Transcript Highlights:

• Newly employed classroom teachers are to enroll in their first year of employment.
• That gives two full school years for all K-5 teachers...”
• “That gives two full school years for all K-5 teachers to be enrolled in and be trained.
• to prepare for that as well.
• But down on page five, where it allows public charter school teachers to...”

Summary: The Senate Finance Committee met with a quorum present, approved the prior meeting minutes, and then took up several House bills with strike-and-insert amendments. House Bill 5510 was amended to incorporate provisions from Senate Bills 1065 and 928, modernizing Alcohol Beverage Control licensing and adding rules for low-proof spirit alcohol products, including a $1.25 per gallon tax; the committee adopted the amendment and reported the bill to the full Senate with a do-pass recommendation. The committee then considered House Bill 5453 on school funding. After discussion of a proposed block-grant system and supplemental aid for special education, the committee adopted an amendment replacing much of the bill with weighted funding for level two and level three special education students, exempting those funds from block grant rules and limiting their use to direct instruction. The committee also adopted a clarification to extend the special education funding to charter school students and reported the amended bill to the Senate. House Bill 5412, dealing with multi-year technology licensing contracts for local fiscal bodies and science-of-reading training for K-5 teachers, was amended to clarify contract language, delay implementation dates, change “endorsement” to “training,” and require charter school teachers to participate; it was then reported. The committee next amended and reported House Bill 4006, which creates aerospace development and workforce grant programs, changing the funding mechanism to use Department of Commerce reporting and personal income tax proceeds rather than direct employee withholdings. It also took up House Bill 4009, combining voluntary portable benefits for independent contractors with microcredentialing and an expanded apprenticeship tax credit, adopted the Finance Committee amendment, and reported it. Finally, House Bill 4004 creating the Recharge West Virginia training reimbursement program was amended to raise the annual employer reimbursement cap from $50,000 to $100,000 while keeping the $10,000 per-employee limit, and the committee reported the bill. The meeting ended with adjournment.

Transcript Highlights:

• Smoothie King, it's a whole—I got a whole envelope full of them, so y'all should come prepared.
• Smoothie King, it's a whole, I got a whole envelope full of them, so y'all should come prepared.
• Because what we know for sure is that teachers will probably see this first.
• Do I have a prepared statement that I'd like to read?
• Cynthia Posey with the Louisiana Federation of Teachers.

Bills: SR119 , SCR65 , HCR47 , HB196 , HB218 , HB256 , HB325 , HB352 , HB434 , HB448 , HB476 , HB608 , HB624 , HB626 , HB632 , HB749 , HB818 , HB1059 , HB1112 , HB1242 , HB1249

Committee: Senate Education

Summary: The Senate Education Committee met with four members present and took up a long agenda of education-related bills. Early items included SCR 65, which would create a K-12 student success task force to study statewide career and academic pathway advising; the committee adopted a substantive amendment adding designees and then reported the resolution favorably. The committee also reported favorably on SCR 119, honoring Coach D.D. Breaux, after brief remarks about her LSU gymnastics legacy and the request that LSU study naming its gymnastics training facility in her honor. Several bills affecting school operations and student support were heard and reported favorably, including HB 434 on probationary school bus driver employment and superintendent authority over dismissal; HB 484 expanding scholarship benefits for children and spouses of fallen or disabled firefighters and police officers; HB 749 and HB 1059 on savings accounts and TOPS math eligibility alignment; HB 218 adding food insecurity questions to student questionnaires, which was amended and reported favorably; HB 325 expanding TOPS Tech eligibility through dual enrollment and part-time use; HB 476 requiring Safe Haven law postings in middle and high school restrooms; HB 1249 clarifying access to school-based health centers, with an amendment adopted; HB 1242 allowing more than one early learning center license at the same location under certain circumstances; HB 632 improving data protections and functionality for LA First; and HB 352 on behavioral health services for public school students, which was amended to address IEP and dispute-process concerns before being reported favorably. Two bills drew extended debate over transparency, privacy, and school autonomy. HB 608 would create confidentiality for intercollegiate athletics revenue-sharing documents; LSU representatives argued the bill was needed to protect student-athletes and competitive information, while PAR and the Louisiana Press Association opposed it as an improper secrecy carve-out for state-generated revenue. Despite the opposition, the committee reported HB 608 favorably. HB 1112, which would exempt BESE-approved non-public pre-K programs from certain licensure and safety requirements and adjust related definitions, was amended and then heard with testimony from the Pelican Institute in support, arguing it corrects overreach from prior law and protects private school autonomy and parental choice.

Transcript Highlights:

• teacher at Scott Middle School.
• She was named Teacher of the Year.
• Thank you to our Dallas ISD Teachers of the Year.
• So the teacher is being charged, the school...
• teachers are not in school.

Bills: SB15 , SB35 , SB290 , SB1365 , SB2568 , SB18 , SB427 , SB1860 , SB1864 , SB2675 , SB596 , SB2858 , SB3058 , SB816 , SB1163 , SB1484 , SB1898 , SB1777 , SB1802 , SB2692 , SB315 , SB1585 , SB1626 , SB2058 , SB2050 , SB2105 , SB2245 , SB2764 , SB2611 , SB2497 , SB2452 , SB2243 , SB1705 , SB1244 , SB1361 , SB438 , SB578 , SB584 , SB2690 , SB2521 , SB2487 , SB2342 , SB2063 , SB125 , SB2041 , SB1962 , SB1413 , SB6 , SB2878 , SB13 , SB30 , SJR87 , SB7 , SB127 , SB293 , SB441 , SB3059 , SB57 , SB512 , SB1718 , SB140 , SB2055 , SB2075 , SB2018 , SB1534 , SB1567 , SB785 , SB1233 , SB1580 , SB1663 , SB413 , SB447 , SB519 , SB467 , SB1579 , SB1191 , SB1021 , SB1838 , SB2807 , SB2835 , SB546 , SB2121 , SB2167 , SB2024 , SB1032 , SB1049 , SB1266 , SB1400 , SB1302 , SB401 , SB1596 , SB1281 , SB1242 , SB1343 , SB1346 , SB2753 , SB2221 , SB1719 , SB2177 , SB552 , SB646 , SJR1 , SB15 , SB800 , SB790 , SB748 , SB571 , SB1957 , SB1923 , SB1896 , SB1760 , SB1335 , SB2368 , SB2477 , SB2587 , SB2972 , SB2986 , SB2965 , SB1563 , SB1467 , SB1164 , SB1137 , SB614 , SB705 , SB961 , SB918 , SB955 , SB869 , SB850 , SB863 , SB1610 , SB1055 , SB2206 , SB457 , SB2337 , SB1362 , SB926 , SB1494 , SB251 , SB456 , SB500 , SB1307 , SB2615 , SB2995 , SB2321 , SB973 , SB974 , SB865 , SB506 , SB781 , SB1522 , SB1558 , SB510 , SB667 , SB763 , SB2073 , SB1858 , SB1660 , SB505 , SB2900 , SB1433 , SB1540 , SB1964 , SB1300 , SB1644 , SB2217 , SB2373 , SB2431 , SB1758 , SB2480 , SB3039 , SB3047 , SB3073 , SB2920 , SB2781 , SB826 , SB766 , SB2460 , SB527 , SB1946 , SB2885 , SB1243 , SB2610 , SB2595 , SB857 , SB2501 , SB66 , SB268 , SB331 , SB618 , SB414 , SB1394 , SB2425 , SB898 , SB993 , SB442 , SB735 , SB784 , SB2538 , SB1919 , SB1013 , SB2215 , SB2322 , SB626 , SB570 , SB747 , SB2183 , SB673 , SB1015 , SB1447 , SB1370 , SB1784 , SB1897 , SB2873 , SB2891 , SB2933 , SB2540 , SB2681 , SB2695 , SB1965 , SB2203 , SB872 , SB875 , SB1030 , SB1277 , SB1730 , SB1681 , SB1152 , SB2969 , SB2747 , SB2705 , SB2541 , SB1708 , SB2080 , SB2721 , SB1986 , SB2392 , SB2539 , SB2857 , SB2799 , SB2785 , SB2782 , SB1531 , SB1927 , SB1263 , SB1098 , SB35 , SB290 , SB1365 , SB2568 , SB18 , SB427 , SB1860 , SB1864 , SB2675 , SB596 , SB2858 , SB3058 , SB816 , SB1163 , SB1484 , SB1898 , SB1777 , SB1802 , SB2692 , SB315 , SB1585 , SB1626 , SB2058 , SB2050 , SB2105 , SB2245 , SB2764 , SB2611 , SB2497 , SB2452 , SB2243 , SB1705 , SB1244 , SB1361 , SB438 , SB578 , SB584 , SB2690 , SB2521 , SB2487 , SB2342 , SB2063 , SB125 , SB2041 , SB1962 , SB1413 , SCR9 , SB21 , SB1198 , SB1405 , SB2601 , SB2778 , HB5560 , HB762 , HB1584 , HB 107 , HB 114 , HB138 , HB4386 , HB2495 , HB581 , HB3348 , HB5323 , HB4341 , HB6 , HB171 , HB143 , HB449 , HB3486 , HB4263 , HB5246 , HB2 , HB2011 , SB17

Keywords: SB 15, Texas Local Government Code, zoning preemption, housing affordability, small lots, lot size, lot density, single-family zoning, residential subdivision, municipal land use, local control, state preemption, parking requirements, setbacks, infill development, missing middle housing, lot width, lot depth, homebuilders, housing supply

Transcript Highlights:

• ><c> groom</c><00:17:08.720><c> a</c> A teacher cannot accidentally groom a A teacher cannot accidentally
• </c><00:19:40.919><c> or</c> stories about about teachers or stories about about teachers or educators
• House File 3489 does not accuse our teachers.
• It does not undermine the teachers.
• And we as teachers have a responsibility And we as teachers have a responsibility for<00:37:06.520><c

Transcript Highlights:

• I'm a teacher and, well, I guess once a teacher, always a teacher. I had a situation.
• I don't want to put the onus back on teachers because teachers are teaching the A through G.
• Alerting teachers where they can find us.
• Because sometimes people tell a teacher and the teacher does not know where to get help, right?
• I think for me, because I am a teacher and all of you are obviously teachers as well, the education to

Summary: The committee met to discuss domestic violence with a focus on teen dating violence, healthy relationships, and the impact of technology on abuse. Chair Blanca Rubio opened by describing the urgency of the issue, including a recent teen murder in her district tied to domestic violence, and emphasized that restraining orders alone do not prevent abuse. The first panel featured Janica Morin Pasquale and Taylor Stone Mill, who described warning signs in teens such as constant monitoring through phones and social media, isolation from friends, jealousy normalized by online content, and control through gifts, food delivery, and access to passwords or tracking apps. They stressed that many teens do not tell parents, that parents often miss the signs, and that prevention should begin early and be reinforced in schools, homes, and youth activities. They also cited resources such as Love Is Respect, One Love, and Take It Down, and urged consistent funding and implementation of the California Healthy Youth Act rather than one-time lessons. The second panel shifted to the effects of domestic violence on children and the systems that respond to them. Joyce Blue of the Sacramento Regional Family Justice Center described the center’s wraparound services, including forensic interviews, legal help, housing support, child therapy, and high-risk response, and highlighted the prevalence and danger of strangulation, including cases with no visible injury. She explained that domestic violence is about power and control, that children often normalize abuse, and that safety planning must accompany restraining orders. Susie Flores of Inner Circle Children’s Advocacy Center explained the multidisciplinary forensic interview model used for child abuse cases, gave examples of severe abuse involving children exposed to domestic violence, and noted that many centers are overwhelmed by caseloads. She stressed the need for immediate trauma-informed services and more front-end intervention rather than waiting until long-term harm develops. Dr. Pamela Tate of Black Women Revolt Against Domestic Violence and other members discussed the need to support not only victims but also the systems and educators who are expected to respond. Several members shared personal experiences with domestic violence, sexual assault, and family trauma, and raised concerns about school implementation, immigrant families’ fear of reporting, and the need to address abusers’ behavior and trauma as well. The discussion also touched on statute of limitations issues, with panelists saying memory and trauma can delay disclosure for years and that rigid deadlines can prevent justice. No votes were taken; the meeting was informational and ended with members expressing support for continued collaboration, prevention funding, and stronger implementation of existing law.

Transcript Highlights:

• Paul Teachers and Mr. Tenzig. Does St.
• Paul Teachers and Mr. Tenzig. Does St.
• </c><01:39:44.480><c> Tenick</c> teachers and Mr. Tensick. Um Mr. Tenick teachers and Mr. Tensick.
• Paul teachers. And I for TRA versus St. Paul teachers.
• and</c><02:00:55.040><c> the</c> relating to teachers and the relating to teachers and the recommendations

Transcript Highlights:

• c> a</c><00:30:46.960><c> tremendous</c> I believe teachers have a tremendous I believe teachers have
• </c> and preparing me for what comes next. and preparing me for what comes next.
• </c><01:04:28.800><c> you</c> teaching government surely prepared you teaching government surely prepared
• </c><01:18:41.000><c> to</c> faith in a social studies teacher to faith in a social studies teacher to
• </c> to once again be a teacher. to once again be a teacher.

Transcript Highlights:

• </c> when education's trying to prepare when education's trying to prepare something<01:43:33.040><c>
• </c> out what is the cost of a speech teacher out what is the cost of a speech teacher seeing<04:51:14.320
• </c><04:51:24.558><c> yeah</c> cost of a speed pathology teacher yeah cost of a speed pathology teacher
• </c> the cost of a special education teacher the cost of a special education teacher around<05:08:15.958
• </c><05:09:40.320><c> that's</c> about special education teacher that's about special education teacher

Summary: The committee first discussed HB 443, which would change terms and vacancy language for members of a higher education commission. Members raised concerns that the bill was too narrow to address broader issues with commission membership, including expired appointments, attendance expectations, and whether the Department of Education could replace the commission’s role. Several members suggested the bill was not ready for action and favored holding it for further work, possibly through a subcommittee or work session. One member suggested that if attendance standards were added, no more than two unexcused absences should trigger removal, given the commission’s meeting schedule. The chair said he would defer action and form a small subcommittee to report back before the committee deadline. The committee then moved to HB 484, dealing with repurposing Career and Technical Education classroom space after 20 years of exclusive use. The chair explained that the bill was aimed at the Milford CTE project, where shared use of space could allow a school to repurpose part of a CTE facility while still using it for CTE-related instruction. Members discussed other possible situations around the state, including Claremont, North Conway, and Jaffrey/Rindge, and whether the bill should be limited to Milford or broadened to allow local districts more flexibility. Some members favored passing the bill now to help CTE projects move forward, while others argued for an amendment removing the requirement that the space be vacated specifically to expand the CTE program occupying it. Testimony and discussion emphasized that the Milford project had state approval but reduced funding, requiring a smaller scope and repurposing of existing space. Supporters said the bill could help preserve CTE programs while also benefiting general education space needs, and that local districts should have flexibility after 20 years. Opponents or cautious members noted that the language might not fit every district situation and asked for feedback from Director Beard and Steve Rothenberg before final action. The committee did not take a final vote in the portion provided, and instead discussed waiting for an amendment and additional input before acting.

Transcript Highlights:

• Sergeant Arms will prepare the chamber and bring in the absent members. Clerk will call the roll.
• It is a year-long learning program designed to engage students and prepare them for professional roles
• Why are we putting our our teachers our school staff in legal jeopardy? This is unconscionable.
• Is supported by teachers, by school administrators.
• This team was founded in 2004 by math teacher Alan Hallman at Madera High School.

Transcript Highlights:

• Many allow a maximum of 3-to-1 and 4-to-1 student-to-teacher ratio.
• Swim School Association members reported that teachers will be teaching over 12 million lessons.
• I've prepared documents for you all...
• His teachers, his coaches—he mattered to the 1,700 people that showed up at his services. 1,700.
• Every teacher, every coach, every principal in Plano, McKinney, and Dallas attended his services.

Bills: SB650 , HB3667 , SB28 , HB3201 , SB1184 , HB1800 , SB 28

Committee: House Licensing & Administrative Procedures

Keywords: permit issuance, regulatory framework, business operations, efficiency, application process, lottery, gambling, internet gaming, mobile application, criminal offenses, lottery regulations, occupational licensing, fraud prevention, criminal background checks, lottery couriers, SB 1184, Texas Alcoholic Beverage Code, wine collection seller, collectible wine, vintage wine

Transcript Highlights:

• as you both were speaking, reflecting on the people in my boys' lives who, whether it was a band teacher
• Only one in four of his K–12 teachers was a man.
• A few updates to California's sexual health education can prepare boys for our current reality, which
• A few updates to California's sexual health education can prepare boys for our current reality, which
• It's like if you're preparing for a job interview, if you have a job interview, do mock interviews.

Summary: The hearing was the inaugural meeting of the Assembly Select Committee on Developing Pathways to Purpose for Young Men, chaired by Assembly Member Avelino Valencia. In opening remarks, Valencia and several committee members described concerns about boys’ and young men’s disconnection from school, work, and relationships, and tied the committee’s work to technology, mentorship, education, and suicide prevention. Members repeatedly noted the effects of COVID-era screen use, the importance of positive male role models, and the need to think beyond funding alone toward broader policy and cultural changes. The first panel focused on the state of men online. Testimony from David Sakaki of the American Institute for Boys and Men, Vihon Bardwaj of Generation Up, and Dr. Alok Kanojia (“Dr. K”) emphasized that pornography, gaming, gambling, social media, and AI can meet real needs for belonging, status, and relief, while also encouraging addiction, isolation, distorted sexual expectations, and harmful comparisons. Witnesses argued that young men are especially vulnerable to algorithm-driven content, that online systems often amplify misogyny and other harmful behavior, and that public policy should address design defaults, age-appropriate sex education, gambling-like game mechanics, and offline alternatives such as sports, mentorship, and social-emotional skill building. Committee members asked about pornography, loot boxes, gambling ads, and how to create healthier substitutes for the immediate gratification these products provide. Witnesses said the answer is not to match the addictive pull of harmful content, but to build more fulfilling offline pathways and teach practical social and emotional skills. Assembly Member Brian also spoke about the need for policy frameworks that help young men and boys be seen and supported, while acknowledging that these issues affect women and girls as well. The second panel shifted to design and health impacts. Dr. Ravi Iyer, drawing on his experience at Meta, said platforms are often optimized for engagement rather than users’ aspirations, which can increase exposure to nudity, violence, hate, and unwanted sexual content; he also warned about emotionally manipulative chatbot interactions and suggested stronger rules and public tracking of app harms. Dr. Jason Nagata of UCSF described research linking problematic social media use to later ADHD symptoms in boys, and explained how social media can intensify muscularity pressures, body dissatisfaction, eating disorders, and risky appearance-modification trends such as “looksmaxxing.” No formal votes or legislative actions were taken during the hearing.

Transcript Highlights:

• Williams and Alice Hanlon Pice for legislation to authorize teachers employed by the Springfield Empowerment
• Zone to become members of the Massachusetts Teachers Retirement System, severally to the Committee on
• The following bill, duly and truly prepared, is now before the House for final passage: Senate House
• House being in order, the following bill, duly and truly prepared, is now before the House for final

Transcript Highlights:

• Newly employed classroom teachers are to enroll in their first year of employment.
• That gives two full school years for all K-5 teachers...
• That gives two full school years for all K-5 teachers to be enrolled in and be trained.
• to prepare for that as well.
• So I would like to change that from may choose to: public charter school teachers shall participate in

Committee: Senate Finance

Transcript Highlights:

• funding, enabling us to align more closely with workforce needs and engineering, healthcare, and teacher
• We added the teacher's component where K through 12 teachers that are certified teachers have 10 years
• But we do have some initial numbers from the teacher one in particular that were just sent to me by our
• We have 1,522 online applications that were submitted to the Teacher eligibility track, so that's ones
• So we've had 443 of those, for a total of 19,65 students on the teacher Representative Lowewee, you're

Committee: House Appropriations and Budget

Transcript Highlights:

• I have been here in Auburn for over 20 years as a teacher and as an administrator.
• And I think it's important for teachers and paras to hear those stories so that, as Patrick had said,
• The demo sites, we really want to get to the demo sites, but I have two teachers.
• But often our teachers are acting as paras.
• So teachers are not able to step out, like even during a school day, to do some online training.

Summary: The House Education Committee held a work session on reducing restraint and eliminating isolation in schools, then moved into a public hearing on House Bill 1795 and its proposed substitute. Chair Sharon Santos reviewed committee procedures and emphasized the short session timeline, then framed the discussion as part of a longer-running effort to address student restraint and isolation. Representative Callan, the bill sponsor, said the committee’s pilot and demonstration sites would help identify both benefits and implementation challenges for legislation. OSPI Acting Director of Policy and Legislative Affairs Misha Cherniski presented an update on the state’s demonstration project, saying it is in its third year and has $2 million per year in the current budget for fiscal years 2026 and 2027. He described intensive, targeted, and universal supports, including grants to pilot and demonstration districts, a technical assistance manual, and statewide professional learning. He reported that 68% of project sites saw reductions in restraint and isolation compared with the prior year, and said OSPI’s immediate policy recommendations are to extend prohibitions on dangerous restraints such as prone, supine, wall, mechanical, chemical, and noxious spray restraints, and to clarify the definition of “imminent likelihood of serious harm.” Committee members asked for more detailed disaggregated data by race, ethnicity, grade level, incident type, and sample size, and raised questions about authorized entities, student movement, and whether data captures incidents in nonpublic settings. Representatives from Auburn, Bainbridge Island, and Concrete school districts described how the grant-funded work has affected their districts. Auburn reported major reductions in isolation after removing its last isolation room, expanding behavior supports, and training staff through multiple professional development options; the district said the biggest challenge has been shifting staff mindset and navigating delayed access to vendors and grant systems. Bainbridge Island said it has used grant funds for universal staff training, administrator training, social-emotional MTSS work, and partnerships with multiple providers; it reported zero isolations and sharply reduced restraints, while noting the need to monitor nonpublic agencies closely. Concrete, a much smaller district, said the grant allowed it to hire a part-time BCBA, adopt Safety-Care training, and use OSPI’s manual and tracking tools, but staffing shortages and limited substitute coverage make it hard to attend demonstration sites or training in person. During the public hearing, the substitute bill was summarized as prohibiting certain restraints, banning isolation as a planned intervention, narrowing the definition of serious harm, and extending requirements to other providers of public educational services, while preserving lawful duties of school resource officers. Proponents included disability advocates, the Washington Education Association, and public school employees, who said the bill would reduce trauma and align practice with student safety and dignity. A parent testified about a child harmed by a room that was later used for involuntary confinement. A representative from a specialized learning center testified in opposition, arguing that a complete elimination of isolation for younger students could increase danger in some settings, that medical-provider requirements could be difficult to meet, and that specialized providers need broader exemptions. No vote was taken in the portion of the meeting provided.

Transcript Highlights:

• The teacher standards the Senate.
• ,</c><03:42:34.720><c> counselors,</c> administrators, teachers, counselors, administrators, teachers
• </c><04:11:13.279><c> are</c> the cost of living, Hawaii teachers are the cost of living, Hawaii teachers
• Many teachers have to resort to here.
• :40.399><c> just</c> Retaining experienced teachers is just Retaining experienced teachers is just as

Transcript Highlights:

• It is a pleasure today to welcome the students and teachers from St.
• It is a pleasure today to welcome the students and teachers from St.
• Only vitamins, nutrient preparations, and dietary supplements are covered.
• We're not saying that a teacher with, you know, teacher certification can't teach these subject matters
• There have been some questions whether teachers need training annually.

Transcript Highlights:

• </c><00:30:37.919><c> and</c> needs by graduating teachers and needs by graduating teachers and students
• students to serve needs we are preparing students to serve Minnesota<00:31:59.320><c> communities</c
• </c> focused on uh addressing teacher focused on uh addressing teacher shortages<01:11:11.040><c> in<
• preparation programs that are also losing grants focused on similar efforts to the grant at St.
• placement English, which prepared me for college.

Committee: Senate Higher Education

Transcript Highlights:

• trust has the right of first refusal in the sale or transfer of that public utility in an effort to prepare
• is an education matters bill that has some K-12 matters to try and make sure we've got our best teachers
• But that language prohibits teachers, when they negotiate their contracts, from distributing their negotiated
• The chairman had prepared an amendment to also include other college credit tests such as Cambridge.
• There's a lot of detail, but I'm prepared to answer questions if there are any. All right.

Transcript Highlights:

• The Sergeant at Arms will prepare the chamber and bring in the absent members.
• Assembly Bill 1119 by Assembly Member Patel, an act relating to teacher credentialing.
• efficient pathways for both current and aspiring teachers to obtain dual credentials.
• I wasn't really prepared to speak this morning, but I will say from personal experience, myself coming
• Because of her presence, her presence always left us better informed, more inspired, and fully prepared

Summary: The Assembly convened with a quorum call, prayer, and Pledge of Allegiance, then moved through a largely procedural floor session. Members also heard guest introductions recognizing the 20th anniversary of UC Merced and visiting interns and local officials. The Speaker reminded members about floor managers for Senate bills and noted several items were passed and retained on file or deferred during the day’s business. On the Daily File, the Assembly concurred in Senate amendments to AB 385 on park property and AB 1119 on teacher credentialing, both by unanimous 57-0 votes. The house also passed SB 351, a health practices measure presented as strengthening enforcement of California’s corporate practice of medicine rules and protecting the doctor-patient relationship, by a 61-0 vote. SB 697, relating to water rights adjudication and allowing the State Water Board to use technology such as drones for investigations, passed 55-0. The Assembly then took up SB 346 on local government and short-term rentals. Supporters said it would help cities collect transient occupancy taxes, enforce local ordinances, and identify unpermitted rentals; Assembly Members Bauer-Kahan, Papin, and Dixon spoke in favor, with Dixon describing local regulatory challenges from her time in Newport Beach. The bill passed 50-0. The second-day consent calendar was then approved. The remainder of the session was devoted to adjournment in memory remarks honoring Miguel Antonio Cano, Officer of the California Highway Patrol; Vincent Dino, a longtime Palmdale water district and civic leader; Andrew Meredith, a labor and building trades leader and former Galt mayor; and Erica Hoffman, a California School Boards Association advocate for public education. The Assembly then adjourned until Tuesday, September 2 at 1 p.m.