Transcript Highlights:

• We learn that in the field. We learn that through on-the-job training.
• What did we learn from that? What did the Water Board learn from that?
• What have you learned?
• I want to ask what you would learn.
• They've learned, 29% of us have learned how to turn these off, compared to only 5% of Vermonters.

Keywords: 997, house, all

Transcript Highlights:

• <00:20:43.520> in their parent and say, "Hey, I learned in their parent and say, "Hey, I learned
• next generation of students to learn next generation of students to learn about<00:56:11.440>
• It seems like between learning about the Second Amendment, learning the history of the Second Amendment
• I think it's great that children learn safety because one of the first things you learn is when you fire
• <01:23:35.600> safety it's great that children learn safety it's great that children learn

Keywords: 1189, house, all

Transcript Highlights:

• learn on the ground. learn on the ground.
• For example, a facilitator may learn For example, a facilitator may learn that<00:09:52.960>
• <00:14:08.960> more is taking and um excited to learn more is taking and um excited to learn
• And you know, professional learning is another area that they are providing.
• And you know, professional learning is And you know, professional learning is another<00:29:12.600>

Keywords: 926, house, all

Summary: The meeting was a caucus of the whole on House Bill 955, described by House Education Chair Rep. Peter Conlin as the year’s education transformation bill. He said the bill is still evolving and must still go through Ways and Means, Appropriations, and the Senate. Conlin framed the bill as a response to declining enrollment, school building needs, future funding changes, and equity concerns, drawing on prior commission work, testimony, surveys, emails, and committee input. Conlin said H. 955 has two major structural pieces: it creates seven mandatory Cooperative Education Service Areas (CESAs) to provide shared services more efficiently at larger scale, and it requires merger study committees in all parts of the state to examine whether districts should voluntarily merge into pre-K through 12 union school districts. He emphasized that CESAs are service providers, not governing bodies, and that merger study committees are required to study merger but not to merge. He also said the bill includes startup grants for CESAs, fee-for-service funding, a guidance map for facilitator work, deadlines culminating in merger votes on November 7, 2028, and reporting requirements back to the General Assembly. Members asked about whether CESAs duplicate supervisory unions, how representation would work, whether the bill affects academic standards, what happens to articles of agreement, why some study groupings include only one district, how the process would work in practice, and what support facilitators would have. Conlin responded that CESAs are intended to add scale for specialized services rather than replace supervisory unions, that they do not govern schools, and that representation and structure could be adjusted as the bill moves forward. He said the bill does not change what is taught in schools, only governance and funding, and that any merger would still require new articles of agreement and voter approval. He also said the facilitator system would be supported by a lead facilitator and the existing CESA structure, and that some groupings may be revised based on local conditions. The committee also discussed cost savings and timing. Conlin said the bill is intended to reduce costs through shared services and larger-scale districts, and that the proposed delay in implementing a foundation formula is meant to allow time for mergers and related administrative work, including bargaining, records, and district consolidation. He cited the existing Vermont Learning Collaborative in southeastern Vermont as an example of a CESA already providing specialized services and saving member districts money.

Transcript Highlights:

• Thank you for listening to families and for prioritizing early learning in Florida.
• After being admitted, we learned she had three congenital heart defects.
• One of the first things I've learned is you don't make it easier to bypass safety measures.
• My physician has said to me, Gail, I don't want to learn how to treat polio.
• And that's I don't want to learn how to treat polio, and that's what's going to happen.

Bills: S0118, S0896, S1690, S1756

Keywords: recreational vehicle parks, special assessments, property tax, occupancy rates, commercial assessment, school safety, guardian program, firearms, crimes near schools, security assessments, public postsecondary education, medical freedom, vaccination, ivermectin, healthcare practitioner liability, immunization exemptions

Summary: The committee first took up CS for SB 896, a school safety bill expanding the Guardian program to public postsecondary institutions. The bill requires active assailant response plans, security risk assessments, threat-management protocols, use of the suspicious activity reporting tool, and allows voluntary participation in Guardian for colleges and universities. A late-file amendment by Senator Polsky was adopted to clarify that students who are also employees or faculty are not eligible for Guardian. Members debated campus carry concerns, storage of firearms, and whether the bill could lead to broader gun access on campuses. Several faculty and gun-safety advocates testified against the bill, while supporters argued trained guardians can deter violence. The committee reported the bill favorably by roll call vote. The committee then approved CS for CS for CS for SB 1690 on child care and early learning services. The bill updates child care laws, clarifies regulations, and reduces overregulation of before- and after-school programs. An amendment expanded authority for the Florida Education Foundation to fundraise for early learning from birth to VPK. Testimony was largely supportive, emphasizing affordability, access to quality child care, and relief for working families, though one speaker opposed the bill as an expansion of government. The bill was reported favorably. Next, the committee passed CS for CS for SB 118, which clarifies how non-ad valorem special assessments are applied to recreational vehicle parks and limits the square footage used for assessment purposes to the maximum size of an RV space. The committee also approved CS for CS for SB 1220, the Department of Transportation package, which addresses seaport and airport planning, personal delivery devices, autonomous vehicles, advanced air mobility, toll programming, and other transportation-related changes. Amendments modified provisions on personal delivery devices, utility permits, autonomous vehicle penalties, and law-enforcement cruiser lights. Both bills were reported favorably. Finally, the committee began hearing SB 1756, the medical freedom bill, which proposes new vaccine information requirements, conscience-based school immunization exemptions, limits on compelled vaccination during public health emergencies, and behind-the-counter access to ivermectin for adults. The sponsor and supporters framed the bill as strengthening informed consent and parental rights, while opponents and some senators raised concerns about vaccine hesitancy, herd immunity, and the inclusion of ivermectin. Public testimony was extensive and sharply divided. The transcript ends during continued testimony and debate on SB 1756, before a final vote is taken.

Transcript Highlights:

• And so she's using multiple student information systems and has to learn them and has to operate both
• systems of support, and the learning management system.
• Again, built into our application is social-emotional learning.
• of extra learning that's they're learning at almost twice the rate of students that do not participate
• Educator licensure, quality assessment, evaluations, and ensuring equitable student learning.

Transcript Highlights:

• The school, the police, and our family learned of this in 2022.
• I learned that he had been placed on administrative leave in late 2019.
• We're here to learn and benefit from you, so thank you for being here. Thank you.
• We're replacing it with shorter tests that are better designed to support student learning.
• But again, we went through. ...rigors and have learned.

Keywords: 1185, senate, all

Transcript Highlights:

• <00:08:48.519> as<00:08:48.640> a primarily through student learning as a primarily
• The documented work was through what’s called the Center for Community-Engaged Learning.
• So you also referenced the Center for Community Engaged Learning, and that that's now the place where
• So I would love to get a list of the courses that are involved in this community-engaged learning and
• of their course um to fulfill learning of their course um to fulfill learning requirements<00:30

Keywords: 1183, house

Summary: The committee approved the January 21 minutes and then heard an overview from the University of Minnesota’s Office for Public Engagement on its community engagement awards program. Amber Cameron explained that the office supports partnerships across the university’s campuses and that nominations for the Outstanding Community Service Awards were evaluated by faculty and staff selection committees using criteria such as positive societal impact, innovation, extraordinary results, and overall application quality. She said the community partner award was based only on the nomination materials and described the award process, including that nominations could come from individuals, grassroots groups, or organizations and that the award carried a $5,000 prize. The main discussion focused on the 2024 community partner award given to Communities United Against Police Brutality. Cameron said the nomination documented a long-standing relationship with the university through the Center for Community-Engaged Learning, including work in 130 course offerings over 24 years across 17 academic departments and participation by about 1,000 students. She cited examples from the nomination such as student research and policy work that contributed to Travis’s Law. Committee members questioned the organization’s age, its letterhead and public activism, the meaning of its relationship with the university, and whether the work was appropriate for an award. Cameron responded that the award did not require formal tax status and that her office facilitated the process rather than judging the organization’s broader views. Members also asked for additional information on the vetting process, the courses involved, the award funding source, the ceremony, and related materials. Cameron said the awards were funded through OMN funding, that the program was being sunset and replaced with a new internal engaged-scholar awards structure, and that she would follow up on requests for documents, speaking notes, and other details. No votes were taken beyond approval of the minutes, and the committee moved on after the testimony and questions.

Transcript Highlights:

• So students can feel safe, supported, and ready to learn.
• I was reminded in that so students can feel safe, supported, and ready to learn.
• As previously stated, we provide crisis intervention, individual counseling, and even learn tools like
• We know our students learn best when their behavioral health is not impeding their academic focus, so
• We know our students learn best when their behavioral health is not impeding their academic focus, so

Summary: The Senate Education Committee met with enough members present to conduct business and approved the June 17 minutes. It first heard HB 459 with House Amendment 1, which would prohibit the sale of energy drinks on public middle and high school campuses during school hours or school events. The sponsor and Department of Education explained that the bill targets beverages containing caffeine and marketed as energy drinks, not ordinary soft drinks or coffee/tea products. Public testimony from the Medical Society supported the bill on health grounds, while the beverage industry said its companies already voluntarily limit school offerings and that the bill does not reflect current practice. No vote was taken in the transcript. The committee then heard HB 461, a follow-up to prior legislation on New Castle County property reassessment and school tax rates. Senator Cruz said the bill would let New Castle County school districts adjust and reset tax rates to reflect reassessment changes without increasing projected operating revenue, and that it includes a sunset. DSEA supported the measure, saying fair property values are important to public education funding. The committee also heard HB 452, which would require additional background checks and training for DIAA sports officials and strengthen DIAA enforcement procedures. Members questioned how checks would be handled, who would see the results, and who would provide training; the DIAA compliance coordinator said the checks would be maintained through the state process and that associations would verify eligibility. The bill’s sponsor and DIAA said the goal was to align officials with existing child-safety standards. Next, the committee considered HS1 for HB 425, which raises the salary supplement from 6% to 12% for nationally certified school counselors, nurses, and school social workers, and allows DOE to identify additional qualifying positions by regulation. Supporters, including school social workers, nurses, and DSEA, argued the change would improve retention and recognize advanced credentials. Senator Hansen raised concerns that school psychologists were not included; sponsors said a broader study and possible future legislation or budget language would address other nationally certified school-based professionals. The committee then heard HS1 for HB 358 on student elopement notifications, inspired by Ace’s Law, but administrators and the chair raised concerns that the bill may be too prescriptive and difficult to implement in practice, especially when schools may not immediately know a student has left campus. Finally, the committee discussed HB 379 on the comprehensive school discipline improvement program; DOE said the substitute was intended to consolidate prevention and intervention supports and avoid competition for funding, while DASA asked that the bill be paused or tabled. The meeting ended before action on the remaining bill, and HB 443 was deferred to a future executive meeting.

Transcript Highlights:

• And we've all learned that occupancy is a critical piece.
• Or just in general, what lessons do we think we can learn from other states like California?
• I would just say we can learn a lot.
• And I've learned a lot from all of you. And I really appreciate that.
• And I've learned a lot from all of you. And I really appreciate that.

Keywords: 995, all

Summary: The commission’s fifth meeting focused on consumer protections and resident rights in continuing care retirement communities (CCRCs), with a presentation by Yvonne Choyah of UC Law San Francisco. She described California’s CCRC framework, including entrance fee structures, monthly fee increases, contract types (A, B, and C), disclosure requirements, and regulatory oversight. A major theme was that residents often do not understand the contracts they sign, while providers retain broad discretion over fees, transfers, terminations, and changes to the physical plant. She also emphasized that California’s regulator is understaffed and not well suited to oversee the complex financial and insurance-like aspects of CCRCs, and that resident complaints and litigation can be slow and difficult. Choyah and commission members discussed several consumer-protection issues, including refundable versus repayable-on-resale entrance fees, rising monthly care fees, the decline of life care contracts, and the need for clearer disclosures and better comparative data for prospective residents. She noted that California requires annual disclosure statements, resident bill of rights materials, and some fee-related reporting, but that enforcement and accessibility remain weak. Members raised questions about resident board representation, accreditation, refund requirements, and whether state agencies or resident associations could help explain contracts to consumers before admission. Choyah suggested stronger oversight, more financial expertise in regulation, and better transparency about ownership and fee-setting. The meeting ended with discussion of the commission’s next steps toward its August report. Staff said a draft report would be prepared from the commission’s discussions and circulated for comment before final revisions. The chair also announced staff transitions: Jennifer would be leaving the State House role, and Juliana Fernandez and Vicky Halal would be the main contacts going forward. The commission adjourned after thanking Choyah for her presentation and answering member questions.

Transcript Highlights:

• I had the great honor of serving and learning from Reggie for over a decade.
• I had the great honor of serving and learning from Reggie for over a decade.
• I watched him with Democrats... ...and learning from Reggie for over a decade.
• I learned to chase those kinds of moments and look for those kinds of opportunities.
• I've learned a lot.

Keywords: 1204, all

Transcript Highlights:

• I said I've learned in this.
• I came in, you know, learned in this.
• That's the lesson we learned with MNLARs. So, answer is yes.
• That's the lesson we learned with MNLARs. So, answer is yes.
• learned with MNLARs. So, answer is yes. learned with MNLARs. So, answer is yes.

Keywords: 1183, house

Transcript Highlights:

• In our early learning silo, we restore the funding for the Gold Seal Program, the Local Match Program
• because we know early learning is the foundation.
• Early learning school readiness is incredibly important to all of us.
• This bill applies many of the lessons that we've learned. learned about what's been going wrong with
• I am the Director of Early Learning for Leon County Schools.

Transcript Highlights:

• DIDN'T HAVE A LOT OF MONEY, RODE THE BUS TO MY FIRST JOB, LEARNED IT WAS IMPORTANT TO BUILD A RESUME
• IN THE WORKFORCE TO WHAT THEY ARE LEARNING IN SCHOOL.
• WE LEARN TRY CHILD LABOR IS WRONG. WHERE WE TRYING TO GO BACK TO THE GILDED AGE. >> Sen.
• WE KEEP LEARNING AS A SOCIETY. THIS BILL WOULD MAKE THE GOVERNMENT. >> Sen.
• WHEN WE LEARN ABOUT OTHERS CULTURE WE CAN BE A BETTER AMERICA.

Keywords: 999, senate, all

Transcript Highlights:

• Because it's actually what I learned is it's a culture. It's a thing.
• We want to teach them to learn how to win or lose.
• We learned, of course, that For Camp Mystic.
• their minds for a while and have learned answers.
• their minds for a while and have learned answers.

Keywords: 1184, house, all

Transcript Highlights:

• I learned that from him.
• That you did learn. I too want to thank some people.
• I've always enjoyed learning new things.
• I learned a lot over six years with has been quite a learning experience.
• I learned a lot over six years with Chairman Stinner.

Bills: LR509, LR510, LR511

Keywords: congratulations, Nebraska Sandhills Cowboy Hall of Fame, Deloris Marshall Adamson, recognition, achievement, service, retirement, Nebraska Legislature, public service, legislature, Nebraska, 956, all

Transcript Highlights:

• And through conversations and understanding of Walt and Walt's war experiences, he learns more about
• what life and death is really about, more than you can learn from books.
• what life and death is really about, more than you can learn from books.
• We have Heidi Sers, who's a local teacher success and work-based learning coordinator.
• We have Heidi Sers, who's a local teacher success and work-based learning coordinator.

Keywords: 981, all

Summary: The Senate met with a quorum, approved the journal, and then took up several ceremonial and procedural items before moving to resolutions and a large consent calendar of supplemental appropriation bills. The chamber also received committee reports, including Agriculture and Natural Resources appointments to the Great Outdoors Colorado Trust Fund, the Colorado Agricultural Development Authority, and the Wildlife Habitat Stamp Committee, which were recommended for the consent calendar and confirmation. A major portion of the meeting was devoted to tributes and personal privilege remarks. Senators recognized Cap Alpha Psi Fraternity for its mentorship, scholarship, housing, and community service work in Colorado, and later honored Ukraine Power, a Colorado Springs nonprofit that raises funds and delivers generators, heaters, power banks, and other aid to people in Ukraine. Senators emphasized the ongoing war in Ukraine and praised Coloradans helping with humanitarian relief. The Senate then adopted SJR 12, designating February 20, 2026, as Colorado FFA Day, after extended remarks about agricultural education, leadership development, and the role of FFA in both rural and urban communities. The resolution passed on a 33-0 vote, and the current roll call was added as co-sponsors. The chamber also passed a 30-bill consent calendar of supplemental appropriations and related measures, with several senators recording no votes on selected bills. Final passage followed for House Bill 1151 and the remaining bills on the calendar, covering supplemental appropriations to departments including Corrections, Health Care Policy and Financing, Agriculture, Early Childhood, Education, Human Services, Judicial, Labor and Employment, Law, Local Affairs, Military and Veterans Affairs, Personnel, Revenue, State, Transportation, Treasury, and capital construction and education-related funding measures. Debate on HB 1155 focused on Medicaid and behavioral health cuts, with one senator opposing the bill over parity concerns and others supporting it as part of broader budget balancing. Most bills passed with strong majorities, though several had recorded no votes.

Transcript Highlights:

• Classroom teachers are the center of student learning and school success.
• <00:03:59.680> and the center of student learning and the center of student learning and school
• And um who have our kids grow and learn.
• components these principles learned components these principles learned through<00:29:03.440>
• <00:31:43.120> themselves a way that helps them learn themselves a way that helps them learn

Keywords: 958, all

Summary: The committee first heard Senate Bill 2, sponsored by Senator Julie Rocky Adams, which would prohibit school administrators from receiving a percentage pay increase greater than the average percentage increase given to classroom teachers in the same district. Supporters said the bill is intended to keep teacher pay from falling behind, promote fairness and transparency, and preserve local control through existing waiver options. Senators Thomas, Higdon, Givens, Neal, Williams, and others generally supported the bill, while Senator Meredith raised concerns about unintended consequences for rural districts and the ability to retain principals and other talent quickly enough through the waiver process. The sponsor and others responded that the waiver process is standardized and expedited, and that normal raises would not be affected. SB 2 was adopted unanimously with favorable expression. The committee then took up Senate Bill 4 on school leadership, with a committee substitute changing a reference from the Kentucky Chamber of Commerce to the Kentucky Chamber Foundation. Senator West explained that the bill is designed to create a coordinated five-year principal leadership pipeline, based on research suggesting that school leadership is a major factor in teacher retention and school success. The first two years would be KDE-run foundational training and mentorship, followed by a gap year, then a public-private partnership year with the Chamber/Truist program, and finally a fifth year of advanced training through approved providers such as Western Kentucky University or KASA. West said the goal is to extend principals’ tenure and improve leadership quality statewide. Ashley Watts of the Kentucky Chamber of Commerce testified that the Chamber Foundation has run the Leadership Institute for School Principals since 2011, sending 641 principals from 112 counties through the program at a business-funded cost of more than $4.4 million. She said the program has reached about 3 million students and produces measurable school improvement. Henderson County Superintendent Bob Lawson said the program has been valuable in his district and emphasized the heavy workload and leadership demands placed on principals. The discussion continued with testimony about the importance of principal leadership and the need to invest in it, but no final vote on SB 4 was reached in the portion provided.

Transcript Highlights:

• Um, back in 2019, KB has we have been serving as a workplace learning intermediary for the Kawaii complex
• Um, we just want it to be a safe place for people to learn.
• <00:08:18.479> yeah<00:08:18.919> and safe place for people to learn yeah and safe
• <00:10:01.320> digital them really um you know learn digital them really um you know learn
• And, um, you know, I'm still learning, right? I'm still learning a lot about HTDC.

Keywords: 912, senate, all

Summary: The Senate Committee on Economic Development and Tourism heard confirmations for two Hawaii Technology Development Corporation board nominees, Jaclyn Ka and Gregory Oara. Testimony for both was overwhelmingly in support. Supporters for Ka emphasized her Kauaʻi roots, work in workforce development and digital equity, and ability to connect schools, industry, and community needs. In her own remarks, Ka said she wants to bring resources to Kauaʻi and the neighbor islands, strengthen local workforce pathways, and use the HTDC board to help local residents access technology jobs and training. Members questioned Ka about how to reduce reliance on mainland hires for jobs at PMRF and other technology employers, how to better align training with local needs, and how to connect Kauaʻi schools, community college programs, and creative media/digital technology efforts. Ka described KDB’s role in building islandwide digital media and drone clubs, professional development for teachers, and partnerships intended to create a pipeline from school to workforce. She also said the legislature can help mainly by listening and staying informed about local needs. For Oara, supporters highlighted his engineering and semiconductor background, his experience in academia, industry, and startups, and his potential to help HTDC with technology commercialization, IP, and exportable services. Oara said he wants HTDC to better support early-stage companies, improve coordination among universities, government, and the private sector, and create a directory of technical skill sets to connect startups with needed expertise. He also discussed AI, saying Hawaii can contribute by developing smaller, locally relevant models rather than only relying on large-scale data-center infrastructure. The hearing focused on these nominations and testimony; no vote or final committee action was stated in the transcript.

Transcript Highlights:

• In Relish from Twin Cities PBS, viewers learn about global cuisines through the stories and food shared
• Viewers learn about global cuisines through the stories and food shared by our neighbors right here in
• address specific math benchmark learning address specific math benchmark learning standards<00:23
• in their learning in their learning Journeys<00:27:09.120> not<00:27:09.320> all<00
• And you know, I just learned today that the number of people of color and Indigenous people connected

Keywords: 1187, senate, all

Transcript Highlights:

• fund this uh the same the math learning fund this uh the same the math learning program<00:33:37.000
• swallow uh reducing the math learning swallow uh reducing the math learning communities<00:34:33.879
• prime sponsor this bill math learning prime sponsor this bill math learning communities<00:35:48.920
• and uh helpful to me as I've learned and uh helpful to me as I've learned more<01:01:54.520>
• um creates or widens gaps in learning um creates or widens gaps in learning because<05:36:43.440

Keywords: 928, house, all

Summary: The Education Funding Committee met in executive session and first took up HB 193, which clarifies that dual and concurrent enrollment courses may not exceed four credits. Members said the bill came from the community college system and was intended to preserve the program’s high school-to-college pathway. An amendment changing the effective date to passage was adopted 18-0, and the committee then voted 18-0 to recommend OTPA on the bill as amended, with the bill placed on the consent calendar. The committee then retained HB 295 and HB 366, both related to school building aid, after members said the issues were complex and needed more work. Both motions to retain passed 18-0, leaving the bills in committee without reports. The chair also said HB 354 would not be taken up that day because of possible changes from the Department of Education and others. HB 494, funding the math learning communities program, was then amended to flat-fund the program rather than increase it, with members citing budget uncertainty. The amendment passed unanimously, and the committee then voted 18-0 for OTPA on the bill as amended, placing it on consent. Finally, HB 515, which would repeal charter public school eligibility for state school building aid, drew debate over whether charter schools should be treated differently from traditional public schools. The committee voted 10-8 for inexpedient to legislate, sending the bill to the regular calendar; Representative Damon was assigned the minority report and Representative Popovic the majority report. The committee then began HB 716, an appropriation for the dual and concurrent enrollment program, where members discussed flat-funding the program at $2.5 million per year and the potential impact on course availability, but the transcript cuts off before a final vote is shown.