Transcript Highlights:

• My name is Hannah Martin, and I am the Legislative Chair for MACDL, which is the Minnesota Association
• Miss Martin? I don't have access to that information.

Bills: HF2233, HF1524, HF1893, HF1396, HF2456, HF2959, HF2300, HF2412, HF3022, HF2825, HF1862, HF1373, HF1039, HF3070

Keywords: Uniform Special Deposits Act, special deposit, banking law, financial institutions, escrow, escrow account, trust account, security deposit, beneficiary, depositor, creditor process, garnishment, attachment, levy, setoff, recoupment, financial market infrastructure, retirement benefits, compensation, earnest money

Transcript Highlights:

• . >> Senator Boyd, Senator Burton, Senator Hooper, Senator Martin Senator Osgood Senator Passadomo Senator
• Senator Boyd, Senator Burton, Senator Hooper, Senator Martin Senator Osgood Senator Passadomo Senator

Keywords: 999, senate, all

Transcript Highlights:

• 9 Mile store has been a community cornerstone for 120 years, going back to the day it was opened by Ed
• day<00:27:41.120> was<00:27:41.279> opened<00:27:41.520> by<00:27:41.679> Ed
• <00:27:41.919> Tormy<00:27:42.480> in<00:27:42.799> 1906 the day was opened by Ed
• Tormy in 1906 the day was opened by Ed Tormy in 1906 to<00:27:44.240> support<00:27:44.480>

Keywords: U.S. House of Representatives Floor Proceedings on Wednesday, June 3, 2026, 1012, house, all

Transcript Highlights:

• Ed Fellows Program.
• We've got two former Ed Fellows.
• Fellow or to an Ed apprenticeship.
• Ed Fellows pay their tuition. So the Ed Fellows Program is not a tuition reimbursement program.
• My name is Marie Ed.

Summary: The committee first heard a presentation on strategic resource management in public education. LESC staff and PED officials argued that New Mexico has increased school funding, but local budgeting and planning remain fragmented and overly compliance-driven. They described long-term pressures including declining enrollment, rising special education costs, falling cash balances, changes in federal funding, and leadership turnover, and said schools need more intentional multi-year planning tied to student outcomes. They also outlined the many disconnected planning requirements schools must complete, compared New Mexico’s current approach with Ohio’s three-year budget forecasting model, and recommended continuing multi-year appropriations, adding $2.5 million for state grants in the unified application, and directing LESC, LFC, and PED to develop a long-term financial planning proposal. PED said it is working to reduce administrative burden through school accreditation, a unified application for federal and state funds, and internal alignment of guidance and coaching, with pilot schools reporting time savings and better alignment. Members raised concerns about four-day school weeks, the burden on small districts, the need for outcomes and return on investment, and whether the state should move toward a two-year or three-year planning cycle; staff clarified that the proposal was to streamline or eliminate redundant requirements, not add another layer. The committee then received an update on the Educator Fellows program. PED described it as a Grow Your Own pipeline that employs candidates as supplemental educational assistants while they work toward licensure, providing salary, benefits, paid leave, mentoring, and coursework support. Officials said the program helps address teacher shortages, improves student-to-teacher ratios, increases workforce diversity, and supports the Martinez-Yazzie action plan. They reported 370 current fellows across 86 LEAs and about 180 schools, with many fellows being people of color, first-generation college students, or second-career educators; roughly 85 are expected to become certified this year. A local HR director from Belen testified that the program has been especially valuable in small communities, where fellows are already rooted in the community and several have moved into teaching roles. Members asked about high school recruitment, tuition, retirement and benefits, the relationship to the Higher Education Department’s Grow Your Own scholarship, and the role of university partners. PED said fellows choose among accredited higher education partners, the program is separate from the scholarship but complementary, and the state is also building an apprenticeship model and seeking to expand the program to more LEAs, though some districts are on a waiting list because of funding and local match requirements.

Transcript Highlights:

• 1, 2026, for terms expiring December 31, 2029: Elizabeth Markey of Fort Collins, Colorado; Lewis Martin
• I move for the confirmation of Elizabeth Markey, Lewis Martin, and Kenzo Kawanabe to the Colorado State
• The following persons, Elizabeth Markey, Lewis Martin, and Kenzo Kawanabe, are appointed to the Board

Keywords: 981, all

Summary: The Senate convened with a quorum, approved the journal, and received several committee reports and appointment recommendations. Committees reported favorably on a number of bills and appointments, including local government, health and human services, transportation and energy, business/labor/technology, and judiciary items. The chamber also announced a change on the Senate Finance Committee, with Senator Adrian Benavidez appointed to replace Senator Julie Gonzales for the remainder of the session. A major floor item was House Bill 1136, creating the Pathways to Public Service Program in the Department of Personnel and Administration to identify coursework that could qualify students for entry-level state government jobs. Supporters said it would help attract young people to public service and fill state vacancies using existing resources; opponents argued it promoted government employment over private-sector careers and could expand government unnecessarily. After debate, the Senate adopted the bill on second reading, and the Committee of the Whole report later reflected that HB 1136 passed second reading and was ordered revised and placed on the calendar for third reading and final passage. The Senate also adopted House Joint Resolution 1023 recognizing Latino/Latina Advocacy Day after reading it at length and hearing remarks in support of civic engagement and Latino participation in policymaking. In addition, the chamber concurred with House amendments to Senate Bill 74, which clarifies penalties and procedures related to excessive claims in public construction performance bond disputes; the bill then passed again on re-passage. Several other bills, including Senate Bill 63 and remaining calendar items, were laid over to later dates, and the Senate also considered and began processing consent-calendar gubernatorial appointments.

Transcript Highlights:

• Senator Martin, you have a recognition. Yes, thank you, President.
• Senator Martin, you're recognized to explain the bill and the Senate amendment. Thank you.
• Senator Martin, you're recognized for a motion. Mr.

Bills: HB135, HCR64, SCR3, SCR30, SB500, SB739, SB816, SB898, SB1283, SB1351, SB1423, SB1531, SB1540, SB1666, SB1721, SB1886, SB1931, SB2001, SB2075, SB2154, SB2173, SB2217, SB2284, SB2375, SB2383, SB2386, SB2398, SB2448, SB2476, SB2540, SB2580, SB2589, SB2693, SB2707, SB2776, SB2786, SB2801, SB2864, SB2927, SJR84, SCR30, SB243, SB324, SB393, SB457, SB511, SB529, SB547, SB636, SB646, SB659, SB715, SB731, SB735, SB800, SB801, SB904, SB1065, SB1141, SB1181, SB1224, SB1241, SB1242, SB1250, SB1266, SB1285, SB1359, SB1434, SB1442, SB1467, SB1502, SB1524, SB1528, SB1551, SB1585, SB1640, SB1754, SB1757, SB1777, SB1844, SB1863, SB1972, SB2007, SB2035, SB2046, SB2055, SB2069, SB2082, SB2119, SB2139, SB2154, SB2200, SB2201, SB2269, SB2310, SB2330, SB2357, SB2366, SB2401, SB2422, SB2514, SB2530, SB2533, SB2543, SB2544, SB2550, SB2568, SB2589, SB2660, SB2693, SB2695, SB2707, SB2717, SB2721, SB2742, SB2753, SB2807, SB2846, SB2891, SB2925, SB2938, SJR3, SJR18, SB5, SB326, SB767, SB769, SB783, SB914, SB963, SB1035, SB1197, SB1271, SB1415, SB1437, SB1619, SB1637, SB1786, SB1806, SB494, SB530, SB2312, SB1, SB260, HB135, HB 1109, HB1392, HB22, HCR64, SJR36, SJR50, SJR63, SJR84, SJR59, SCR12, SCR39, SCR48, SCR19, SCR30, SCR3, SB2023, SB62, SB666, SB847, SB284, SB854, SB1073, SB810, SB1505, SB583, SB1502, SB507, SB1434, SB1376, SB1585, SB1772, SB2016, SB1163, SB1122, SB731, SB397, SB508, SB1436, SB287, SB261, SB1882, SB393, SB1791, SB209, SB2429, SB1999, SB511, SB2309, SB510, SB1085, SB1975, SB2717, SB1262, SB1524, SB636, SB2056, SB884, SB517, SB1200, SB1845, SB1863, SB2681, SB2200, SB2199, SB1757, SB2458, SB2201, SB801, SB2533, SB3014, SB3013, SB758, SB1721, SB1013, SB2797, SB2383, SB2119, SB2448, SB1777, SB1283, SB2076, SB2786, SB2876, SB2284, SB1540, SB2929, SB2540, SB2595, SB2217, SB715, SB500, SB1640, SB2001, SB2514, SB2753, SB2398, SB1241, SB2927, SB2173, SB2538, SB898, SB1449, SB2529, SB2846, SB2476, SB986, SB1181, SB2075, SB2154, SB2864, SB1359, SB2386, SB2550, SB1351, SB1423, SB1931, SB2245, SB2589, SB2707, SB410, SB2776, SB2580, SB1886, SB1234, SB739, SB456, SB1666, SB2801, SB2055, SB1012, SB2926, SB2138, SB1242, SB2615, SB2310, SB1224, SB2972, SB2841, SB3016, SB2139, SB1856, SB2035, SB1528, SB1141, SB2401, SB2530, SB2375, SB547, SB1266, SB1373, SB1467, SB2069, SB2269, SB2480, SB672, SB904, SB2695, SB2891, SB2422, SB2543, SB1854, SB317, SB2539, SB2532, SB2925, SB1250, SB2082, SB2203, SB457, SB2357, SB2721, SB243, SB1285, SB2568, SB1959, SB1442, SB1454, SB2520, SB2541, SB1708, SB1237, SB1844, SB1586, SB1551, SB3039, SB2819, SB66, SB629, SB1015, SB2342, SB2903, SB2933, SB1965, SB2477, SB3029, SB2605, SB2419, SB1957, SB375, SB250, SB777, SB628, SB2523, SB2367, SB2703, SB2608, SB2778, SB3044, SB2965, SB2521, SB865, HB2525, HB3093, SB1032, SB2165, SB2501, SB2675, SB2452, SB2835, SJR84, SB457, SB547, SB904, SB1467, SB1757, SB1777, SB2055, SB2069, SB2139, SB2401, SB2530, SB2543, SB2695, SR349, SR367, SR468, SB3064, SB3065, HJR7, HB 119, HB 130, HB163, HB166, HB201, HB272, HB331, HB380, HB654, HB694, HB718, HB865, HB 1266, HB1397, HB1500, HB1552, HB1576, HB1583, HB1584, HB1760, HB1894, HB1965, HB2018, HB2029, HB2286, HB2340, HB2427, HB2455, HB2467, HB2508, HB2523, HB2730, HB2756, HB2791, HB2970, HB3016, HB3096, HB3248, HB3255, HB3336, HB3623, HB3698, HB3699, HB3803, HB3804, HB3805, HB3806, HB4129, HB4187, HB4236, HB4238, HB4643, HB4738, HB4739, HB5333, SCR3, SCR30, SB500, SB739, SB898, SB1283, SB1351, SB1423, SB1540, SB1666, SB1721, SB1886, SB1931, SB2001, SB2075, SB2154, SB2173, SB2217, SB2375, SB2383, SB2386, SB2398, SB2448, SB2476, SB2540, SB2580, SB2589, SB2707, SB2776, SB2786, SB2801, SB2864, SB2927, HB135, HCR64, SB2284, SB3064, SB3065, HJR7, HB 119, HB 130, HB163, HB166, HB201, HB272, HB331, HB380, HB654, HB694, HB718, HB865, HB 1266, HB1397, HB1500, HB1552, HB1576, HB1583, HB1584, HB1760, HB1894, HB1965, HB2018, HB2029, HB2286, HB2340, HB2427, HB2455, HB2467, HB2508, HB2523, HB2730, HB2756, HB2791, HB2970, HB3016, HB3096, HB3248, HB3255, HB3336, HB3623, HB3698, HB3699, HB3803, HB3804, HB3805, HB3806, HB4129, HB4187, HB4236, HB4238, HB4643, HB4738, HB4739, HB5333

Keywords: sales tax exemption, exotic animals, game animals, agriculture, livestock, gifted education, education support, student achievement, academic excellence, Texas education, cowboy culture, Bandera, cultural heritage, historical significance, Texas identity, Birding Capital, Matagorda County, wildlife, conservation, Texas Legislature

Transcript Highlights:

• the Ed Fellows program.
• Fellow or to Ed Apprenticeship.
• varies by Ed Fellow.
• Ed Fellows pay their tuition. So the Ed Fellows program is not a tuition reimbursement program.
• As we mentioned, many of our Ed Fellows do not choose their university. A lot of our Ed Fellows...

Keywords: 996, all

Transcript Highlights:

• Martin, as co-chair, along with Daisy Hartsfield and Olds and Garcia as members. Thank you.

Bills: SCR96, SCR164, SCR172, SCR166, SCR182, SCR7, SCR59, SCR58, SCR60, SCR89, SCR184, SCR11, HB2296, HB2315, HB2343

Keywords: electric reliability, renewable energy, interconnection, Hawaii Electric Reliability Administrator, Public Utilities Commission, capacity shortfalls, energy policies, critical infrastructure, foreign influence, local control, energy dependence, economic resilience, energy analysis, cost reduction, financial risk, Hawaii PUC, energy self-sufficiency, natural gas, energy transition, ratepayer protection

Transcript Highlights:

• This time, I'm echoing a warning from my colleague Isaiah Martin when he mentioned in his remarks on
• To top everything off, just two days ago, you chose to arrest Texas Congressional candidate Isaiah Martin
• Burks Jr., Timothy White, and Isaiah Martin. Please be ready, those last four. Okay.
• The Chair calls Isaiah Martin, Timothy.
• The Chair calls Isaiah Martin.

Keywords: 997, house, all

Transcript Highlights:

• Now, Senator, you mentioned the special ed teacher pipeline, the READ Act.
• <00:04:18.799> like just to help those uh special ed like just to help those uh special ed
• ed licensed special<00:04:34.800> ed<00:04:35.080> teachers<00:04:35.720> in<00
• special ed special ed accommodations<00:05:20.160> as<00:05:20.360> well<00:05:20.960
• Well, first of all, special ed is a priority for us, and funding special ed is a priority for us.

Keywords: 1187, senate, all

Transcript Highlights:

• Our opinion on the special ed technicians was that, because the guidelines for special ed technicians
• while and then get their special ed.
• Learning more about the special ed Goalbook.
• My daughter happens to be a para and a special ed.
• My daughter happens to be a para and a special ed.

Keywords: 908, all

Summary: The committee met to discuss special education funding and retention, beginning with approval of the prior meeting minutes and then hearing a presentation from North Dakota United on a statewide special education survey and retention rubric. Presenters described how the rubric and survey were developed from special educator input around four domains: paperwork and due process support, workload, student and staff safety, and paraprofessional management. They reported high levels of stress and burnout, including increased workload, difficulty taking prep and lunch time, concerns about mental health, and widespread difficulty filling special education positions. Committee members questioned the survey’s lack of a general-education comparison group, the interpretation of terms like “rarely” and “sometimes,” and whether results could be broken down further by district size, unit, or disability area. The survey results showed the weakest area was workload, with respondents reporting caseloads increasing without corresponding adjustments, little additional support or compensation when workloads rise, and few negotiated-agreement protections. Paperwork and due process also scored poorly, with many teachers saying they rarely receive dedicated time during the duty day, often work outside contract hours without compensation, and take work home on evenings and weekends. Student and staff safety scored somewhat better but still showed gaps in crisis follow-up, notification about violent behavior, protective gear, and leave options after incidents. Paraprofessional management also drew concern, especially low pay, insufficient staffing, limited administrative support, and the burden placed on teachers to supervise and train paras. Several teachers then testified directly about the practical impact of these issues. One special education teacher described the job as combining instruction, legal compliance, and paraprofessional supervision, often requiring work beyond contracted hours and contributing to burnout and turnover. Another testified that special education case managers are effectively doing three full-time jobs and that the paperwork and caseload demands are a major reason people avoid or leave the field. Committee members discussed whether the problems are primarily local or state-level, whether more funding would solve them, and whether changes to the funding formula or weighting for high-cost students might be needed. No formal vote or action was taken beyond a recess and return to order for the next presentation, which continued the discussion of possible special education study objectives and potential policy directions.

Transcript Highlights:

• Representative Chun and everybody else who's sponsored and for hearing, and Representative Olds and Chair Martin

Keywords: 910, house, all

Summary: The Committee on Human Services and Homelessness met on April 1, 2025, to hear one resolution, HCR 37, which asks the Hawaii Emergency Management Agency to work with other agencies on initiatives and outreach to help kupuna prepare for emergencies. Supporters, including AARP, Hawaii Family Caregiver Coalition, Be Ready Manoa, Aloha Care, and the Policy Advisory Board for Elder Affairs, emphasized that older adults are especially vulnerable in disasters and pointed to the Lahaina fire as an example of the need for targeted preparedness efforts. They said the resolution would help focus outreach on kupuna, caregivers, and others who may need assistance. No opposition was presented, and there were no questions from members. The committee moved to decision making and recommended passing HCR 37 as is. The measure was approved unanimously by the members present, with Rep. Takunuchi excused. The committee then adjourned.

Transcript Highlights:

• to special ed.
• to special ed.
• to special ed.
• to special ed.
• to special ed.

Keywords: 1187, senate, all

Transcript Highlights:

• The Chair calls Ed McCarthy. Chair: Good morning.
• Ed McCarthy: I'd like to clarify, Ed McCarthy: however, that I'm primarily here on behalf of myself,
• Ed McCarthy: Yes, on this bill. Chair: OK, thank you. Ed McCarthy: Mr.
• Chair calls Ed McCarthy.
• And it's Ed McCarthy: worked well.

Bills: HB 4530, HB 4931, HB 5559, HB 5560

Keywords: water rights, Texas Water Trust, water bank, environmental conservation, water quality, instream flows, aquifer, water injection, Edwards Aquifer, environmental regulation, groundwater, Texas Commission on Environmental Quality, water conservation, drought, utility regulation, water use restrictions, Public Utility Commission, civil penalties, drought contingency, environmental protection

Transcript Highlights:

• That was right, correct, and I don't know if CFO Martin, I want to say it was about $14 million.
• Martin, I'm sorry. Thank you, Mr. Chairman.
• This is a turn this over to CFO Martin.
• Ms.<00:25:01.320> Martin.<00:25:01.800> I'm<00:25:01.920> sorry. Ms. Martin.
• Martin. I'm sorry. Thank<00:25:04.160> you,<00:25:04.240> Mr.

Keywords: 916, all

Transcript Highlights:

• ed committees.
• But if IEP will mean special ed services, if they're receiving special ed services, they have an IEP.
• ...but if IEP will mean special ed services, if they're receiving special ed services, they have an
• So two of them, three of them are in general ed and two of them are in special ed.
• or a special ed teacher.

Summary: The committee first approved the minutes and then received a lengthy DPI presentation from Stanley Schauer on statewide reading and math assessment data for students with and without disabilities. He explained the assessment systems used over time, the absence of 2019-20 data, and how North Dakota’s standards are set by educators. Members asked about alternate assessments, cohort trends, the apparent drop in proficiency in higher grades, and the new NDA+ assessment. Schauer emphasized that the biggest pattern in the data was the relative stability of students with disabilities, the post-pandemic drop and partial recovery, and the need to focus on reducing the novice category. He also said the state plans to revisit high school standard setting and that future data could be broken out by program, disability category, and schools using science-of-math or other initiatives. Public testimony from special education staff suggested that the flat performance of students with disabilities during COVID likely reflected continued services and intensive supports, and committee members discussed whether the current disparity goal is realistic and whether growth measures would be more useful than simple proficiency buckets. After the presentation, the committee took a short break and then moved into discussion of special education funding models. Chair Richter said members should contact Schauer directly with ideas for additional data views and noted that the committee would continue its work on funding and possible model changes. Brandon Bomback of Grand Forks Public Schools began a presentation arguing that the special education funding formula, especially the weighting factor, should be reconsidered if the committee wants a system that better reflects accountability and student needs. He said his comments were based on the perspective of a larger district and focused on the special education weighting factor rather than other parts of the formula. The remainder of his presentation was not included in the excerpt.

Transcript Highlights:

• ed committees.
• So it's directed to the special ed cost versus the rest of the special ed dollars.
• ed kid a one-on-one.
• So two of them, three of them are in general ed and two of them are in special ed.
• or a special ed teacher.

Summary: The committee met with a quorum, approved the March 4, 2026 minutes, and received a lengthy Department of Public Instruction presentation from Stanley Schauer Jr. on North Dakota student performance data in math and ELA, with comparisons between students with disabilities and students without disabilities. Schauer explained the assessment systems used, the 1% alternate assessment cap for students with the most significant cognitive disabilities, the absence of 2019-20 data due to the pandemic, and how state standards are set by North Dakota educators. Members asked about cohort trends, the role of alternate assessments, grade-level patterns, and whether the state should focus more on reducing the novice category than on moving students from approaching to proficient. Schauer also discussed the new NDA Plus assessment, the state’s planned growth model, and the possibility of future breakdowns by disability category or by schools using science-of-math approaches. Special education educators testified that students with disabilities continued to receive services during COVID because of FAPE obligations, which likely helped limit learning loss, and emphasized that IEP teams focus on individual growth rather than only proficiency buckets. Committee members then shifted to special education funding and possible funding models. Brandon Bombach of Grand Forks Public Schools presented on the state aid formula, focusing on the special education weighting factor and arguing that the current formula does not adequately respond to growing student needs because it counts enrollment but does not adjust when the number of students with IEPs rises. He used examples to show that a district can have the same enrollment and receive the same weighting even if the number of students needing services increases. Members discussed whether the formula should be tied more closely to actual need and accountability, and the chair indicated that the committee would continue gathering data and ideas for a later meeting.

Transcript Highlights:

• So we recommend driver's ed for everyone.
• So we recommend driver's ed for everyone. We recommend driver's ed for everyone.
• car, and they're hard miles on a driver's ed car, right?
• car, and they're hard miles on a driver's ed car, right?
• For a driver's ed car, and they're hard miles on a driver's ed car, right?

Keywords: 1191, senate, all

Transcript Highlights:

• Martin. Riggs. Rush. Titus: Aye. Rush. Titus. Vernetti. Wilson. Enthusiastically yes. Hruza: Aye.

Keywords: 959, house, all

Summary: The Economic Development Committee met in executive session with a quorum present and took up House Bill 1915. Representative Casteel offered a House Committee Substitute, explaining that it reflected a session-long agreement among stakeholders and had resolved concerns between the AGC and HBA, with remaining issues to be handled later if needed. Representative Amato spoke in support, noting the work done to bring stakeholders together. The committee adopted the House Committee Substitute by voice vote. It then voted on the substitute for House Bill 1915 to do pass, with the roll call showing 17 ayes and 0 noes. The bill was reported do pass and the committee adjourned.

Transcript Highlights:

• ed committees.
• But if IEP means special ed services, if they're receiving special ed services, they have an IEP.
• So it's directed to the special ed cost versus the rest of the special ed...
• So two of them, three of them are in general ed and two of them are in special ed.
• or a special ed teacher.

Keywords: 908, all