Transcript Highlights:

• </c><01:58:40.000><c> and</c> school where they can achieve and school where they can achieve and accomplish
• </c> well-being and academic well-being and academic performance<03:32:42.319><c> by</c><03:32:42.520
• It was designed to continue until we achieve our goals.
• our goals the first until we achieve our goals the first goal<06:43:59.040><c> was</c><06:43:59.200>
• 25% of our Energy set to have us achieve 25% of our Energy Mix<06:44:06.280><c> as</c><06:44:06.440>

Keywords: 1189, house, all

Bills: SCR47 , SCR21 , SCR163 , SCR169 , SCR170 , SCR50 , SCR75 , SCR149 , HCR83 , HCR111 , HCR110 , HCR122 , HCR118 , HCR61 , HCR162 , HCR36 , HCR19 , HCR106 , HCR14 , HCR178 , SB3022 , SB3102 , SB3144

Keywords: sister-state, Hawaii, Okayama, Japan, cultural exchange, economic partnership, tourism, agriculture, international relations, healthcare, rural clinic, feasibility study, access to care, community health, Volcano community, Hawaiʻi Health Systems Corporation, emergency services, health assessment, Pacific Inter-Parliamentary Assembly, Legislative Cooperation

Transcript Highlights:

• We are financially and academically held accountable as traditional public schools are.
• We are financially and academically held accountable as traditional public schools are.
• This is an area of our curriculum and achievement of our students which needs our address.
• This is an area of our curriculum and achievement of our students which needs our address.
• For us, that includes multiple points across the academic year.

Keywords: 928, house, all

Summary: The committee held a hearing on HB 366, which would increase school building aid for eligible projects. Representative Cahill, the prime sponsor, said the bill would raise the annual minimum from $50 million to $60 million and help address a long backlog of school construction and renovation needs after years of a moratorium on applications. He argued that districts forced to build during the moratorium were left to shoulder costs through local property taxes, and he cited examples such as Londonderry, Claremont, and other communities with aging or inadequate facilities. He also said the current aid structure, including paying 80% upfront and 20% at completion, concentrates too much spending at once and limits how many projects can be funded. Several committee members asked about the fairness and structure of the program. Representative Maguire questioned whether aid should be distributed more broadly to all districts rather than only a few selected projects, and Representative Luneau noted that the committee would also be considering related bills on catastrophic aid, special education aid, and the school foundation formula. Cahill responded that building aid has historically been targeted to property-poor communities and that the state should be a reliable partner in school construction. He also said the bill includes a small retroactive component for communities that built during the moratorium, which he described as a compromise. Testimony in support came from Representative Cluder, who described Claremont’s Stevens High School project as a case where a bond issue narrowly failed and the city later had to fund renovations without state aid, contributing to high property taxes. He said the bill would help property-poor communities and urged passage. Tony Weinstein of New Market also supported the bill, saying his community had serious facility and safety needs, had moved forward with scaled-back renovations during the moratorium, and still faced debt-service burdens without state participation. Robert Thompson, superintendent in Hampstead, testified that his district needs an addition for overcrowding, safety, and special education space, and said building aid would help reduce out-of-district placements and transportation costs. No vote was taken in the hearing.

Transcript Highlights:

• Something about my school that I think every school in Minnesota should have access to is like achievement
• Something about my school that I think every school in Minnesota should have access to is like achievement
• Something about my school that I think every school in Minnesota should have access to is like achievement
• Something about my school that I think every school in Minnesota should have access to is like achievement
• ,</c><00:37:02.080><c> special,</c> services to schools, academic, special, services to schools, academic

Committee: Senate Education Policy

Keywords: 1187, senate, all

Transcript Highlights:

• Bayside serves students in grades 9 through 12 and offers a strong academic program, including Advanced
• Speaker, Bayside served students in grades 9 through 12th and offers a strong academic. Mr.
• Speaker, Bayside serves students in grades 9 through 12 and offers a strong academic program, including
• His story is truly the American dream: excelling in academics and athletics, building a successful career
• This is a particularly remarkable achievement in the restaurant industry.

Keywords: March 11, 2026 - Regular Session, 976, house, all

Transcript Highlights:

• Their mission is a powerful example of what can be achieved when service is driven by heart and dedication
• understand your concerns, but I have confidence that the system can work through these issues and achieve
• Political appointees on governing boards should have this much leverage or control. role over academic
• Don't you think that all academic disciplines involve frameworks and theory?
• Anyone on the UT System's Board of Regents have an academic background in history or racial history?

Bills: SJR39 , SB22 , SB30 , SB33 , SB34 , SB37 , SB75 , SB209 , SB310 , SB505 , SB552 , SB618 , SB626 , SB636 , SB732 , SB747 , SB762 , SB769 , SB819 , SB825 , SB870 , SB926 , SB964 , SB1030 , SB1080 , SB1099 , SB1124 , SB1177 , SB1208 , SB1233 , SB1314 , SB1325 , SB1333 , SB1405 , SB1455 , SB1506 , SB1524 , SB1541 , SB1577 , SB1579 , SB1596 , SB1646 , SB1667 , SB1727 , SB1750 , SB1758 , SB1760 , SB1791 , SB1804 , SB1806 , SB1869 , SB1923 , SB1927 , SB1951 , SB1960 , SB1962 , SB2023 , SB2024 , SB2056 , SB2078 , SB2122 , SB2129 , SB2180 , SB2183 , SB2185 , SB2207 , SB2252 , SB2361 , SB2365 , SB2368 , SB2405 , SB2411 , SB2420 , SB2425 , SB2569 , SB2717 , SJR36 , SJR50 , SJR39 , SJR63 , SJR68 , SCR12 , SCR39 , SCR38 , SCR37 , SCR42 , SCR29 , SB762 , SB1596 , SB62 , SB666 , SB847 , SB284 , SB854 , SB1073 , SB810 , SB1539 , SB1505 , SB583 , SB957 , SB1502 , SB507 , SB1026 , SB1349 , SB1433 , SB1434 , SB310 , SB505 , SB264 , SB1364 , SB1376 , SB1585 , SB1772 , SB2016 , SB1163 , SB619 , SB1122 , SB1877 , SB732 , SB731 , SB397 , SB508 , SB1333 , SB1436 , SB964 , SB287 , SB2143 , SB261 , SB1247 , SB1882 , SB618 , SB393 , SB2243 , SB2226 , SB1919 , SB1791 , SB22 , SB651 , SB1080 , SB826 , SB1079 , SB1243 , SB1504 , SB1851 , SB1879 , SB2237 , SB1257 , SB2034 , SB1522 , SB1151 , SB596 , SB1191 , SB226 , SB570 , SB870 , SB991 , SB60 , SB1401 , SB1728 , SB586 , SB529 , SB217 , SB209 , SB1923 , SB1839 , SB387 , SB1874 , SB1872 , SB1873 , SB1921 , SB1883 , SB1620 , SB1838 , SB2024 , SB2429 , SB1999 , SB511 , SB2309 , SB2166 , SB510 , SB33 , SB2420 , SB1860 , SB1541 , SB1314 , SB1398 , SB1869 , SB1750 , SB855 , SB1233 , SB2425 , SB2037 , SB1758 , SB1759 , SB2365 , SB1924 , SB1818 , SB1405 , SB1762 , SB1968 , SB1977 , SB2077 , SB2321 , SB1662 , SB1663 , SB2124 , SB2204 , SB1855 , SB863 , SB37 , SB819 , SB2078 , SB2252 , SB1962 , SB2253 , SB825 , SB1577 , SB1184 , SB2018 , SB2206 , SB1901 , SB1030 , SB2368 , SB1963 , SB1960 , SB1643 , SB1625 , SB1299 , SB841 , SB668 , SB584 , SB231 , SB2411 , SB1085 , SB2431 , SB2231 , SB1490 , SB530 , SB34 , SB1261 , SB552 , SB1099 , SB1646 , SB2180 , SB1804 , SB1937 , SB1936 , SB2569 , SB1372 , SB1208 , SB1124 , SB1506 , SB1806 , SB1868 , SB2361 , SB2314 , SB769 , SB1409 , SB2122 , SB434 , SB1214 , SB1951 , SB2183 , SB2046 , SB1667 , SB1870 , SB1727 , SB2405 , SB2127 , SB1975 , SB1760 , SB1734 , SB1335 , SB2066 , SB2129 , SB2246 , SB2439 , SB1624 , SB1244 , SB1468 , SB2717 , SB1612 , SB1262 , SB604 , SB2395 , SB2185 , SB1832 , SB1745 , SB1746 , SB2207 , SB2023 , SB1784 , SB1524 , SB626 , SB528 , SB437 , SB269 , SB1137 , SB968 , SB636 , SB747 , SB1325 , SB1789 , SB1455 , SB2056 , SB75 , SB1940 , SB2052 , SB1927 , SB2010 , SB1579 , SB2068 , SB3034 , SB844 , SB1920 , SB1177 , SB1558 , SB1236 , SB1044 , SB926 , SB884 , SB463 , SB331 , SB227 , SB240 , SB517 , SB1200 , SB1410 , SB1626 , SB1845 , SB1863 , SB2216 , SB2681 , SB1717 , SB2053 , SB546 , SB2141 , SB2949 , SB2323 , SB2200 , SB2332 , SB2199 , SB1642 , SB1150 , SB1757 , SB2050 , SB1138 , SB2051 , SB2626 , SB2458 , SB1864 , SB30 , SB2201 , SB1862 , SB1583 , SB1583 , SB1055 , SB2660 , SB1898 , SB2662 , SB2662 , SB2161 , SB2161 , SB2964 , SB2881 , SB1065 , SB1065 , SB801 , SB2743 , SB2533 , SB2533 , SB1413 , SB1413

Keywords: constitutional amendment, veto override, legislature power, governor, Texas Constitution, Texas, moving image industry, incentive program, film production, grant funding, job creation, economic development, wildfire, wildfire mitigation, wildfire prevention, volunteer fire department, Texas A&M Forest Service, West Texas A&M University, prescribed burning, fuel loading

Transcript Highlights:

• So we seek voices from economists, academics, business leaders, and policy leaders to really inform our
• So we seek voices from economists, academics, business leaders, and policy leaders to really inform our
• So we seek voices from economists, academics, business leaders, and policy leaders to really inform our
• So we seek voices from economists, academics, business leaders, and policy leaders to really inform our
• </c> in practice how Minnesota is achieving in practice how Minnesota is achieving these<00:07:37.199

Committee: House Environment and Natural Resources Finance and Policy

Keywords: 1183, house

Transcript Highlights:

• </c> the alignment of each required academic the alignment of each required academic standard<00:26:00.880
• </c> communities as related to the academic communities as related to the academic standards<00:26:18.000
• </c><00:32:25.279><c> health</c> final version of the academic health final version of the academic health
• </c> I know that in other areas of academic I know that in other areas of academic standards<01:06:46.880
• </c> also implement this in other academic also implement this in other academic standards.<01:07:24.240

Bills: HF3489 , HF3550

Committee: House Education Policy

Keywords: grooming, child protection, student safety, sexual exploitation, educator licensing, teacher discipline, mandatory reporting, mandated reporter training, school misconduct, predatory offender, child abuse, sexual abuse, sex trafficking, child sexual abuse material, child pornography, position of authority, school employee, school administrator, license revocation, license suspension

Transcript Highlights:

• thus far, while it does have some indirect and some other methods that will eventually, hopefully, achieve
• some cost savings, this method would directly achieve cost control and do it in a way that is central
• When we are failing kids in the third grade, we're failing them in life, not just academically.
• It has consequences that will follow you the rest of your academic career.

Keywords: 995, all

Summary: The Senate considered a series of amendments to a primary care health care bill and also took up a separate literacy bill. Several amendments were withdrawn, including one on artificial intelligence in health care and others related to cost controls, direct primary care, and provider studies. The Senate adopted amendments on preserving access to treatment for serious mental illness, modernizing the definition of primary care, clarifying payment rates for community health centers, excluding pharmaceutical spending from primary care expenditure calculations, and strengthening health equity reporting. Other amendments on rate bands, alternative payment systems, private equity reporting, scope of practice, and ownership disclosure were rejected. The Senate then approved the Ways and Means amendment and ordered the primary care bill to a third reading. The chamber also took up final passage of An Act Relative to Teachers Preparation and Student Literacy, with senators describing it as a long-awaited compromise focused on improving early reading outcomes. Supporters said the bill requires evidence-based K-3 literacy curricula, regular student screening and family notification, dyslexia screening protocols, professional development for teachers, and a free state-developed curriculum option. Senators emphasized the need to address declining third-grade reading proficiency and equity gaps. The bill passed to be enacted by a unanimous roll call and was sent to the Governor. After the literacy bill, the Senate returned to the primary care bill, where senators again debated cost containment, innovation, and access. The final version included the adopted amendments and was passed to be engrossed by a roll call vote of 35-4. The Senate then adopted an adjournment order and recessed, adjourning in memory of Henry Thomas III, former Representative Ben Swan, and Mr. Dennis Frane.

Transcript Highlights:

• thus far, while it does have some indirect and some other methods that will eventually, hopefully, achieve
• some cost savings, this method would directly achieve cost control and do it in a way that is central
• When we are failing kids in the third grade, we're failing them in life, not just academically.
• It has consequences that will follow you the rest of your academic career.

Summary: The Senate first considered several amendments to a primary care/health care bill. Amendment 1, on artificial intelligence in health care and mental health services, was withdrawn by unanimous consent. Amendment 37, which would have required a rate band for outpatient primary care reimbursement, was debated and then defeated on a roll call, 5-33. Amendment 39, on direct primary care arrangements and deductible credits, was also defeated 5-33. The chamber then took up and passed the conference report for An Act Relative to Teachers Preparation and Student Literacy (H. 5511), with senators emphasizing the need for evidence-based literacy instruction, universal screening, dyslexia screening, teacher training, and implementation funding; the bill was enacted and sent to the Governor after a 39-0 roll call. The Senate then returned to Amendment 60 on the primary care bill, which would have created a “safety valve” allowing alternative payment systems to be proposed to the Health Policy Commission. After debate over whether the bill already allowed flexibility, the amendment was defeated 5-33. Amendment 50, requiring stronger health equity reporting, was adopted. Amendment 66, a technical fix setting commercial payment rates for community health centers at the MassHealth PPS rate, was adopted. Amendment 24, excluding pharmaceutical spending from the primary care spending baseline and target, was adopted. Amendment 45, a study on expanding the role of allied health professionals, was withdrawn. Amendment 48, a group purchasing cooperative pilot, and amendments 53, 61, and 63 were also withdrawn. The Senate adopted Amendment 64, which prohibits prior authorization from delaying FDA-approved medications for serious mental illness, and rejected Amendment 68 on reporting private equity investment in primary and specialty care, as well as Amendments 71 and 72 on scope of practice and ownership disclosure. Amendment 62, a technical change modernizing the definition of primary care and clarifying the care team, was adopted. Amendment 21, the Senate Ways and Means amendment, was then adopted, the bill was ordered to a third reading, and the Senate passed An Act relative to primary care for you (S. 3116) to be engrossed on a 35-4 roll call. The Senate then adjourned to a later date, with memorial references at adjournment.

Transcript Highlights:

• In order to make sure this excellent academic policy takes effect, this amendment sets the date framework
• amendments were accepted so that it would strengthen the bill, but being that this is the really only academic
• public an idea of what JLARC will be looking at is policies having a positive cost-benefit result, achieving
• the goal or outcome it having a positive cost-benefit result, achieving the goal or outcome expressed

Bills: HB1295 , HB2262 , HB2551 , HB2593 , HB2594 , HB2636

Committee: House Education

Keywords: reading instruction, structured literacy, early literacy, dyslexia, phonics, phonological awareness, language comprehension, vocabulary, fluency, oral language, orthographic knowledge, multi-tiered system of supports, MTSS, screening assessments, intervention, reading intervention, elementary education, kindergarten, first grade, second grade

Transcript Highlights:

• TIA doesn't just reward teachers for their academic performance; it also encourages teachers to have
• When we support, we're investing directly in student achievement.
• constant motivation for teachers to continue to develop curriculum and activities that target student achievement
• Almost 26 years ago, I was standing in the rotunda as a state qualifier at the UIL Academic Contest.

Bills: HB2

Committee: Senate Education

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:

• On the other hand, permanent standard time improves academic success in our children with higher test
• Achieving this reduction will require concerted effort by all stakeholders.
• loss of life on our roadways, including this committee, to think about what they can contribute to achieving
• Academic success. in school.

Committee: Senate Commerce, Science, and Transportation Committee

Keywords: daylight saving time, Sunshine Protection Act, health impacts, clock change, legislative discussion

Summary: The committee meeting was dedicated to discussing significant legislative topics, focusing particularly on the implications of daylight saving time (DST). Senator Scott advocated for the Sunshine Protection Act, which aims to eliminate the twice-yearly clock changes and keep daylight saving time year-round. He emphasized the negative health impacts associated with DST, including increased risks of heart attacks and accidents immediately following the time changes. Various witnesses provided personal testimonies and expert opinions, highlighting the confusion and health disruptions caused by the current time change practices.

Transcript Highlights:

• Much of my academic research has been about the effectiveness, efficiency, and equity consequences of
• The AHSC program is central to achieving our statewide climate goals through investment in affordable
• For GGRF funding, we should be prioritizing programs that cost-effectively achieve emission reductions
• This is 20, so over a decade feels like a stable source of funding and we failed to achieve it.
• These are durable emission reduction benefits achieved on farm and in the ag sector.

Keywords: 988, house, all

Transcript Highlights:

• Achievement drop and recovery is pretty visible in many of the slides and graphs.
• This is where their academic performance is going to be.
• Not only will we be able to use achievement, which is one look at how we're doing, but we'll be able
• to use student growth also, completely separate from an achievement status going forward.
• So we want to, one of the goals is to close that achievement gap.

Committee: Joint Special Education Funding Committee

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:

• Achievement drop and recovery is pretty visible in many of the slides and graphs.
• This is where their academic performance is going to be.
• Not only will we be able to use achievement, which is one look at how we're doing, but we'll be able
• to use student growth also completely. ...separate from an achievement status going forward.
• So we want to, one of the goals is to close that achievement gap.

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:

• It allows us to excel and to achieve.
• half-credit graduation requirement beginning in the upcoming years places these skills within the academic
• statewide framework and graduation requirement, this bill correctly elevates these skills to an academic
• statewide framework and graduation requirement, this bill correctly elevates these skills to an academic
• Giving speech and debate graduation credit recognizes what students already know: that real academic

Committee: Senate Appropriations Committee on Pre-K - 12 Education

Keywords: 999, senate, all

Transcript Highlights:

• Chairman and members of the committee, my name is Jeremy Bresciaga, and I serve as vice president and academic
• crucial to know whether the considered institution is a health-related institution or a general academic
• opportunities and potentially faculty appointments should I choose to continue my apparently never-ending academic
• healthcare workforce in communities across the state with a focus on ensuring that we have the faculty to achieve
• an additional fund to support expansion, creation of healthcare degree programs at Texas General Academic

Committee: House Higher Education

Transcript Highlights:

• </c> achieve. Thank you. achieve. Thank you.
• It also makes it clear that those SAUs don't have an academic role.
• over their academics over their academics um<03:40:36.880><c> and</c><03:40:37.279><c> not</c><03:40:
• But I guess in my mind those tasks have little to do with performance and academics.
• But I guess in my mind those tasks have little to do with performance and academics.

Committee: House Education Policy and Administration

Keywords: 1189, house, all

Transcript Highlights:

• What do you see this committee trying to really achieve here after all our work?
• What do you see this committee trying to really achieve here after all our work?
• What do you see this committee trying to really achieve here after all our work?
• What do you see this committee trying to really achieve here after all our work?
• </c> academic performance in the classroom. academic performance in the classroom.

Keywords: 1189, house, all

Summary: The commission to study the cost of special education met, confirmed a quorum, introduced members and guests, and approved the minutes from the October 29 meeting. Members noted the commission’s mandate under Senate Bill 57 and emphasized the need to focus on recommendations and findings by July 1, 2026. The chair also distributed additional handouts, including materials related to the Education Freedom Account (EFA) program and administrative rules tied to differentiated aid and disability determinations. The main discussion centered on how students qualify for differentiated aid under the EFA program. Matt Sutherton of the Children’s Scholarship Fund explained that the organization, which contracts with the state to administer EFAs, accepts either school-district/IEP documentation or a medical certification of disability (MCD) from a licensed medical professional. Members questioned how this process relates to the state’s special education rules and whether the school-district examiner standards in ED 107/1107.04 apply to EFAs. Sutherton said the MCD form, created with the department, requires the medical professional to sign that they are qualified to make the determination and to identify the disability. Several members expressed concern that the EFA process is less rigorous than the school-district IEP process and may be inflating disability counts. One member argued that the administrative rules cited are primarily for school districts, not EFAs, and said the Department of Education may not know how many of the roughly 890 EFA students receiving differentiated aid came through school-district documentation versus the MCD pathway. Another member said the EFA system appears more generous than the school system and raised concerns about oversight, auditing, and whether the program’s data are accurate. Sutherton said the organization reviews signed documentation, credentials, and diagnosis information, and may request additional records to help adjudicate expenses. No votes or formal actions were taken beyond approving the prior minutes.