amended by committee substitute, would allow districts to implement wearable panic alert systems for school staff beginning in the 2025-26 school year. Sponsor Rep. Kevin Jackson and supporters described the system as a silent badge/button that can alert school offices, 911, first responders, and other personnel, with different button sequences for different emergencies. Testimony from Lori Alade, Alyssa’s mother and founder of Make Our Schools Safe, emphasized that “time equals life” and said the technology can help in active threats, medical emergencies, weather events, and other urgent situations. Students from St. Margaret Mary’s Kentucky Youth Assembly also supported the bill, citing the Georgia school shooting response as an example of how such systems can save lives. Members asked about vendor neutrality, costs, training, and whether the system could be used off campus; sponsors said the bill is intended to be vendor neutral, estimated statewide costs ranged from about $2 million to $6 million, training would be provided before the school year, and they would follow up on the off-campus question. The committee approved HB 14 with the committee substitute attached. The committee then reconsidered and approved House Bill 48, a cleanup measure related to school reporting requirements. The substitute was described as addressing department concerns about eliminating certain reporting forms while preserving district flexibility and reducing burdensome reporting. It would allow schools to maintain or use alternative reporting methods, provide KDE a timeline and guidelines for reporting on Cognia software used for CPS and C-dips, and require a written report to the LRC describing reporting requirements imposed on public schools and districts, with items not reapproved by the legislature sunsetting in 2026. The bill passed the committee with the committee substitute attached. Finally, the committee heard House Bill 190, as amended by committee substitute, which would shift the measure from a planning-and-action bill to a planning-only bill for advanced coursework and codify some gifted-student regulations. Rep. Duvall and Dr. Julia Link Roberts of WKU said the bill is intended to expand opportunities for high-potential students by requiring districts to set policies on advanced coursework or accelerated learning options for grades 4 through 12. The substitute changes the standard from “proficient” to “distinguished,” allows districts flexibility in how they implement the policies, and may require automatic enrollment for students scoring distinguished, with opt-out provisions and a principal exception if coursework conflicts with career pathways or CTE access. Members discussed how the proposal differs from current advanced programs, the broader inclusion of students, and district variation in available opportunities. No final vote on HB 190 was included in the transcript excerpt.

Transcript Highlights:

• Representative English, how do you vote? No. Representative English votes no.
• Representative English, how do you vote? Representative English, how do you vote? >> No.
• Representative English, how do you vote? >> No. >> Representative English votes no.
• Representative English, how do you vote? "No." Representative English votes no.
• Representative English, how do you vote? "Yes." Representative English votes yes.

Keywords: 981, all

Transcript Highlights:

• My name is Sarah Stephens, I'm a former Catholic English teacher and a public school librarian.
• And I also taught advanced placement English, and there are many books on that test that could be banned
• I'm a third-generation Texan mom, retired high school English teacher, and former school librarian. as
• My name is Frank Strong and I'm a parent and English teacher. and one of the founders, co-founders of

Bills: HB256, HCR19, SB2101, SB2334, SB2633, SB2637, SB2713, SB2781, SB2782, SB3059, HB1130

Keywords: severe weather, adaptation plan, vulnerability assessment, environmental protection, state agencies, federal agents, transparency, law enforcement, identification, public trust, immigration enforcement, HCR 19, Texas concurrent resolution, federal immigration enforcement, masked agents, facial coverings, visible identification, uniforms, badges, name tags

Transcript Highlights:

• And 10 years ago when English was supposed to become the official language here, I sat in a room quite
• And 10 years ago when English was supposed to become the official language here, I sat in a room quite
• And 10 years ago when English was supposed to become the official language here, I sat in a room quite
• And 10 years ago when English was supposed to become the official language here, I sat in a room quite
• You’re going to have to change the name of your state because Minnesota is not an English word.

Bills: HF3458, HF3777, HF3778, HF3912

Keywords: electric utilities, service areas, Tribal lands, Minnesota statute, energy regulation, utility rates, public utilities, Public Utilities Commission, PUC, ratepayer, consumer protection, affordable energy, energy affordability, ability to pay, just and reasonable rates, rate regulation, electric rates, natural gas rates, energy conservation, renewable energy

Summary: The committee approved the March 5, 2026 minutes and then took up House File 3458, as amended, which would exempt tribes from utility exclusive rights and assigned service areas. The bill’s author and the Upper Sioux community chairman said the measure was prompted by a dispute over a solar project at the tribal casino and argued the issue is really about tribal sovereignty, not solar, citing tribal civil regulatory authority and prior court cases. The amendment A1 was adopted before testimony. Testimony was split. Chairman Kevin Jensel of the Upper Sioux community strongly supported the bill, saying the tribe should not be forced to follow utility service territories and that the state should correct a long-standing omission in law. Derek Mo of the Minnesota Rural Electric Association opposed the bill, warning it would undermine the regulatory compact, reliability, long-term planning, and financing for electric service, especially in tribal areas. Justin Johns of East Central Energy also opposed the bill, but emphasized that many cooperatives have productive tribal partnerships and said his co-op has worked successfully with the Mille Lacs Band on solar, resilience, and workforce efforts; he cautioned that removing service obligations could leave difficult-to-serve areas underinvested. Members discussed whether the Public Utilities Commission process already underway should be allowed to resolve the dispute and whether the bill’s scope could extend beyond the current solar issue. The chair responded that the bill was a legislative approach to a problem that had not been resolved and said the amendment addressed concerns about removing the obligation to serve. A roll call was requested, and the committee voted to re-refer House File 3458, as amended, to the General Register.

Transcript Highlights:

• I teach English at 9:30. Before, I used to have 35 students. Now I have four students total.
• I teach English at 9:30. way that I can. I teach English at 9:30.
• I'm an English language teacher at St. Paul Public Schools and a proud member of the St.
• I am an English language teacher in St. Paul.
• I'm speaking today on behalf of my department and our English language learner students.

Keywords: 919, house, all

Summary: House File 3435 was moved before the committee and, after an author’s DE1 amendment was offered and adopted, the bill was sent to the general register. The bill, as described by Co-Chair Jordan, would limit immigration enforcement on school grounds unless agents present a judicial warrant, identification, and notify school leadership; supporters said it is intended to create clear separation between ICE/DHS activity and schools while preserving local law enforcement responses to other emergencies. Testimony was overwhelmingly in support of the bill. School leaders, teachers, union representatives, and Education Minnesota’s general counsel argued that immigration enforcement near schools has caused fear, absenteeism, disrupted operations, and serious mental health harms for students and staff. Several witnesses described students carrying passports or birth certificates, families keeping children home, and schools shifting large numbers of students to virtual learning. Speakers from districts in the Twin Cities and greater Minnesota said the presence of ICE or federal agents near schools and bus stops has undermined attendance, trust, and the ability to teach and learn. Witnesses also emphasized that the bill would provide needed clarity for educators and administrators about how to respond if federal agents come to school property. Some speakers framed the issue as protecting all children and families, including immigrant and refugee communities, and said schools should remain safe, stable places focused on education rather than immigration enforcement. No opposition testimony or committee vote beyond adoption of the DE1 amendment and the motion to place the bill on the general register was shown in the transcript.

Transcript Highlights:

• where Justice Kavanaugh basically he said something along the lines of perceived ethnicity, limited English
• where Justice Kavanaugh basically he said something along the lines of perceived ethnicity, limited English
• where Justice Kavanaugh basically he said something along the lines of perceived ethnicity, limited English
• where Justice Kavanaugh basically he said something along the lines of perceived ethnicity, limited English
• where Justice Kavanaugh basically said something along the lines of perceived ethnicity, limited English

Keywords: 1136, house, all

Transcript Highlights:

• victory services to services for at-risk pupils and Zoom services to services for pupils who are English
• victory services to services for at-risk pupils and Zoom services to services for pupils who are English

Keywords: 909, all

Transcript Highlights:

• Bottoms, Bradfield, Bradley, Brooks, Brown, Caldwell, Camacho, Carter, Clifford, DeGraaf, Duran, English
• > Clifford, >> Clifford, >> Clifford, >> Degraphth, >> Duran, >> English
• House Bill 1135 by Representatives English and Joseph.
• English and Joseph. Also, Senators English and Joseph.
• Representative English. >> Thank you. You have heard the motion.

Keywords: 981, all

Transcript Highlights:

• For families who are pro se, who are English learners, or who are navigating poverty, the door to due
• that is cross-tabulated by racial and ethnic group, gender, socioeconomic status, high-need status, English
• For example, it would allow us to see the discipline rates for Asian English language learners, Black
• and we lack publicly available data at the intersection of race, gender, disability, income, and English
• multiple overlapping categories, like Black students with disabilities or Asian students who are English

Keywords: 995, all

Summary: The Joint Committee on Education held a hearing focused primarily on special education-related bills, with testimony centered on two major themes: transition planning for students aging out of school-based services at age 22, and the fiscal strain special education costs place on districts. Committee members explained hearing procedures, noted the House was in formal session, and periodically stepped out for votes while staff recorded testimony. A separate bill on special education due process was also taken up briefly, along with a bill on special education finance and another on equitable access/data reporting. On House Bill 752 and Senate Bill 313, witnesses from the Arc of Massachusetts, the Massachusetts Down Syndrome Congress, the Developmental Disabilities Council, families, self-advocates, and Senator Comerford described the “Turning 22” transition as a crisis point that often leaves families without adult placements, services, or clear communication. Testimony emphasized earlier planning, more accountability, better data collection, and a commission to improve coordination and residential placement. Several parents and advocates shared personal accounts of traumatic transitions, delayed placements, and the need for plans to begin at least a year before age 22. The committee later closed testimony on these bills after hearing from all signed-up speakers. House Bill 4217, on special education due process, drew support from Representative Sullivan-Almeida, parents, and advocates who argued that the burden of proof should shift from families to school districts. Testimony described costly legal battles, delays, and parents having to become experts in reading instruction or hire advocates and attorneys to secure services. Brody Dwyer, a 10-year-old student with dyslexia, and his mother described how evidence-based instruction helped him after years of struggle. The committee also heard testimony on House Bill 546/Senate Bill 317, which would require DESE to publish cross-tabulated data on race, disability, gender, income, and other factors; advocates said this would better expose disparities and help address the school-to-prison pipeline. Finally, on House Bill 691/Senate Bill 430, school leaders, educators, and union representatives testified that special education costs are outpacing district budgets and that increasing circuit breaker reimbursement and creating a commission to study long-term sustainability would help prevent staffing cuts and service reductions. No votes were taken during the hearing; the committee repeatedly closed testimony on individual bills as speakers finished and moved through the agenda.