Transcript Highlights:

• It's another to ask what did we learn from that?
• And I would what did we learn from that?
• I'm blessed to have had the opportunity to learn those lessons both from her and with her.
• I'm blessed to have had the opportunity to learn those lessons both from her and with her.
• Through tough negotiations and heated... to learn those lessons both from her and with her.

Keywords: 1183, house

Transcript Highlights:

• Is there anything that we can learn from them so far?
• You mentioned five years down the line, but right now what are we learning from them?
• So I'd say that one of the things we've learned is that when the industry says this will displace the
• So I'd say that one of the things we've learned is that when the industry says this will displace the
• So I'd say that one of the things we've learned is that when the industry says this will displace the

Keywords: 1187, senate, all

Transcript Highlights:

• This is in partnership with the Wyoming Future of Learning, the State Board of Education.
• The first is optimizing work-based learning and dual and concurrent enrollment.
• Kids cannot learn things seen at once.
• all to learn Rome. all to learn Rome.
• Kids can't learn things seen at to them.

Keywords: 916, all

Summary: The committee heard from Superintendent Megan Degenfelder on several interim topics centered on student-centered learning. She highlighted work-based learning and dual/concurrent enrollment, saying the state is updating accountability measures and should examine whether these programs are helping students progress, avoid duplicative costs, and reduce the need for remedial college coursework. She also discussed broader life-skills education, including financial literacy and soft skills, and said districts vary widely in what they offer. On gifted and talented programs, she noted that districts are statutorily required to provide them but the state does not have a clear picture of how consistently they are implemented, and she suggested the committee may want to study that area further. Members asked follow-up questions about whether dual enrollment should be evaluated only by time-to-degree, and Degenfelder said the analysis should also consider additional credentials and remedial coursework. Senator Schuler and others raised the idea of making financial literacy or other life-skills content more common, though Degenfelder said she did not favor a statewide mandate and instead preferred incentives and district-level implementation. The committee also discussed artificial intelligence in schools as an information-sharing topic, with Degenfelder saying the department is beginning a landscape analysis with districts and teachers. She then reviewed NAEP results, noting Wyoming performs strongly in fourth grade but drops sharply by eighth grade, and said the state wants to understand where students are falling off. Members also raised concerns about international comparisons and the need to improve literacy and math outcomes. The committee then moved to member-submitted topics. Representative Strock proposed reviewing the governance structure of state education, arguing that the current split among the Department of Education, State Board of Education, and other boards creates inefficiency and confusion, especially for licensure and programs like CTE. Senator Scott noted that turnover in the superintendent’s office could be a practical issue in any restructuring, and Strock responded that administrative staff could handle day-to-day operations. Representative Williams then introduced a discussion of common core standards and literacy, arguing that standards may be too broad and not specific enough, especially in early grades, and that Wyoming should emphasize phonics, basic reading, math, and civics more directly. Representative Guggenmos agreed that narrowing early-grade focus to math and literacy could improve outcomes. Finally, Representative Williams raised virtual education, saying it is growing quickly and the committee should study funding, accountability, and student support more closely; the chair opened that topic for further discussion.

Transcript Highlights:

• a very valuable asset to us as we work through the session, and I truly believe this is a great learning
• They would be selected based on student and workforce demand and existing commonalities between learning
• They would be selected based on student and workforce demand and existing commonalities between learning
• but now that we look at the learning but now that we look at the learning outcomes<00:49:24.319>
• community which is living learning community which is designed<01:09:06.080> to<01:09:06.239>

Keywords: 958, all

Summary: The House Standing Committee on Postsecondary Education opened its first meeting with roll call, member introductions, and introductions of numerous interns from Kentucky colleges and universities. The chair reviewed committee rules for the 2026 session, including witness oaths, sign-up procedures, limits on testimony, and the deadline for submitting committee substitutes and amendments. The committee then took up House Bill 96, sponsored by Chair Tipton, which would revise the membership and timing of the performance-based funding work group. Tipton said the bill would expand legislative participation from one House and one Senate member to five from each chamber, keep university and KCTCS presidents on the group, make the CPE president a nonvoting chair, and change the work group’s schedule from a fiscal year to a calendar year. He argued the changes would build institutional knowledge, allow university leaders to meet without creating quorum/open-meeting issues, and help the group develop recommendations for the next General Assembly. Members raised concerns about politicization and the even-numbered membership, while Tipton said he wanted consensus rather than a tied vote. The committee approved HB 96 on a roll call vote, with most members voting yes and Representative Willner voting no but saying she might change her vote later on the House floor. The committee also heard House Bill 94 for discussion only, so no vote was taken. Representative Vanessa Gracel and CPE counsel Travis Pal described the bill as a transfer-pathways measure aimed at making two-year-to-four-year and four-year-to-four-year transfers more seamless in high-demand programs. They said the proposal would require CPE, public universities, and KCTCS to collaborate on statewide transfer pathways based on student and workforce demand, with institutions able to opt in or out of specific pathways but required to disclose nontransferable courses for transparency. Gracel argued the bill would reduce credit loss, lower time and cost to degree, improve completion rates, and help students and families understand transfer options; she also criticized some universities for not engaging in the process. No action was taken on HB 94 at this meeting.

Transcript Highlights:

• Hawaii's program just started in 2025, and you'll learn more about that in a bit.
• from all those pilots that we're kind of talking about on the East Coast, what you all have learned
• We've learned a lot.
• Okay, so the last big barrier I wanted to touch on again, of the four things that we've learned from
• And so I know Mindy will talk more about that, but that's a way for us all to learn.

Summary: The Assembly Transportation Committee first took up three highway naming resolutions on its consent calendar: ACR 109, SCR 78, and SCR 90. The committee approved the consent calendar with 11 aye votes and no no votes, then adjourned the bill-hearing portion. Members also recognized committee science fellow AJ Mendeola for his service, noting his contributions to bill analysis and staff support. The committee then held an informational hearing on alternatives to the gas tax, focused on the projected decline in fuel-tax revenue and the need for a more sustainable transportation funding model. The chair and invited experts described how inflation, improved fuel efficiency, and growth in electric and other alternative-fuel vehicles are eroding gas-tax revenues. Presenters from the National Conference of State Legislatures and the University of California discussed state options such as higher or indexed gas taxes, EV registration fees, road usage charges, delivery fees, public EV charging fees, transportation network company fees, and managed lanes, emphasizing tradeoffs among revenue adequacy, fairness, administrative cost, and public acceptance. Committee members raised concerns that mileage-based fees or EV fees could function as new taxes on commuters and lower-income drivers, especially if the gas tax is not repealed. Presenters responded that road usage charges are generally intended as replacements for the gas tax, not additions, and argued that mileage-based systems better preserve the user-pays principle while being less tied to vehicle fuel efficiency. They also noted that flat EV registration fees are easy to administer but can be less equitable because they are not linked to actual road use. Officials from Hawaii, Utah, and Oregon described their state programs and policy choices. Hawaii said its new road usage charge began July 1, 2025, for EVs, offers a choice between a per-mile charge and a flat annual fee through 2028, and will transition to mandatory EV participation before expanding to all light-duty vehicles by 2033. Utah described its voluntary EV road usage charge program, quarterly reporting, privacy protections, and legislative scenarios for removing the cap or making participation mandatory. Oregon outlined its constitutional cost-responsibility framework and broader transportation funding challenges, including reliance on user fees and limited use of general-fund support.

Transcript Highlights:

• There’s a lot of work-based learning, so you have facility visits, guest speakers, presentations, career
• Virtual learning was utilized by teachers and students.
• I believe that it's important that our students are in school learning new skills and socializing with
• instructional time and ensuring that all students, regardless of where they live, have the opportunity to learn
• others focused on non-rural and higher-needs settings find consistent negative effects on student learning

Bills: HB 1209, HB4746

Keywords: school funding, instructional days, education, public schools, school performance, four-day school week, performance rating, school governance, school calendar, education funding, emergency closures, school district, school operations, Texas education, public school accountability, academic distinction designation, postsecondary readiness, career and technical education, CTE, P-TECH

Transcript Highlights:

• I'm learning a lot about the death process.
• The most critical language-learning years are between zero and three years old.
• The most critical language learning years are between zero and three years old. You pass that.
• I learned about that I'd be coming here today just..." I wasn't able to write something formal.
• Those programs are ongoing right now in... and learning about this.

Bills: HB2180, HB2184, HB2188, HB2194, HB2206, HB2321, HB2322, HB2438, HB2442, HB2448, HB2727, HB2797

Keywords: appropriation, funding, University of Arizona, education, state budget, fetal death, funeral homes, informed consent, abortion, women's rights, medical assistance, emotional support, language acquisition, early intervention, hearing impairment, grant program, deaf education, health care, insurance claims, prior authorization

Transcript Highlights:

• When Jack was asked about his military service, he shared that he learned to depend on others and not
• When Jack was asked about his military service, he shared that he learned to depend on others and not
• When Jack was asked about his military service, he shared that he learned to depend on others and not
• When Jack was asked about his military service, he shared that he learned to depend on others and not
• Kids learn about it in school now and they see The replays.

Keywords: U.S. House of Representatives Floor Proceedings on Tuesday, January 20, 2026, 1012, house, all

Transcript Highlights:

• The lessons learned, as hard as they are, need to be taught and need to be learned.
• I met my best friends there, learned how to be a good sport, and grew spiritually.
• After all, the line "Camp in My Dreams" is a song all Mystic girls learn and sing.
• This is where you learn new skills like horseback riding, diving, and fishing.
• What have you learned from what happened at New York?

Keywords: 1185, senate, all

Transcript Highlights:

• Uh we learn as Minnesota Senate.
• We are protecting our students so they can learn in the best way forward.
• We are protecting our students so they can learn in the best way forward.
• We are protecting our students so they can learn in the best way forward.
• We are protecting our students so they can learn in the best way forward.

Keywords: 1187, senate, all

Transcript Highlights:

• Julia learned about the campus food pantry as a first-year student and makes use of that pantry at times
• about the campus food pantry learned about the campus food pantry champs<00:08:05.440> cupbo<
• Learning from my classmates that I could get staples like grains, vegetables, and fruits from the pantry
• This bill understands and respects that and provides a way to make it easier for our students to learn
• those who learn in central Minnesota<00:37:38.839> will<00:37:39.040> stay<00:37:39.319

Keywords: 1187, senate, all

Transcript Highlights:

• So it's going to be fun to help you guys and learn with you guys through this budget process this year
• to be fun to help you guys and learn to be fun to help you guys and learn with<00:04:55.960>
• agencies of learning what they do<00:18:24.720> what<00:18:24.880> they<00:18:25.080><
• That's something you definitely want to learn how what's in it and how to read it. good definition of
• We'll learn along the way. We do not know all the answers, but we are good at getting answers.

Keywords: 928, house, all

Summary: The meeting was an introductory Division One budget briefing led by Legislative Budget Assistant staff Melissa Rollins and Jack Mullen. They explained staff roles and agency assignments within Division One, noting that Jack is taking over the General Government category while Melissa handles Categories 2 and 3, and that members can contact either staffer with questions. They also reviewed the upcoming budget calendar, including the governor’s budget presentation expected in mid-February, agency hearings beginning around February 17–20, a Division One deadline around March 26, and House Finance reporting deadlines in early April. A major portion of the discussion focused on how to read fiscal notes and the difference between expenditures and appropriations. Staff used sample language to explain that a bill may show an expenditure estimate without actually authorizing funding or new positions, and that a zero appropriation means the agency is not authorized to spend the estimated amount unless the bill is amended. Members asked questions about why a bill could show costs but still not authorize spending or hiring, and staff clarified that new positions require specific legislative authorization and classification detail. They also noted that many bills will have expenditure lines without appropriations, and that amendments may be needed if the committee wants to fund or authorize the program. The rest of the meeting walked members through the HB 1 and HB 2 tracking documents used by the division. Staff explained that HB 1 tracking sheets record additional agency requests not included in the governor’s budget, including requests that may be zero-net transfers, corrections, or new spending items, and that grayed-out items indicate actions already taken. They said HB 2 will be handled through a similar tracking process, with amendments routed through LBA staff and the Office of Legislative Services. Members were told that the division will review agency budgets, class lines, and proposed changes over roughly six weeks, with the goal of preparing a detailed change report for full House Finance.

Transcript Highlights:

• , that we are preparing for those students and making sure they have appropriate facilities to, to learn
• of these cost discussions and whether or not um as a council, I think we want to provide the best learning
• And so, I'm still still wanted to learn more and work with staff and and school districts uh to learn
• to learn more about are these spaces actually filling the educational needs uh for students.
• First of all, uh, all of us recognize this was a learning experience.

Transcript Highlights:

• capabilities of this system, it's modernized data collection for not just financial, but there maybe we learn
• So, you know, Chairman, I think as we did learn, yeah, the major, you know, the larger polling locations
• As we did learn, yeah, the major, you know, the larger polling locations are really centric to Burleigh
• be a discussion that local county officials are having and work it out because it is such, as we learned
• Learned from Secretary Howe, like, a very local problem. I knew you had something to say.

Keywords: 908, all

Summary: The Senate Education Committee met with a quorum and first took up House Bill 1540, an education savings account bill. Senator Wobbema presented Amendment 040-003, describing mostly clarifying and reorganizing changes, including eligibility language, administrator duties, school participation standards, assessment provisions, and a correction removing a requirement that the department pay for state assessment materials if a parent selected that option. The committee adopted the amendment 4-2, then advanced HB 1540 as amended on a 4-2 vote and sent it to Appropriations, with Senator Wobbema designated as carrier. One senator opposed the bill, arguing it would divert resources from public schools and conflict with the state’s obligation to provide a free appropriate education while districts still face funding needs.

Transcript Highlights:

• So when the group dug into how the budget operates and their ability to stretch tax dollars, we learned
• Representative Benarroch drilled down on these executive direction FTEs, and we learned that each position
• We actually spent quite some time discussing this as a group, just trying to understand, and we learned
• As an aside, we also learned that the department has received zero findings in operational audits by
• And we learned a lot more from doing this on our own than we would have if we just had the agency directors

Summary: The Agriculture and Natural Resources Budget Subcommittee met to hear member-led presentations on agency budget requests after prior meetings with the agencies. Representative Barnaby summarized the Florida Department of Agriculture and Consumer Services’ fiscal year 2025-26 request, highlighting major funding for the Rural and Family Lands Protection Program, Florida Forest Service wildfire and land management needs, citrus disease and research efforts, a new Conner Complex facility and lab, agricultural water and BMP projects, agricultural law enforcement staffing and equipment, maintenance and vehicle needs, and federal grant-related spending. No vote was taken on the department’s request during the meeting. Representative Bartleman presented the Department of Environmental Protection request and said the subcommittee supported it fully. The request emphasized Everglades restoration, water quality grants, springs, harmful algal bloom and red tide response, alternate water supplies, resilience and flood prevention, beach and coral reef restoration, land acquisition and state parks, and cleanup of petroleum, dry cleaning, and hazardous waste sites. Representative Alvarez asked DEP to provide a list of the most contaminated lakes, along with estimated costs, so the committee could prioritize cleanup efforts. Representative Black summarized the Florida Fish and Wildlife Conservation Commission request, which included additional law enforcement funding in high-demand areas, oyster and reef restoration, habitat restoration, heavy equipment for land management and prescribed burning, a water survival training center, and red snapper data research. Representative Salzman then presented the Department of Citrus request, describing a lean agency budget focused on operations, PALM readiness, marketing and consumer awareness, greening-resistant plant material, and building repairs; the workgroup recommended fully funding the request. The meeting ended with members thanking the chair and staff for the more member-driven budget process, and the subcommittee adjourned without objection.

Transcript Highlights:

• For students, it means equitable access to literacy and learning.
• And we continue to learn more about how lifestyle factors can reduce dementia risk.
• I happen to represent these three institutions of higher learning.
• I happen to represent these three institutions of higher learning.
• I use sediment samples, satellites, and machine learning to study tidal flat sediment.

Keywords: 995, all

Summary: The committee on Economic Development held a hearing on the DRIVE Act, a proposal to invest $400 million in Massachusetts research and innovation without new taxes. Governor Healey and administration officials said the bill would direct $200 million to public higher education research and regional partnerships and $200 million to a research funding pool for hospitals, universities, and other institutions, with the goal of retaining talent, leveraging private and philanthropic dollars, and offsetting major federal R&D cuts. They argued that research is a core economic engine for the state, supporting jobs across labs, construction, services, and surrounding businesses, and said the bill would help protect the Commonwealth’s tax base and competitiveness during a period of federal uncertainty and cuts to SNAP, Medicaid, and other programs. Committee members raised concerns about whether Fair Share surtax dollars should instead be used for K-12 and other community needs, whether the proposal is enough given the scale of lost federal grants, and how the money would be allocated. The governor responded that the funds are one-time surplus dollars, that most surtax revenue already supports education, and that the bill is meant as a bridge to stabilize public higher education and research. She also said the legislation includes a review board and could support a revolving or matched-fund approach in some cases. Several members pressed for more detail on selection criteria, future funding, and whether private companies and large endowments should contribute more. University of Massachusetts leaders and researchers testified that federal grant cancellations and delays are already causing layoffs, furloughs, rescinded admissions, and lost research capacity. UMass officials said the bill would help preserve faculty, postdocs, graduate students, and research programs in medicine, climate science, marine science, Braille instruction, and AI decision-making. They emphasized that the funding should be merit-based and that the state needs to act quickly to prevent talent from leaving Massachusetts. Business, labor, and industry groups, including MassBio, the Massachusetts Taxpayers Foundation, AIM, the AFL-CIO, and Building Trades, supported the bill, saying it would protect jobs, sustain the innovation ecosystem, and reinforce Massachusetts’ national leadership in research and life sciences. No vote was taken in the hearing.

Transcript Highlights:

• If a child needs to go to Perkins School for the Blind so that they can learn how to live independently
• so that they can learn how to live<00:47:07.040> independently,<00:47:08.319> that<00:
• So it's not overidentifying when we're now at younger ages having more children on specific learning
• how to fight for me the ability to learn how to fight for her<00:53:46.880> to<00:53:47.119><
• disability or more specific learning disability or more children<00:56:33.440> on<00:56:33.760

Keywords: 1191, senate, all

Transcript Highlights:

• If I recall, that originated back with the LEARNS Act. I believe in...
• That originated back with the LEARNS Act.
• Yeah, that was part of the LEARNS. I guess it was to cover the difference for that.
• Well, you got to dip your toes in to know it's hot, so I just did as a learning exercise.
• I learned this past year we have this formula for...

Summary: The committee heard budget presentations and took executive recommendations on several Department of Human Services divisions, including Aging, Adult and Behavioral Health Services; Children and Family Services; County Operations; Developmental Disability Services; and Medical Services, with most divisions showing little or no significant change in total appropriations. Staff and agency witnesses repeatedly explained that many large appropriations are maintained for flexibility, federal matching requirements, or contingency needs, even when actual spending is much lower than the authorized amount. Members also raised concerns about staffing vacancies, long-vacant budgeted positions, and the use of excess appropriation authority across DHS. In Aging, Adult and Behavioral Health, members questioned federal funding levels for mental health and substance abuse grants, the status of senior centers and Meals on Wheels, the Medicaid tobacco settlement program, community alcohol safety grants, and the veterans mental health grant. Agency officials said federal block grants are largely committed, that senior center funding had been delayed by shutdown timing but was now back on track, that the tobacco settlement program had been moved internally within DHS, and that the veterans mental health appropriation remains unfunded. Senators also criticized the adequacy of support for seniors and asked for more detail on how transportation, meal services, and local contributions are funded. In Children and Family Services, members asked about rising appropriation levels, foster care and adoption subsidies, professional fees, the number of children in foster care, and the Children’s Trust Fund. DHS said increases reflect added flexibility for residential treatment, adoption subsidies, and prevention services, while the foster care population has remained fairly steady at about 3,400 children. The Children’s Trust Fund was described as supporting primary prevention programs such as Baby and Me and community schools, and members asked whether it could be administratively combined with other efforts. Questions also covered TANF subgrants, with DHS explaining that it had reduced outside subgrants after discovering over-obligation and was rebuilding reserves. In County Operations, members focused on the summer EBT program, SNAP employment and training, the farmer’s market program, and the state’s TANF reserve position. DHS said summer EBT is still being funded through temporary appropriations because it is a newer program, SNAP employment and training is largely federally funded and may expand under a pending policy change, and TANF reserves were drawn down after prior over-obligation but are now being stabilized. In Developmental Disability Services, members asked about vacancies, human development center staffing, facility construction funds, and the Booneville work program, and DHS said the program has reopened and staffing recruitment continues. In Medical Services, members asked about FMAP, the Our Kids B CHIP program, school-based Medicaid reimbursements, nursing home distress funds, and several large appropriation lines that far exceed actual spending; DHS said these are maintained for claims payment, nursing home receivership contingencies, and other flexibility needs. Each division reviewed was adopted by executive recommendation after questions concluded.

Transcript Highlights:

• She learns from her experiences and her observations. Her work ethic is unmatched.
• <00:27:41.279> and<00:27:41.679> her She learns from her experiences and her She learns
• You introduce the Build to Learn Act to pay for school construction projects.
• You introduce the Build to Learn Act to pay for school construction projects.
• You introduce the Build to Learn Act to pay for school construction projects.

Keywords: House streaming session for Wednesday, January 14, 2026, 957, house, all

Summary: The House convened for the first day of session and first elected Delegate Luke Clippinger as Speaker Pro Tem. Members nominated and seconded him with remarks praising his leadership, work on Judiciary Committee issues, and ability to mentor colleagues. Nominations were then closed, the House voted by voice, and Clippinger was sworn in. The chamber then opened nominations for Speaker of the House. Multiple members spoke in support of Delegate Joseline Peña-Melnyk, highlighting her personal story, legal background, public service, and committee leadership. Speakers emphasized her work on major policy areas including education, police reform, racial and economic justice, reproductive freedom, and support for historically Black colleges and universities. One member from the minority party also seconded the nomination, saying she had been inclusive and respectful in committee work and legislative process. After nominations were closed, the House voted by voice and elected Peña-Melnyk Speaker of the House of Delegates. She was sworn in and thanked members for their support, reflecting on the diversity in the chamber and the significance of the moment. In her remarks, she also praised outgoing Speaker Adrienne Jones and recognized family members, dignitaries, and colleagues in attendance.

Transcript Highlights:

• Let's be clear: CVUSD receives money intended to be used on student learning and their well-being.
• Enough staffing for online learning and things of that nature.
• So what I am gathering that we may be able to learn from this audit if it is approved is the ability
• So right now we... ...and after they learn the full cost. Is that correct or not? Yeah.
• I'm learning the process. I would definitely ask for reconsideration.

Summary: The committee heard several audit requests and related testimony. The first major item was an audit of Coachella Valley Unified School District’s contract and fiscal management. The author and supporters described long-standing fiscal mismanagement, large budget shortfalls, layoffs, contracting concerns, and questions about the district’s foundation and use of public funds. District representatives and the Riverside County Office of Education said the district is already under fiscal oversight, has a stabilization plan, and is working to reduce deficits and improve student outcomes. After extensive debate and public comment, the motion to approve the audit was put on call because the committee did not have the required votes from both houses at that moment. The committee then approved an audit of East Bay transit agencies in Alameda and Contra Costa counties. Senator Wahab argued the region’s many overlapping transit agencies create fragmentation, duplication, and inefficiency, especially amid a fiscal cliff and possible future tax increases. Transit agencies and labor representatives opposed the audit, saying the agencies already undergo multiple audits, serve distinct local needs, and are implementing regional coordination efforts. After testimony from agency leaders and public commenters, the committee voted to approve the audit. The next item was an audit of California Community Colleges’ unrestricted reserves. Senator Archuleta and supporting faculty representatives said reserves have grown substantially and may be diverting resources from student services, instruction, and workforce programs. They argued there is little oversight when reserves become too high. The Chancellor’s Office and Calbright College were invited to respond, and the audit objectives focused on reserve growth, reasons for high balances, oversight by the Chancellor’s Office, and effects on students and staff. The transcript cuts off during the Chancellor’s Office response, so the final committee action on this item is not shown.